National Aeronautics and Space Administration

FIRST WOMAN

CAMP EXPERIENCE No.2

NASA Office of STEM Engagement Next Gen STEM
Introduction

The set of hands-on activities within this guide accompany the First 

Woman Issue #2: Expanding Our Universe graphic novel, which 

tells the story of Callie Rodriguez, the first woman to explore the 

Moon. While Callie is a fictional character, the first female astronaut 

and person of color will soon set foot on the Moon. First Woman 

Issue #2: Expanding Our Universe begins with Callie, RT, and Dan 

in a treacherous situation on the Moon. This issue of the graphic 

novel series features a diverse crew of astronauts working together 

on the Moon’s surface, learning and growing as a team, navigating 

the unexpected, and conducting experiments and technology 

demonstrations for the benefit of humanity. Readers see how 

teamwork and perseverance help the crew overcome the challenges 

of living and working on the Moon. Callie and her new team, Native 

American Astronaut Meshaya Billy and Canadian Astronaut Martin 

Tremblay, use their training and human ingenuity to deploy a nextgeneration space telescope.

This camp experience is intended for use by K-12 students in informal 

education settings such as after school programs, summer camps, 

Science, Technology, Engineering, and Mathematics (STEM) nights, 

and weekend workshops. This First Woman Camp Experience Guide 

No. 2 will bring the excitement of NASA’s science and technology 

missions to the Artemis generation explorers!

What Is Artemis?

Artemis, in Greek mythology, was the twin sister of Apollo and goddess 

of the Moon. Today, her name represents NASA’s efforts to return 

astronauts to the lunar surface.

Through Artemis missions, NASA hopes to land on the Moon and 

use innovative technologies to explore more of the lunar surface than 

ever before. NASA will collaborate with commercial and international 

partners to establish the first long-term presence on the Moon. 

Additionally, NASA’s scientists and engineers will utilize intelligence 

acquired from Artemis missions to take the next giant leap: sending the 

first astronauts to Mars.

Artemis III will land the first woman and person of color on an area 

of the lunar surface humans have not yet traversed: the lunar South 

Pole. This is an ideal location for a future Artemis Base Camp given its 

potential access to ice and other mineral resources. The unexplored 

lunar southern polar regions provide unique opportunities to unlock 

secrets surrounding the history and evolution of our Earth, Moon, and 

solar system.

Welcome 

Space 

Explorers! 

2 NASA Office of STEM Engagement Next Gen STEM
Camp Introduction

NASA is exploring the Moon, Mars, and beyond. So, what drives this 

exploration? Technology! Developing space technologies for future 

missions is the responsibility of NASA's Space Technology Mission 

Directorate (STMD). Pushing the boundaries of exploration, NASA's 

future missions hinge on crucial technological advancements: dust 

mitigation, water ice digging, sustainable infrastructure, and in-situ 

resource utilization. The activities in this guide focus on these four 

challenges. NASA is actively researching and seeking innovative 

solutions to these challenges to allow for a sustained lunar presence.

Electrostatic Moon Duster

During the Apollo missions, astronauts faced a high risk of dust-related 

damage to space hardware and astronaut health. The lunar surface is 

covered by a layer of dust particles called regolith. Lunar regolith, or 

lunar dust as it is commonly called, was created over billions of years 

by the bombardment of the solid lunar crust by meteoroids, solar UV 

flux, solar wind, and radiation. During impacts from micrometeorites, 

some of the surface particles formed into agglutinates, which are 

fused particles of impact glass, rock, and mineral fragments. These 

dust particles can be stirred up during robotic and human exploration 

activities or released by natural processes such as meteorite impacts. 

Apollo astronauts noted that lunar dust particles readily stuck to 

surfaces such as spacesuits, optical lenses, and thermal blankets, 

causing numerous problems. Apollo mission spacesuits were damaged 

by abrasive lunar dust, and several astronauts noted that Moon 

dust was resistant to cleaning efforts; even vigorous brushing could 

not remove it. Fortunately, today NASA is exploring the use of noncontact, electrostatic, dust-charging technology to protect the Agency’s 

important space assets without restricting mission parameters. 

NASA’s Artemis program is developing extensive resources along 

with advanced technologies to enable a sustained lunar presence. 

Mitigation of lunar dust adhesion will be central to these efforts as well 

as to Artemis’ success.

Digging on the Moon

As NASA travels to the Moon and beyond, a sustainable infrastructure 

must be established to ensure a lasting lunar presence. This will allow 

for greater exploration and study of the Moon. Astronauts will live and 

work in space for longer periods of time, which means that their access 

to supplies will be less immediate. 

What if we could generate products from local materials that are on the 

Moon’s surface? This practice is called in-situ resource utilization

(ISRU). Before Artemis astronauts land on the Moon, robots will scout 

the surface and collect information about the lunar South Pole. 

Camp Vocabulary

Additive manufacturing - A process of 

joining materials to make objects from 3D 

model data, usually layer upon layer.

Icy-regolith - Ice and regolith mixture found 

on the Moon. 

In-situ resource utilization (ISRU) - A 

practice of generating products with local 

materials.

Lunar dust - A very fine layer of regolith, or 

fragmented rock material, that is static and 

adheres to exposed surfaces. 

Regolith - The loose, fragmental material on 

the Moon’s surface.

Sustainable infrastructure - Equipment 

and systems that are designed to meet the 

population's essential service needs — 

including roads, bridges, telephone pylons, 

hydroelectric power stations, etc. — based on 

all-round sustainable principles.

Technology - The application of scientific 

for achieving practical goals. The products 

resulting from human efforts, including 

tangible and intangible tools.

Volatiles - Volatiles are the group of chemical 

elements and chemical compounds that can 

be readily vaporized.

Waypoints - A stopping place on a journey.

NASA Office of STEM Engagement Next Gen STEM 3
The Polar Resources Ice Mining Experiment-1 (PRIME-1) will be the first in-situ 

resource utilization demonstration on the Moon. The data from PRIME-1 will help 

scientists understand in-situ resources as well as assist in NASA’s search for 

water at the Moon’s poles. Additionally, PRIME-1 will help identify and assess the 

abundance and quality of water in lunar areas expected to contain ice. 

