Rendezvous with a Comet
Welcome and Contact Information
Thank you for choosing the Kentucky Science Center and the Challenger Learning Center of Louisville to
help facilitate your Space Education curriculum. The following packet will give you an overview of your
trip, what Next Generation Science Standards will be met during your time with us, activities for the
class room to allow you to meet even more standards before and after your visit, and answer some
general questions.
If you have any other questions or concerns before your visit please email the Lead Flight Director of the
Challenger Learning Center, Chris Hatfield, at [email protected] anytime.
Mission
In the not too distant future, teams of scientist are routinely using small, maneuverable space stations
to venture out into Earth’s “neighborhood” as part of a long-term study of small bodies in the Solar
System. Primary targets include comets and asteroids, which scientists believe are the oldest, most
primitive bodies in the Solar System and may preserve the earliest record of the material that formed
the Earth and its planetary neighbors.
During this mission team members work as scientists and engineers headed to Rendezvous with a
Comet as a part of this continued study of our Solar System. These rendezvous mission are critical in
helping scientist verify and better understand data collected by earlier small body missions occurring by
earlier small body missions occurring at the start of the new Millennium.
The onboard astronauts, working with their counterparts in Mission Control, are tasked with pending a
probe to intercept and collect new data on a well-studied short period comet before heading on for a
continued study of the asteroid Ceres the largest known asteroid at 623 miles in diameter.
Comet Encke provides an excellent target because its short period (3.3 years) has allowed it to be
observed from Earth at more apparitions than any other comet. Encke continues to puzzle scientists
because even though it has been in a short-period orbit for thousands of years, the comet continues to
have a high level of activity as the Sun’s heat boils off its dirty ices into gasses and dust.
Rendezvous with a comet provides many challenges for your team including developing and building a
probe, navigating into the correct position for probe launch, collecting vital scientific information to
complete the mission. Your team must remember that small bodies in the Solar System are also highly
unpredictable and have been known to surprise scientist from time to time so crew members will also
need to be on their toes and ready to make quick decisions.
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Welcome and Contact Information ........................................................................................ 1
Mission ................................................................................................................................. 1
Comet Quick Facts ................................................................................................................. 3
Famous Comets ..................................................................................................................... 3
Crew Manifest and Mission Positions ..................................................................................... 4
Team Descriptions..........................................................................................................................4
Activities ............................................................................................................................... 6
Acids and Bases ..............................................................................................................................6
Averaging Temperature ................................................................................................................ 10
Chromatography .......................................................................................................................... 15
Cometary Orbits ........................................................................................................................... 18
Cookin’ Up a Comet ...................................................................................................................... 23
Investigating a Comet ................................................................................................................... 27
Investigating Falling Particles ........................................................................................................ 29
Mission Patch............................................................................................................................... 33
Task Cards with Legos® ................................................................................................................. 40
Task Cards with a Paper Plane ...................................................................................................... 48
Press Conference.......................................................................................................................... 54
Pulse and Blood Pressure ............................................................................................................. 58
Sample Task Cards ............................................................................................................... 61
Pre-Visit Checklist ................................................................................................................ 64
FAQs ................................................................................................................................... 65
Glossary .............................................................................................................................. 66
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Comet Quick Facts
Where do comets come from?
Short Period (less than 200 year orbits) Comets are believed to originate in the Kuiper Belt
located beyond Neptune’s orbit. Long Period (greater than 200 year orbits) Comets are thought to
originate in the Oort Cloud, which scientists theorize is a spherical cloud of comets that stretches
halfway to the nearest star.
Do all comets have tails?
No, comets only develop tails when they travel within the inner Solar System (inside the orbit of
Jupiter) because there the Sun’s energy is strong enough to sublime off the ice into gas and dust.
Comets will sometimes have two tails, an ion tail and a dust tail made of different particles.
Why are comets important?
Comets are believed to be the oldest bodies in our Solar System. They are remnants preserved
from the earliest days of star and planetary formation. From what we know of their composition,
comets may provide clues about the building blocks of life and our Solar System.
How frequently do “spectacular” comets become visible?
“Spectacular” Comets (comets that are brighter than a crescent moon) come along roughly once
every 20 years or so.
How are comets named?
Comets generally get their names from their discoverers. Amateur astronomers discover
comets all the time. Your keen eyed students can even have one named after them with a little luck.
Famous Comets
Comet Name
Comet Encke
Comet ChuryumovGerasimenko
Halley’s Comet
Comet Hale-Bopp
Comet West
Period Length
3.3 Years (1,205 Days)
Last Seen
November 2013
Next Pass
March 2017
6.44 Years
September 2015
March 2022
75.3 Years
2,400 Years
> Than 250,000 Years
1986
1997
1976
2062
4397
Unknown
For a more complete list of periodic comets and when you can see them next please visit:
http://www.fallofathousandsuns.com/list-of-periodic-comets.html
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Crew Manifest and Mission Positions
During the mission each of your students will have a set role to help the team best succeed in the
mission. We at the science center ask that you take some time to read over the following positions and
select the best student for each position based on each student’s interests and strengths. Please fill out
the Manifest for the number of students you have (if you have 18 students fill in positions number 1
through 18, if you have 22 students fill out positions 1 through 22, etc.)
Team Descriptions
Communications Team: Responsible for all verbal communication between the space station and
mission control. This team member must keep a professional attitude, prioritizing communication
needs and keeping the team on task. Student must be proficient in reading and oral communication
with the ability to prioritize.
Navigation Team: Responsible for calculating trajectories for space station and probe compared to
mission parameters, must also be able to analyze and determine launch angles for mission success.
Students must have strong math skills and be attentive to detail.
Probe Team: This team is responsible for assembling the space probe within preset mission guidelines.
Must make consequential decisions about parts to place on probe. Students must have mechanical,
analytical problem solving skills, and deduction skills.
Remote Team: These students will operate a robotic arm that collects data of various objects outside
and around the ship. Students must be proficient in mechanical and observational skills.
Life Support: This team is in charge of testing and maintaining the water supply, oxygen systems, and
solar panels to guarantee the safety of the station crew. These students must have strong problem
solving skills, and an interest in biological sciences.
Isolation Team: The team is responsible for conducting experiments on hazardous materials in an
isolated environment. Students must have strong hand eye coordination, use of measurement devices,
and reasoning skills.
Medical Team: This team is in charge of monitoring and analyzing auditory and visual response time.
Must be able to use measurement devices, have reasoning skills, and favor kinesthetic learning.
Public Affairs Officer: This team is the “reporter” of the group. They will ask questions to all teams,
record responses and give an overview of the mission after completion. This student must have strong
writing and presentation skills.
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Date:_______________
Number of Students: ________________
Number of Males: __________________
TEAM
School:___________________________________________
Number of Teachers: ________________
Number of Females: __________________________
Mission Control
Space Station
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DATA
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NAV
PROBE
REM
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PAO
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Activities
The following activities are suggested to help you get the most out of your Challenger Center
experience. These activities can be performed by a teacher in the classroom, or you can call Kentucky
Science Center to find out more about how we can give you these experiences with our staff.
Along with the following examples of activities if you are trying to figure out a way to connect space
science with a certain course, please contact us for assistance.
Acids and Bases
Background
Scientists use many skills to assist them in their research. Among other things, they need to be able to
conduct tests and analyze and classify data. For example, scientists use the pH scale to identify and
classify compounds. The pH scale is a measure of how acidic or basic (alkaline) a sample is.
Acids are nonmetallic chemical compounds that react with some metals to produce hydrogen gas. They
have a pH less than 7. An acid will neutralize a base. Bases are metallic chemical compounds that react
with water and have a pH greater than 7. A base will neutralize an acid. A substance that is neither an
acid nor a base is considered a neutral substance.
An indicator is used to test a solution for its pH. It may be in the form of a liquid or paper that has been
soaked in an indicator liquid. For example, one easily prepared an indicator is the Cabbage Juice
Indicator.
Skills
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Conducting experiments
Reading scales
Interpreting data
Classifying compounds
Objective
Students will analyze everyday materials to determine whether they are acids, bases, or neutral.
Overview
In this activity, students will test common solutions by using the pH scale. They will interpret this data
and classify the solutions as acids, bases, or neutral.
Key Question
How do scientists conduct experiments to classify acids and bases?