Print a Lunar Habitat

ISRU can also be used on a much larger scale. The infrastructure required for 

a lunar base to support sustained missions will involve large scale construction 

projects. Large storage facilities will need to be built containing materials and 

resources harvested and produced on the Moon. Additionally, landing pads and 

roads will need to be constructed to mitigate the abrasive regolith that could 

be blown around during launches and landings and picked up through general 

transportation. Finally, habitats need to be constructed to provide space for 

astronauts to live and work as well as safety from the constant bombardment 

of solar and cosmic radiation. It would be virtually impossible to transport all the 

resources needed to build this infrastructure from Earth. Instead, NASA and its 

partners have been developing ways to use lunar regolith as a basis for creating 

a concrete-like material on the Moon. Turning this lunar concrete into structures 

will be accomplished by new additive manufacturing techniques. NASA 

partners are already working on architectural designs for a lunar base camp and 

are developing automated 3D printers to build the camp on the lunar surface. 

These technologies are currently being tested in a large vacuum chamber using 

lunar simulant (i.e., simulated lunar regolith) to closely mirror the conditions of the 

lunar surface. 

Finding Our Way with VIPER (Volatiles Investigating Polar 

Exploration Rover)

After the PRIME-1 mission, VIPER will explore the Moon’s extreme environment 

in search of ice and other potential resources. VIPER will look for ice water as 

a resource on the surface and subsurface of the Moon at varying depths and 

temperature conditions. VIPER’s findings will also inform future Artemis landing 

sites by determining locations where water and other resources can be harvested 

to support a long-term lunar presence. VIPER instruments use spectrometers, 

which analyze the light emitted or absorbed by materials to identify their 

composition.

VIPER will contain numerous tools including the Neutron Spectrometer System 

(NSS) which will indirectly detect potential ice present in the lunar regolith. 

Additionally, the Regolith and Ice Drilling Exploring New Terrains (TRIDENT) will 

dig up regolith cuttings from as deep as three feet below the lunar surface. The 

Near-Infrared Volatiles Spectrometer System (NIRVSS) will detect the nature of 

hydrogen in the lunar soil. Finally, following touchdown, the Mass Spectrometer 

Observing Lunar Operations (MSolo) will assess gases in the environment to 

understand which are from the lunar surface and which were introduced by the 

lander itself. All these instruments will work together to accomplish the mission’s 

goal of prospecting for resources such as water on the Moon.

NASA Office of STEM Engagement Next Gen STEM 4
CAMP OVERVIEW

First Woman Camp Experience No. 2

Activities

1. Electrostatic Moon Duster

2. Digging on the Moon

3. Print a Lunar Habitat

4. Finding Our Way with VIPER

Sample Camp Schedule 

8:00 – 8:10 a.m.................Welcome - Introduce participants to Artemis by showing either of the videos below.

• "Why the Moon?" (4:33)

• "NASA's Artemis I Moon Mission: Launch to Splashdown Highlights" (2:02)

8:10 – 8:30 a.m.................Icebreaker - Show the video below.

• "Frank Rubio “First Woman” Graphic Novel on the International Space Station" (3:09)

Note: Allow 15 minutes to explore the First Woman Graphic Novel hard copies/ or App/XR

8:30 – 10:00 a.m...............Activity 1

10:00 – 10:15 a.m.............Break

10:15 – 11:15 a.m. ............Activity 2 

11:15 a.m. – 12:15 p.m. ....Lunch/Recess

12:15 – 1:00 p.m...............Activity 3

1:00 – 1:15 p.m.................Break

1:15 – 2:45 p.m.................Activity 4

2:45 – 3:15 p.m.................Wrap up 

3:15 – 3:30 p.m.................Artemis video - "What's Next for NASA: Artemis II Crewed Mission Overview" (3:19)

Resources

First Woman Graphic Novel

First Woman Graphic Novel in Spanish

Comprehension Questions

Note: This guide can be sectioned into a day, week, or 

month experience based on goals of the student group.

Option A: 1 Day Experience (shown above)

Option B: 1 Week Experience (1 per day, M-TH Camp)

Option C: 1 Month Experience (1 activity per week)

Why the Moon? Artemis I Moon 

Mission: Launch 

to Splashdown 

Highlights

Frank Rubio 

“First Woman” 

Graphic Novel on 

the International 

Space Station

What's Next for 

NASA: Artemis II 

Crewed Mission 

Overview

First Woman 

Graphic Novel 

First Woman 

Graphic Novel 

in Spanish

Comprehension 

Questions

5 NASA Office of STEM Engagement Next Gen STEM
Activity 1: Electrostatic Moon Duster

Prep time: 20 minutes Activity time: 90 minutes 

Summary: NASA’s Artemis program will develop extensive resources on the Moon and will require advanced technologies 

to enable a sustained lunar presence. Mitigation of lunar dust adhesion will be central to these efforts and to Artemis’ 

success.

Learning Objective: Participants will identify properties of lunar dust which make it so problematic and discover ways to 

mitigate dust.

Outcome: Participants will develop a dust mitigation prototype given NASA’s design criteria and constraints.

Activity 2: Digging on the Moon

Prep time: 20 minutes Activity time: 90 minutes

Summary: As NASA explores the Moon, and before Artemis astronauts land on the Moon, robots will scout the surface and 

collect information about the lunar South Pole. PRIME-1 will be the first in-situ resource utilization demonstration on the 

Moon. 

Learning Objective: Participants will explore the properties of water and compare ice to the icy-regolith found on the Moon. 

Outcome: Participants will design and build a drill bot that will dig through simulated icy-regolith.

Activity 3: Print a Lunar Habitat 

Prep Time: 20 minutes Activity Time: 45 minutes

Summary: It would be virtually impossible to transport the resources needed to build a lunar habitat from Earth. Instead, 

NASA and its partners have been developing ways to use lunar regolith as a basis for creating a concrete-like material on 

the Moon to create a lunar Base Camp. 

Learning Objective: Participants will learn about the potential to use materials already available on the lunar surface to 

construct a lunar base. 