Key Concepts
 Interpreting the pH scale
 Classifying acids and bases
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Materials & Preparation
Each of the following solutions:
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Water
Bleach
Ammonia
Vinegar
Milk
Lemon Juice
Tomato Juice
Tea
Liquid Soap
The following materials (per group)
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9 small plastic cups (20 ml)
2 eyedroppers
2 Large Plastic cups (250 ml)
9 Test tubes
4 Safety Goggles
4 Aprons
1 Head of Red Cabbage (Not needed if you choose to purchase pH Indicator)
1 Graduated Cylinder
Water
Steps:
Note: Steps 2-4 are creating red cabbage pH indicator, please skip if you choose to purchase indicator
1. Gather materials and assign students to cooperative groups.
2. Prepare the red cabbage indicator: Cut a red cabbage into eight parts. Place cabbage in a non
aluminum pan, cover with water, and boil for 10-15 minutes.
3. Pour pan contents through a strainer and discard the cabbage leaves
4. Cool the juice and store covered in the refrigerator. Freeze the juice in ice cube trays for
extended use.
5. Prepare the bleach, ammonia, soap, and vinegar solutions by missing 1 teaspoon of each liquid
with 250 ml of water
6. Have students look at the list of household products on the char. For each solution have
student predict and record if they think the solution is an acid, base, or neutral.
7. Label the small cups 1-9.
8. Label on large cup water and the other indicator.
9. Fill the nine small sups half full of each solution
10. Fill one large cup half full of water.
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11. Fill one large cup half full of cabbage juice indicator.
12. Label the test tubes 1-9
13. Students will use an eye dropper to put 10 drops of indicator into the test tube labeled 1. Place
this eyedropper back into the cup of indicator.
14. Students will use the other eyedropper to put 10 drops of solution “1” into the test tube labeled
1.
15. Students will gently shake the test tube to mix the solutions
16. Students will observe the color and record their observations on the chart below, indicating if
the solution is an acid, base, or neutral.
17. Students will clean their solution eyedropper in the water cup and repeat steps 13-16 for each
of the solutions.
18. Afterwards, have students clean up test tubes and area.
19. Discuss the results
Management
This activity will take one class period. Be sure to follow all safety rules for working with chemicals.
Reflection & Discussion
1. What solutions tended to be acidic? What characteristics do they have in common?
2. What types of solutions tended to be basic? What characteristics do they have in common?
3. What types of solutions tended to be neutral?
4. Were you surprised by any of your findings? If so, how?
5. Hypothesize what other liquids you would expect to be acids, bases, and neutral.
6. What other ways are there to test for acids and bases?
7. Why is it important to know if items are acids or bases
Transfer & Extension
1. Research acid rain.
2. Collect water samples from local water sources to test for pH.
3. Make paper into strips and soaking the strips in the red cabbage indicator
4. Use commercially sold synthetic indicators to compare and contrast results
5. Experiment to find other plants, fruits, or vegetables that can be used as indicators for an acid,
base, or neutral substance
6. Discuss the role of maintaining pH in swimming pools and salt water aquariums.
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Acid and Bases Student Worksheet
Student Procedures
1. Look at the list of household products on the chart below. For each solution, record your
prediction of whether you think it is an acid, base, or neutral.
2. Use an eyedropper to put 10 drops of indicator into the test tube labeled 1. Place this
eyedropper back into the cup of indicator.
3. Use another eyedropper to put 10 drops of solution “1” into the test tube labeled 1.
4. Gently swirl the test tube to mix the solutions.
5. Observe the color and record your observations on the chart below. Indicate whether the
solution is an acid, base, or neutral.
6. Clean your solution eyedropper in the water cup and repeat steps 2-5 for each of the solutions.
7. Test your own ideas for numbers 10 and 11.
Solution Name
1. Lemon Juice
2. Bleach
3. Water
4. Tomato Juice
5. Milk
6. Ammonia
7. Tea
8. Vinegar
9. Soap
10.
11.
Data Log for Classification of Solutions
Prediction
Color
Acid, Base, or Neutral
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Averaging Temperature
Background
The Earth orbits the Sun in an elliptical path that is very nearly a circle. In early January each year, the
Earth is nearest to the Sun; in July of each year, the Earth is farthest from the Sun.
Earth experiences season because its axis of rotation is tilted with respect to its orbital plane. The tilt of
Earth’s axis causes surface temperature variations as the Earth orbits the Sun. In the northern
hemisphere during the summer, the Sun rises north of east and takes a very high path across the sky to
set north of west. The Sun is in the sky for a longer period of time and the rays of sunlight strike the
Earth at a high angle. In winter, the Sun rises to the south of east, travels a low path across the southern
sky, and sets to the south of west. The angle of incident sunlight striking the northern hemisphere is
lower. A low angle of sunlight is very inefficient at heating the Earth’s surface because the energy is
spread out over a larger area. Also in the winter, the Sun is up for a shorter period of time. The
combination of these factors causes cold winter temperatures.