Outcome: Participants will design and construct a model lunar habitat using an additive manufacturing process with 

simulated lunar concrete.

Activity 4: Finding Our Way with VIPER

Prep time: 20 minutes Activity time: 90 minutes 

Summary: VIPER must navigate across the rugged terrain of the lunar South Pole while surviving ever-changing extremes 

in lighting and temperature as well as periods of communication blackouts. This scenario requires complex and dynamic 

route planning and waypoint driving to maximize the scientific return while keeping the rover in working condition until the 

end of its mission.

Learning Objective: In this robotic challenge, participants experience the processes involved in creating a communication 

protocol for, while learning about the challenges faced when, operating a Moon rover. 

Outcome: After learning basic programming skills, participants will work together in a mission team to operate a robotic 

vehicle not directly in view of the driver or operations team to problem solve and accomplish their common goal. 

NASA Office of STEM Engagement Next Gen STEM 6
FIRST WOMAN

CAMP EXPERIENCE

Expanding Our Universe picks up where we left off with 

Callie, RT, and Dan in a treacherous situation on the Moon. 

Callie and her new team, Astronaut Meshaya Billy and Canadian 

Astronaut Martin Tremblay, use their training and human 

ingenuity to deploy a next-generation space telescope. We 

see how teamwork and perseverance help the crew overcome 

the challenges of living and working on other worlds.

English Español

7 NASA Office of STEM Engagement Next Gen STEM
MISSION BRIEFING

Activity 1 - Electrostatic Moon Duster 

Prep Time: 20 minutes 

Activity Length: 90 minutes

Task: Participants will research, design, build, and test a lunar 

dust mitigation device.

By the end of this activity participants will 

Identify properties of lunar dust which make it so problematic and 

develop a dust mitigation prototype given NASA’s design criteria 

and constraints. 

Safety Considerations

Ensure:

• Participants practice safe cutting techniques and scissor

handling when building their tools. Confirm participants

carefully support the piece being cut and are careful with

placement of supporting hand.

• Participants are mindful of any potential student allergies

regarding the supplies used in this activity

• Participants avoid moving around the room with scissors

• Participants use caution and wear protective goggles when

building and testing the tool design

• Participants wash hands after handling simulant regolith

and minimize stirring up dust from the flour/powder. Keep

dust to a minimum.

• Participants review the Safety Data Sheet (in materials

section) for the simulant regolith that is being used

• Students should use the balloon pump to blow up the

balloon. Students may only use their mouth if they are

certain they do not have a latex allergy.

Materials

• One student handout per team

• Scratch paper and writing utensils

• Latex balloons or Styrofoam plates to act as the helmet of

an astronaut on the Moon

• Safety scissors (rounded tip)

• Computers/devices with internet access or fact sheet

handout for research

• Electrostatic charge creator (have a variety of these items

for student choice): The following materials tend to give up

electrons when brought in contact with other materials. That

means they will have increased positive (+) charges (e.g.,

air, dry human skin, leather, fur, wool on PVC, glass rod,

human hair, nylon, latex balloons, silk, aluminum, paper).

Activating Prior Knowledge

• How do we know so much about the Moon? Specifically,

lunar dust (regolith)? Give participants time to share their

thoughts.

• Have participants rub a balloon on their hair and observe

what happens. What do they notice? What is causing

their hair to stick to the balloon? What invisible force was

created?

• What properties of lunar dust make it a problem for

astronauts?

Connection to NASA

In NASA’s Artemis program, the mitigation of lunar dust adhesion 

will be central to these efforts and to Artemis’ success. To learn 

more about NASA’s Dust problem, check out this link: “Dust: An 

Out-of-This World Problem” (1:20) (QR below)

MISSION GUIDANCE

GO • Discuss the challenge and constraints

• The testing station and the building

station should be in separate areas

MAYBE

• Show the following describing dust problems

and mitigation: Lunar/Crater Surface – Dust

Mitigation System: NASA 360 (QR Below)

• Have the students read: Dust an Out of this

World Problem

NO GO

• A design requiring more than one person

to operate

• A tool design that can only be tested once

• Give participants suggestions or show

examples of other dust mitigation devices

Dust: An Out-of-thisWorld ProblemDust Mitigation 

System: NASA 360

NASA Office of STEM Engagement Next Gen STEM 8
The following materials tend to attract electrons when 

brought in contact with other materials. That means 

they will have increased negative (-) charges (e.g., 

wood, amber, hard rubber (comb), nickel, copper, 

brass, silver, polyester, styrene (Styrofoam), saran 

wrap, scotch tape, vinyl).

• Analytical balance: These are typically suitable for

masses of 0.1mg up to 200g and are more precise

than precision balances.

• Simulant for the lunar dust (e.g., salt, wheat flour,

packing peanuts, baking powder, QUIKRETE®,

polystyrene beads)

See Safety Data Sheets below:

− Salt Safety Data Sheet

− Wheat Flour Safety Data Sheet

− Baking Powder Safety Data Sheet

− QUIKRETE® Safety Data Sheet

− Polystyrene Beads Safety Data Sheet

Preparation

1. Gather materials.

2. Create a “lunar testbed" for students to practice

collecting regolith simulant. This could be a small

pan or plastic bowl filled with regolith simulant

(e.g., salt, wheat flour, packing peanuts, baking

powder, QUIKRETE®, Polystyrene Beads).

3. Group students into teams of two to four. Consider

assigning roles and tasks to individual students

within the team.

4. Print one student handout for each team.

Procedure

1. After watching the videos Dust: An Out-of-thisWorld Problem and Dust Mitigation System: NASA

360, Teams will brainstorm a solution to the dust

problem and develop a strategy to mitigate this

problem for future work on the Moon.

2. This activity will simulate an astronauts helmet

covered in lunar dust. The helmet will be

represented by a latex balloon or Styrofoam

plate. Teams will create an electric charge (by

rubbing the helmet on hair or dry skin) and place

the helmet in the lunar testbed being sure to have

it covered as much as possible with the lunar

simulate. The challenge will be to build a tool using

available materials to remove (or mitigate) the lunar

dust from the balloon with minimal contact using

the invisible force of electrostatics.

3. Allow teams to see the available materials to build

their dust mitigation tool. The tool must be able to

be used by one person.

4. Teams will create a sketch of their proposed

design.

5. One participant from each team will gather their

needed materials.

6. Teams will have at least 30 minutes to construct a

tool using the materials provided and the sketches

they have created. The teams’ tool should be a

dust mitigation device that can be used by a single

astronaut. The tool should be able to withstand

multiple tests.

7. Now that the teams have created a dust mitigation

tool, explore the lunar testbed and experiment with

the new tool. Be sure to record mass one (1) of the

helmet (Latex Balloon or Styrofoam plate alone).

After the regolith simulant is added to the “helmet”

using electrostatic force, find mass two (2) (balloon

plus the addition of the regolith simulant via

static charge). Use the tool and dust mitigating

procedures to remove as much regolith simulant as

the team can in five seconds or less.

Extension

• Allow students time to redesign their dust mitigation

tool

• Design a new dust mitigation device to attempt to

improve dust removal time

Challenge Questions

• What were some difficulties your team faced during

the initial design and build process and how did you

overcome them?

• Were you surprised by the performance of your

tool? Explain.

• How were you able to improve your tool?

• What design changes did you make and how did

they improve your tool’s performance?

• What was something about another teams’ model

that impressed you?

• Was there a problem with lunar dust in the First

Woman graphic novel? Explain?

Salt Safety 

Data Sheet

Wheat Flour 

Safety Data 

Sheet

Baking 

Powder 

Safety Data 

Sheet

QUIKRETE 

Safety Data 

Sheet

Polystyrene 

Beads 

Safety Data 

Sheet

9 NASA Office of STEM Engagement Next Gen STEM
MISSION BRIEFING

Activity 2 -Digging on the Moon

Prep Time: 20 minutes 

Activity Length: 60 minutes

Task: Participants will be challenged to compare the properties 

of ice with simulated icy-regolith, like the icy-regolith found on 

the Moon’s south pole, and design and build a robot drill that will 

dig through the simulated icy-regolith.

By the end of this activity participants will 

Compare and contrast the properties of ice to simulated icyregolith, like the icy-regolith found on the Moon’s south pole, 

and design and build a robot drill that will dig through simulated 

icy-regolith. 

Safety Considerations

Ensure:

• Participants are mindful of any potential student allergies

regarding the supplies used in this activity

• Participants wear eye protection when building and

digging in the simulated icy-regolith

• Participants practice safe cutting techniques and scissor

handling when building their tools. Confirm participants

carefully support the piece being cut and are careful with

placement of supporting hand.

•

•

Participants avoid moving about the room with scissors or

other sharp objects

Participants tape the terminal ends of the batteries with

electrical tape when they are not stored in their original

packaging

• Participants tape all bare wire and exposed electrical

connections with electrical tape

• Students must review their build with the educator before

turning it on

Materials for Drill Bot

• Battery powered toothbrush (one per team). Note to

educator: Check out local discount stores for this item.

• Foam noodle or plastic cup

• Rubber bands

• Electrical tape

• Metal washers or pennies

• Plastic spoon

• Craft sticks

• Chop sticks

Activating Prior Knowledge

• Give teams four to six regular ice cubes as well as four

to six icy-regolith ice cubes (water and sand mixture). Tell

students they will compare how ice cubes and icy-regolith

ice cubes melt under different conditions. Share this question

with students: What is the difference between ice and icyregolith?

• Ask students to predict what will happen to the ice and

icy-regolith under the following conditions: (Icy-regolith ice

cubes will melt faster than regular ice cubes in each of the

conditions below, but especially in the hot water)

− Both placed in a dish of room temperature water

− Both placed in a dish of hot water

− Both placed under running room temperature water

− Both placed under running hot water

• Ask students the following questions:

− Which ice cubes melted faster, icy-regolith ice cubes

or regular ice cubes?

− How were your predictions similar to or different from

the results?

Connection to NASA

PRIME-1 will be the first in-situ resource utilization demonstration 

on the Moon. The data from PRIME-1 will help scientists understand 

in-situ resources as well as assist in NASA’s search for water at the 

lunar poles. Additionally, PRIME-1 will help identify and assess the 

abundance and quality of water in lunar areas expected to contain 

ice. Play introduction to In-situ Resources with RT (0:35 ) (QR below)

MISSION GUIDANCE

GO • Students must only use the materials

provided by the educator.

• Students must not apply any additional

weight to the drill with their hands.

MAYBE • Share Melting Ice Experiment (QR below)

• Share the video "The Polar Resources Ice

Mining Experiment-1" (2:37) (QR below)

NO GO

• Students cannot use their hands to move

the drill, the vibration of the toothbrush

component should be doing the work.

• Students cannot apply any objects, other

than what was provided, to add weight to

the drill.

In-Situ 

Resources 

with RT

Melting Ice 

Experiment

PRIME-1

NASA Office of STEM Engagement Next Gen STEM 10
• Push pin

• Paper clips

• Eye protection

Materials for simulated Icy-regolith:

• Container (ice cube tray, plastic cup, etc.)

• Sand

• Water

Preparation:

1. Gather and prepare all listed supplies.

2. Make copies of the worksheet. Make sure all links

are accessible.

a.How Will We Extract Water on the Moon? We

Asked a NASA Technologist. (1:39)

b.The Polar Resources Ice Mining Experiment-1

(PRIME-1) (2:37)

3. Group students into teams of three to five. Consider

assigning roles and tasks to individual students

within the team.

4. Water preparation for icy-regolith:

a.Fill half the container with water and half with sand.

Place container in the freezer overnight.

b.Simulated icy-regolith taken out of the freezer must

be used immediately.

5. Assemble the drill bot using the instructions on

page 12.

Procedure:

1. Allow students to see all the materials before building

their robot drill.

2. Have student teams create a sketch of their

proposed robot drill, complete with labels and

descriptions of the materials used.

Have students keep in mind the following questions:

1. How will you ensure that the digging device will not

break?

2. What mechanism will you use to ensure that the drill

is breaking up the water ice?

After reviewing each group’s drawing, allow students to 

retrieve the needed materials to construct their drill.