Temperatures also differ during night and day. In general, the temperature in the daytime is higher than
at night because the Sun’s energy warms the Earth and its atmosphere during the day. Other causes for
varying temperatures include changing amounts of cloud cover and the occurrence of atmospheric
weather fronts.
Skills
 Reading a thermometer
 Averaging
 Graphing
Objectives
Students will:
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Record temperature data four times a day for one week.
Calculate and analyze average temperatures
Design and construct a temperature vs. time line graph
Overview
Students will record the temperature four times a day for one week. They will calculate the daily
average temperature, and then calculate the average weekly temperature. Once all of the averages are
completed they will create a temperature vs. time line graph.
Key Question
How can scientists use data to determine the average climate of a particular region?
Key Concepts
 Data collection
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Analyzing data sets
Conducting scientific investigations
How scientists use technology to help them in their research
Materials & Preparation
 1 Thermometer (Fahrenheit)
 1 Student Worksheet per student
 Graph paper
 Red & black pencils or markers
1. Assign students to cooperative roles, discuss concepts, presented in the Background section ,
then have the students do the following:
2. Choose four different times in the school day to collect temperature data. Each time must be at
least an hour apart.
3. At each of the chosen times during “Day 1” the students will record the temperature in degrees
Fahrenheit on the Student Worksheet.
4. Convert the temperature to degrees Celsius. Use the formula
5.
6.
7.
8.
9.
Find the average temperature for “Day 1”
Plot each temperature for Day 1 on the graph in black
Plot the average temperature for Day 1 on the graph in red
Repeat steps 2-7 for each consecutive day (Days 2-5)
At the end of Day 5, find the average temperature for the week.
Management
This activity will take a few minutes a day for one week. At the end of the week, you will need about
one class period to discuss the data and for students to complete the line graph.
Reflection & Discussion
1. What factors contributed to the low and high temperatures on each day?
2. If a particular day had a higher or lower average temperature than the weekly average, give
possible reasons for this phenomenon.
3. Choose one of the following occupations: farmer, city planner, fire fighter, or school principal.
How does knowing this type of temperature information on a regular basis help them do their
job?
Transfer and Extension
1. Collect additional data regarding pressure, humidity, and rainfall.
2. Using local newspaper or TV weather reports, collect data from other regions of the world.
Compare your results.
3. Determine actual average temperatures for the classroom. Take temperatures at several
locations within the room and determine the average.
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4. Research information about the temperatures for four selected dates such as the winter and
summer solstices and the fall and spring equinoxes. Do this for a northern hemisphere site and
a southern hemisphere site.
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Student Worksheet
Procedures
1. Choose four different times in the school day to collect temperature day. Each time must be at
least an hour apart.
2. At each of the chosen times during “Day 1” record the temperature in degrees Fahrenheit on
the chart below.
3. Convert the temperature to degrees Celsius. Use the formula
4.
5.
6.
7.
8.
Find the average temperature for Day 1
On the graph, plot each temperature for Day 1 in black
On the graph, plot the average temperature for Day 1 in red
Repeat steps 2-6 for each consecutive days
At the end of Day 5, find the average temperature of the week
Reflection and Discussion
1. What time of the day had the highest temperature? Why? ______________________________
______________________________________________________________________________
______________________________________________________________________________
2. What factors contributed to the lowest temperature on a daily basis? _____________________
______________________________________________________________________________
______________________________________________________________________________
3. If a particular day had a higher or lower average temperature than the weekly average, give
reasons for this phenomenon. _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Choose one of the following occupations: farmer, city planner, fire fighter, or school principal.
How does knowing this type of temperature information on a regular basis help them do their
job? __________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Student Worksheet
Temp 1
Temp 2
Temp 3
Day #1
Day #2
Day #3
Day #4
Temperature
Day #5
Time
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Temp 4
Average Temp
Chromatography
Next Generation Standards Met
5-PS1-3 – Make observations and measurements to identify materials based on their properties.
During this activity your students will see the colors that different things are made of.