1. Have teams construct their drill bot and ensure

students are following safety protocols. Their robot

drill must use only one device for digging (e.g.,

chopsticks, craft sticks, paper clip).

2. Once students have created their own robot drill,

allow them to test their drill on the simulated icyregolith. Ensure teams are not adding any additional

weight to their drill bot and are not using their hands 

to move the drill around, let vibration move the drill. 

Ask these questions:

• Is the design working as expected?

• What can be improved to change it?

• What are the weaknesses in the design and what can

be done to overcome the weaknesses?

• Do you think additional weight needs to be added to

the drill? If so, where would you add it?

Extensions:

• Have participants design and create a drill using

simple machines or a robotics kit

• Include a small object in the icy-regolith, such as a

penny, for the students to excavate with their robot

drill

• Explore the Break the Ice Challenge

• Explore Polar Resources Ice Mining Experiment-1

(PRIME-1)

Challenge Questions:

• What are some of the difficulties your team faced

during the initial design and build process and how did

you overcome them?

• Were you surprised at how difficult it was to dig 

through simulated icy-regolith?

• What impressed you about another teams’ model?

• How were you able to improve your design? What

changes did you make and how did they improve your

bot’s performance?

• How could these technologies have helped Callie and

RT in their challenges? (Refer back to NASA’s First

Woman graphic novel)

How Will We 

Extract Water 

on the Moon?

PRIME-1 Break the Ice 

Challenge

Polar Resources 

Ice Mining 

Experiment -1

NASA's VIPER

will search Earth's Moon for ice 

and other potential resources.

NASA Office of STEM Engagement Next Gen STEM 11
Directions for assembling the drill bot

1. Assemble all supplies needed.

2. Remove the bottom end of the electric powered

toothbrush. Remove the battery compartment. The

motor will be underneath the battery compartment.

Do not use a sharp object to pop the motor loose.

Use eye protection for this step.

3. There will be 2 separate compartments that will

need to be taped together with electrical tape for a

complete motor.

Note: Each toothbrush motor looks different, so the motor 

removed may not look like the one below.

4. Once the motor and battery compartment are

taped together using electrical tape, insert the two

parts into your noodle. Note: It is easier to cut a

small hole in the front of the noodle to allow access

to the on/off switch for the motor. All exposed

connections must be taped. The power must be off

and completely taped with electrical tape to cover

all exposed wires and conductive (metal) parts

and exposed connections. All students must have

the educator review their “build” before it is used

to ensure all exposed conductive parts have been

taped.

Motor to be removed Battery compartment Motor Battery compartment Electrical tape Motor

Drill

An alternative to using an electric toothbrush

• Battery Packs : 1.5V AA Battery Holder Case with on/

off switch

• Motors : Vibration motor DC 1.5-6V 5200 RPM

• AA Batteries

1. Test to make sure that the drill bot can move

easily before adding the drill or any decorations.

2. Add your drill and test using the water ice

provided. The students will decide what their

drill will be (e.g., plastic spoon, craft stick, etc.).

Here are some examples of problems students may 

encounter and some suggestions:

• The drill bot moves too fast around the icyregolith

− The student should consider adding some

weight (washers or pennies may be used).

Students need to determine where the

weight should be added to make the drill bot

more stable.

• The motor is not rotating freely

− The student can enlarge the hole of the

foam noodle to allow for more vibration for

movement

NASA Office of STEM Engagement Next Gen STEM 12
MISSION BRIEFING

Activity 3 - Print a Lunar Habitat

Prep Time: 20 minutes 

Activity Length: 45 minutes

Task: In this engineering design challenge, participants will gain 

understanding of the necessity for ISRU to support sustainable 

lunar surface exploration. Additionally, participants will 

design and construct a model lunar habitat using an additive 

manufacturing process with simulated lunar concrete. 

By the end of this activity participants will 

• Gain understanding of the necessity for ISRU to support

sustainable lunar surface exploration

• Design and construct a model lunar habitat using an

additive manufacturing process with simulated lunar

concrete

Safety Considerations

Ensure:

• Participants are mindful of any potential student allergies

regarding the supplies used in this activity

• Participants 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.

• Participants practice safe cutting techniques and scissor

handling when building their tools. Confirm participants

carefully support the piece being cut and are careful with

placement of supporting hand.

• Participants avoid moving around the room with scissors

or other sharp objects

• Students should use the balloon pump to blow up the

balloon. Students may only use their mouth if they are

certain they do not have a latex allergy.

Materials 

• One student handout per team

• Scratch paper and writing utensils

• Large sheet of sturdy cardboard per team (approximately

24x24 inches)

• Large disposable cake decorating bags

• Large bowls

• Sink

• Paper Towels

• Scissors (Consider utilizing rounded tip scissors for

younger participants)

• Large spoons or spatulas

Activating Prior Knowledge

• What are the basic human needs essential for survival on

Earth?

• Are these basic survival needs currently available on the

Moon? If not, which need(s) are missing?

• Share and discuss the following questions:

1. How much indoor space do you require to live? How

much indoor space does your whole family require?

2. What kind of separate spaces are needed in a house?

(e.g., kitchen, bathroom, bedrooms, living room).

3. If you had to downsize your living space, how

could you minimize separate spaces? (e.g., share

bedrooms, sleep in living room, smaller kitchen/

bathroom).

• “Teams Build 3D-Printed Habitats for Moon and Mars”

(1:18) (QR below)

Connection to NASA

NASA and its partners have been developing ways to use lunar 

regolith to create a concrete-like material on the Moon. Turning this 

lunar concrete into structures will be accomplished by new additive 

manufacturing techniques. NASA partners are already working on 

the architectural designs for a lunar base camp and developing 

the automated 3D printers that will be used on the lunar surface to 

create them. Play the Lunar Outpost RT Video (0:30) (QR below)

MISSION GUIDANCE

GO • Designs must contain necessary areas for

a crew of four astronauts. Designs must fit 

on the cardboard sheet provided

• Teams may use inflated balloons or

cardboard scraps to construct the habitat

roof

MAYBE • Faces of Technology: Meet Diane Linne

(1:00 ) (QR below)

NO GO

• Using anything besides the provided

materials

• Exceeding the size of the floor plan of

12x18 inches

3D Printed 

Habitats

Lunar Outpost

RT Video

Meet Diane 

Linne

NASA Office of STEM Engagement Next Gen STEM 13
• Balloons

• Extra scraps of cardboard

• Small objects such as marbles, pebbles, or coins

• Sand or gravel

 Dough ingredients:

• 2 cups flour

• 1/3 cup oil

• 1 cup salt

• 2 cups cold water

• 4 teaspoons cream of tartar

• Optional: Food coloring (about 20 drops)

Preparation:

1. Group students into teams of three to five. Consider

assigning roles and tasks to individual students within

the team. Gather and prepare all listed supplies.

2. Make dough ahead of time as a pre-activity following

the instructions below:

− Combine all ingredients and knead until smooth.

− Store in an airtight container.

* NOTE: Add more water if needed to make the dough more

like icing to use in the cake decorating bags.

3. Explain the challenge below to students:

− Each team will be designing a habitat capable of

sustaining a crew of four astronauts on the lunar

surface

− A 2D footprint of their design will be drawn onto

a sheet of cardboard like a floor plan of a house.

▪ Their 2D footprint will serve as the template

for teams to “3D print” their habitats using

simulated lunar cement (dough)

− The size of the floor plan should not exceed

12x18 inches

Procedure:

1. Ask participants to imagine they will have to live and

work in a habitat on the lunar surface in a team of

four. Discuss the other types of spaces they will need

in their habitat.

2. Ask participants to discuss what their design could

look like. Remind them to consider the building

process as part of their design. The whole structure

must be “3D printed” from the ground up, using the

simulated lunar cement (dough). Additional materials,

such as an inflated balloon, may be used to support

the roof during construction, but must be removed

after the structure dries.

3. On sheets of paper, have each team draw plans of

what their lunar habitat will look like.

The drawing must include an exterior sketch to show 

its architectural shape and an interior floor plan to 

show the layout, with the purpose of each room 

clearly labeled.

4. Using their interior floor plan as a guide, have

each team draw their floor plan on a large sheet of

cardboard. Ensure the floor plan does not exceed

12X18 inches.

5. Allow participants to retrieve the dough and fill cake

bags with approximately one cup of dough, then snip

off the end of the bag with scissors.

6. Teams will build their habitat walls, layer by layer, by

squeezing dough out of the cake bag along the floor

plan they have drawn.

7. Once the teams have reached the maximum heights

for their walls, and before they begin adding their

roofs, have them pause and decide what they will be

using for roof structures. (e.g., balloons could be

inflated to create domes, cardboard can be cut to

make arches or other shapes).

8. Once the teams have completed the roofs of

their lunar habitats, allow them time to clean their

workstations.

9. Teams will perform structural tests on their model.

Record any damage to the model habitat.

− Lightly shake the model to simulate a Moon

quake

− Drop a small object such as a marble, pebble, or

coin on the model from a height of one meter to

simulate a meteor impact

− Toss a handful of sand and/or fine gravel at the

model to simulate debris kicked up from the

thrust of a landing or departing rocket

Extensions:

• Explore In-Situ Resource Utilization

(ISRU) and analog field testing

Challenge Questions:

• What challenges did you face in the design and

building of your lunar habitat model? How did you

overcome these challenges?

• What was one contribution that each team member

made to the project?

• What idea, design, or technique did you implement

that was novel or creative?

• What impressed you about another teams’ model?

• Do you think the lunar Habitat in First Woman graphic

novel was 3D printed? Why or Why not?

NASA Office of STEM Engagement Next Gen STEM 14
MISSION BRIEFING

Activity 4 - Finding Our Way with VIPER

Prep Time: 20 minutes 

Activity Length: 90 minutes

Task: In this robotic challenge, participants experience the 

processes involved in engineering a communications protocol 

and learn about the challenges faced while trying to operate a 

Moon rover. After learning basic programming skills, participants 

will work in a mission team setting to operate a robotic vehicle 

while it is not directly in view of the driver or operations team.

By the end of this activity participants will 

• Engineer a communications protocol and operate a VIPER

rover prototype on a simulated Moon surface to locate

various waypoints.

Safety Considerations

• Designate a specific area clear of other hazards or

obstructions for the rover obstacle course. Consider using

caution tape to protect the course area. Warn other groups

nearby before a blindfolded participant begins to navigate

the course. Continue to maintain awareness of anyone

passing through or working nearby.

• Prioritize safety to prevent accidental falls. If a blindfolded

teammate is about to step on an obstacle or may trip over

an obstacle provide them with an immediate warning.

• Always have a teammate near the blindfolded teammate

while they navigate the course to help correct them

before they trip, fall, or step on a “rock sample” or other

obstruction

Materials for (optional) Pre-Activity:

• Three blindfolds per team (Can be done without blindfolds

- eyes closed etc.)

• Two clipboards and pencils per team

• One piece of blank paper per team

• Objects to represent waypoints and volatiles (i.e., small

traffic cones, waypoint cutouts in Appendix B)

• One stopwatch per team

• Painter's tape to outline course and navigate

Preparation:

1. Show the optional VIPER videos below to the students for

background knowledge on the mission.

− NASA Moon Rover Books Ride to the Moon (1:57)

− Ask the following questions:

Activating Prior Knowledge

Ask the participants:

• Have you ever gotten lost because of someone’s directions?

Maybe because the directions were too complicated, or it

was too much to remember.

• What are some ways you can help simplify directions?

• Do you think robot/rovers get confused like humans when

directions are not clear? Why or why not?

• Play “Rover Races” as an optional pre-activity

Connection to NASA

Launching as early as 2024 as part of the Artemis Program, VIPER is NASA’s first 

lunar mobile robot. VIPER will allow us to determine how to harvest the Moon’s 

resources for future human space exploration and will be a resource prospecting 

mission on the lunar south pole. VIPER will study several characteristics of the 

Moon's polar water over the course of its mission. The VIPER mission has two main 

science objectives. First, to characterize the distribution and physical state of lunar 

polar water and other volatiles in lunar cold traps and regolith to understand their 

origin. Second, to provide necessary data on the potential return of resources from 

the lunar polar regions. 

MISSION GUIDANCE

GO • Time and guidance commands cannot be

changed from the original commands the 

Rover Driver wrote down in Rover Races.

• For every sample collected, subtract five

seconds from the rover’s time in Rover

Races.

MAYBE • Watch “Mars in a Minute: How Do Rovers

Drive on Mars?” Mars in a Minute: How Do

Rovers Drive on Mars? - YouTube

• To learn more about Rover communications:

Communications with Earth | Mission –

NASA Mars Exploration

NO GO

• Rovers should not leave the boundaries of

the course.

• Wheels or feet should not roll over any

obstacles. For each wheel fault, add one

second to the rover’s overall time.

• Teams are not permitted to use “noncomputer” language.

Rover Races How Do Rovers 

Drive on Mars?

NASA Mars 

Exploration

NASA Office of STEM Engagement Next Gen STEM 15
▪ How will VIPER travel to the Moon?

▪ How will VIPER land on the Moon?

− NASA is sending a rover to hunt for water on

the Moon (1:09)

− Tour of NASA Moon Rover South Pole

Landing Site (2:44)

− After watching the videos, discuss the following

to develop an understanding of the landing site:

▪ Where will VIPER land on the moon?

▪ What will VIPER be searching for?

▪ Why are we interested in searching for

these resources?

2. Divide students into groups of four. Each group will

be one rover team consisting of one rover driver, one

rover, one timer, and one official.

3. Create a course with painters’ tape, waypoint/volatile

samples/cutouts, and obstacles prior to beginning. It

is suggested to create several identical courses for

use in the main activity. (See examples provided in

the side notes).

Procedure:(Optional) Pre- Activity: Rover Races 

The Rover Driver will walk through the course first, counting 

the number of steps and listing the turns needed to guide 

the rover through the course. The driver will record the 

directions on a “Command Sheet”. (e.g., 3 steps forward. 

Stop. 1 step left. Stop.)

1. The objects on the course are rock and volatile

samples that can be collected if the Rover Driver

has included this command in their directions. The

command would be, “Volatile Retrieval Right” or

“Waypoint Retrieval Left”. At that command, the

Rover participant bends down, still blindfolded, and

picks up the object.

2. Once the Rover Drivers have recorded their

directions on the “Command Sheet”, the rover races

can begin. The rovers (the blindfolded students) will

line up at the starting line and run the course one

at a time. The student is blindfolded to prevent the

“rovers” from aiding the Rover Driver while executing

the commands.

3. The Rover will proceed along the course by following

the Rover Driver’s verbal commands. The commands

cannot be changed from the original commands the

Rover Driver wrote down in Step 1.

4. The Timers will start their stopwatch as soon as the

teacher says “start” and will record the time elapsed 

until their rover crosses the finish line. Their time 

should then be recorded on the “Official Record”.

5. The Official will record any time either a foot of the

Rover crosses outside of the track, or steps on an

obstacle, as a “foot fault.” For each “foot fault,” add

one second to their rover’s final time. The Official will

also record every rock sample collected and subtract

five seconds from their rover’s final time for each

collected sample.

6. Upon completion, explain to students how NASA’s

Mission Control uses computer programs just

like these to control their rovers, but in “computer

languages.”

Materials for Main Activity:

• Remote control rover/car or educational robot for each

four-member team (See Appendix A for suggestions)

• Protractor

• Measuring devices (meter stick or tape measure) -

two per team 

• Cones, cutouts, or similar items for the 'waypoint’

markers

• Student calibration and mission planning sheets

• Stopwatches

• Popsicle sticks

• Pencils

• Painter's tape to outline course and navigate

• Calculators (optional)

Preparation:

1. Create a course with painters’ tape, waypoint/volatile

samples/cutouts, and obstacles prior to beginning. It

is suggested to create several identical courses for

use in the main activity. (See examples provided in

the side notes).

2. Choose two designated drivers (test driver and

calibration driver) for each team. The drivers must be

prevented from seeing the vehicle course while they

are calibrating their rovers

3. Print one set of student data pages per team.

Procedure: Main Activity:

Now that the participants have a basic understanding of 

programming/coding, lets program an actual robot to visit 

waypoints on the Moon. 

1. Referring to the student worksheets at the end of

this lesson, the calibration driver (with the test driver

NASA Office of STEM Engagement Next Gen STEM 16
helping) will calibrate the remote vehicle as to: 

a.Distance traveled in five seconds (three distance

trials).

b.Time needed to turn in 45 ̊ increments, a full 360 ̊.

2. The rest of the team (course calibrators) will work on

taking measurements of the course the vehicle will

drive through and record their data on the course

sheet. Ensure all teams are following the same path

so times and accuracy can be compared. (Note:

the same course design for each team, but multiple

courses, could be set up all at once to speed up the

team testing).

3. Have the course calibrating team measure the angle

of turn needed to point the remote vehicle toward the

next waypoint. (Note: The turns should be made in

45 ̊ intervals for easier measurement.)

4. Once the drivers and course calibrating team

members have finished their tasks and recorded all

necessary data, all team members can merge their

data sets to create a mission plan scenario. Neither

driver should be permitted to see the course the

remote vehicle will be driving. This will be a "blind"

test. The measured distance to each waypoint can

be calculated with the speed and time necessary

to achieve each waypoint destination. This should

provide adequate driving time for the remote vehicle

to travel to each waypoint destination. Time and

coordinates should be given for each waypoint

direction (i.e., 12 seconds straight. Stop. Left 3

seconds. Stop. 17 seconds straight. Stop. Right 3

seconds).

5. Once the data is calculated, the test driver will have

the course calibration team members place the

remote vehicle at the designated course starting line.

The test driver (who is not in direct eye-contact with

the vehicle) will drive the team vehicle according

to the mission plan calculations taken from the

calibration speed tests and course measurements.

A team member can read out the commands and

another member can time the remote vehicle's travel.

6. The calibration team members watching the test

will measure the resulting movement of the remote

vehicle and record the actual distance traveled by the

remote vehicle against the pre-measured data.

7. After the actual driving results are compared with

the precalculated results, determine the adjustments

needed to drive the remote vehicle more accurately

and repeat the test to see if progress can be

improved.

Extensions:

• Explore additional VIPER resources:

− Latest news on VIPER from NASA

− Check out this NASA Collection of Computer

Science Activities

• Allow teams to redesign and improve their strategy

for both human and rover challenges, have students

perform the simulation in different roles.

• Visualize, explore, and analyze the surface of the

Moon using real data returned from a growing fleet of

spacecraft using NASA's Moon Trek

• Tune into a NASA Downlink or apply for a downlink

experience just like the students experienced with

Callie and the other astronauts from the Moon in the

2nd Issue of First Woman.

Moon Rover 

Books a Ride 

to the Moon

Hunt for 

Water on the 

Moon

Latest News 

on Viper From 

NASA

Computer 

Science 

Activities

NASA's 

Moon Trek

Apply for a 

Downlink 

Experience

Rover Course Examples:

NASA Office of STEM Engagement Next Gen STEM 17
Team Name:

Calibration Tests:

Using a stopwatch and measuring tool, record the time or distance of the remote vehicle during the following tests. Make 

sure that all measurements are taken the same way each time and from the same starting place to insure they are accurate. 

Mark the starting place with a piece of masking tape.

Calibration Test Distance or Time

How far did the remote vehicle travel in 5 seconds? Distance trial #1 = meters

How far did the remote vehicle travel in 5 seconds? Distance trial #2 = meters

How far did the remote vehicle travel in 5 seconds? Distance trial #3 = meters

Add the three distances together and divide by 3 (the 

number of distance trials) to get the average distance the 

remote vehicle traveled in 5 seconds)

Average distance traveled = meters

Divide the average distance (answer in the box above) by 

5 seconds to get the distance per second Distance per second = meters

Time needed to turn 45° = seconds

Time needed to turn 90° = seconds

Time needed to turn 180° = seconds

Time needed to turn 270° = seconds

Time needed to turn 360° = seconds

Time needed to come to a full stop = seconds

Other remote vehicle test data: What else do you want to 

know? Invent your own test.

My test is:

NASA Office of STEM Engagement Next Gen STEM 18
Team Name:

Student Name:

Directions:

Using your data from the remote vehicle calibration tests and the measurements made by

the calibration team, design a mission plan that will get your remote vehicle to each of the targets

(waypoints) on the driving course. Use the average speed (meter/second) and the measured

course distances (meters) to plan how long your rover will run in each direction to reach each

waypoint. Also, figure out how many degrees the rover must turn (how many seconds it takes to

turn the right distance from the calibration tests) to go to the next waypoint. List your moves on

this sheet.

Remote Vehicle Mission Plan

1. Distance to waypoint #1 =________meters

Remote vehicle time to waypoint #1 =________seconds

2. Turn ________degrees for next waypoint

Remote vehicle time to turn ________degrees =________seconds

3. Distance to waypoint #2 =________meters

Remote vehicle time to waypoint #2 =________seconds

4. Turn ________degrees for next waypoint

Remote vehicle time to tum ________degrees = ________seconds

5. Distance to waypoint #3 =________meters

Remote vehicle time to waypoint #3 =________seconds

6. Turn ________degrees for next waypoint

Remote vehicle time to turn ________degrees =________seconds

7. Distance to waypoint #4 ________meters

Remote vehicle time to waypoint #4 =________seconds

8. Turn ________degrees for next waypoint

Remote vehicle time to turn ________degrees = ________seconds

9. Distance to waypoint #5 = ________meters

Remote vehicle time to waypoint #5 = ________seconds

10. Turn ________degrees for next waypoint

Remote vehicle time to turn ________degrees = ________seconds

11. Distance to waypoint #6 = ________meters

Remote vehicle time to waypoint #6 =________seconds

NASA Office of STEM Engagement Next Gen STEM 19
Team Name:

Student Name:

Student Course Calibration and Actual Results of Remote Vehicle Tests

Directions: Fill in the chart with the data your team collected:

1. Record the waypoint measurements taken along the course before the remote vehicle driving test.

2. Record the actual data collected as the remote vehicle runs the course. Were there any differences between the two

measurements? If so, record the difference (in feet, inches, meters, or centimeters) in the "Difference in Results" box.

Actual Measurements

at Waypoint

Actual Distance Traveled

by Remote Vehicle Difference in Results

Waypoint #1 Measurement:

Waypoint #2 Measurement:

Waypoint #3 Measurement:

Waypoint #4 Measurement:

Waypoint #5 Measurement:

Waypoint #6 Measurement:

Challenge Questions:

• Did your actual test results differ from the calculated distance results? If so, how and why?

• What were the differences in operating the remote vehicle this way (not being able to see the course the rover was

navigating) versus just driving the remote vehicle the regular way?

• What changes could you have made to get better results?

• What do you think the hardest challenge would be while driving a remote vehicle on another planet?

NASA Office of STEM Engagement Next Gen STEM 20
Appendix A

Do you have robots?

• Check to see if you can borrow Educational Robot Kits locally.

− If your group is at a school, a school district may let you check out a classroom set of robots.

− Non-school groups may find a community Makerspace that may have loaner sets of robots available. Try this 

link: https://makerspaces.make.co/

− Check libraries for makerspaces.

• Write a grant to purchase your own classroom set of robots. Perform a web search “STEM grants” or “robotics STEM 

grants” to get started.

Possible Robots to use

• Remote controlled cars/trucks found at a dollar store

• SPHERO®

• EV3 robot kits

• Lego® Spike Prime kits.

Spinoffs are out of 

this World.....there’s 

more space in your 

life than you think!

Spinoff highlights 

NASA technologies 

that benefit life on 

Earth in the form of 

commercial products. 

 https://spinoff.nasa.gov/

NASA Office of STEM Engagement Next Gen STEM 21
Appendix B

Activity 4 waypoint cutouts

NASA Office of STEM Engagement Next Gen STEM 22
National Aeronautics and Space Administration

NASA Headquarters

300 E Street SW

Washington, DC 20546

www.nasa.goc/centers/hq

www.nasa.gov