Background
Chromatography is a technique used to separate mixtures and analyze their individual components.
Chromatography comes from the Greek words for “color writing”. It is very useful for identifying
unknown substances and has many scientific applications, such as monitoring the environment and
investigating evidence from a crime scene.
In liquid chromatography, mixtures are separated when they are transported along an absorber by a
solvent. An absorber is something to which atoms or molecules adhere and a solvent is a liquid in which
the components of the mixture are dissolved. In this activity, filter paper is the absorber, water is the
solvent, and water soluble inks are the mixtures. Although water-soluble inks may appear to be a single
color, they are usually mixtures of different pigments. When the solvent rises up the paper, it carries
the ink’s different components to different heights. Among other factors, how high the component is
carried depends on its solubility. Solubility is the component’s ability to dissolve into the solvent. The
more the component “wants” to be dissolved in the solvent, the farther it will be carried before it
removes itself from the solvent and adheres to the absorber.
Skills
 Conducting a scientific experiment
 Making observations
 Comparing and contrasting
Objectives
Students will:
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Observe a compound separate into its component parts.
Compare and contrast how two different solvents separate mixtures.
Overview
In this activity students will use filter paper as an absorber, water as a solvent, and water-soluble ink for
a mixture, to demonstrate how mixtures can be separated into their component parts.
Key Question
What can the process of chromatography reveal about a substance?
Key Concepts
 Water-soluble inks may appear to be a single color, but they are usually mixtures of different
pigments.
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
The components of water-soluble inks can e separated out by the process of liquid
chromatography.
Materials & Preparation
 1 Piece of filter paper or coffee filter per team
 1 Pair of scissors per team
 1 Clear plastic glass or small jar per team
 1 Ruler per team
 An assortment of water-soluble markers
 Rubbing alcohol
 1 Pair of goggles per student
1. Assign students to cooperative groups of four.
2. Review background information and discuss the importance of and uses for scientific testing of
substances
Management
This activity can be completed in one class period. Be sure to review all safety rules with your students
before working with the solvent.
Reflection & Discussion
1. What happens when the water in the filter paper reaches the ink dot?
2. List the order of colors that you observe on the filter paper from bottom to top.
3. If different colored ink markers were used, what do you think would happen?
4. If you used hot water instead of cold, do you think the rate of the experiment would change?
5. Compare the results of the water solvent and the rubbing alcohol experiment. Suggest some
reason for these results.
Transfer & Extension
1. Have students research and write a report on how biologists or criminologists use
chromatography for identification purposes.
2. Write a mystery note. Left at the scene of a crime. Each suspect has a different marker. Figure
out who wrote the note using chromatography.
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Chromatography Student Worksheet
Student Procedures
1.
2.
3.
4.
5.
With the scissors, cut out a circle of filter paper or LARGER than the top of the cup or jar.
Make two parallel cuts, 1 cm apart, from the edge to near the center of the filter paper.
Fold this cut strip down to hang into the center of the container.
With the marker, make a heavy dot 2 cm up from the bottom of the cut strip.
Fill the container with water so that the hanging strip touches the water but the dot is above the
water level.
6. Observe what happens when the water rises up the paper. Draw what you see in the space
below
7. Continue to observe for 15 to 20 minutes
8. Repeat the experiment, using ½ water and ½ rubbing alcohol as the solvent. Observe the
change in the pattern of colors on the filter paper.
Questions
1. What happens when the water in the filter paper reaches the ink dot?
2. List the order of colors that you observe on the filter paper from bottom to top (that is from the
ink dot upwards)
3. If different colored in markers were used what do you think would happen?
4. If you used hot water instead off cold, do you think the rate of the experiment would change?
5. Compare these results with the water solvent and the rubbing alcohol experiment. Suggest
some reasons for these results.
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Cometary Orbits
Next Generation Science Standards Met
 MS-ESS1-2 – Develop and use a model to describe the role of gravity in the motions within
galaxies and the solar system. Orbits are affected by gravity, specifically orbits in our solar
system such as planets, comets, etc, are due to the suns gravity.
 MS-PS2-4 – Construct and present arguments using evidence to support the claim that
gravitational interactions are attractive and depend on the masses of interacting objects. While
discussing this topic you can talk about how the gravity of two objects pull on each other the
equation as follows describes this interaction.
Where:
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MS-PS2-5 – Conduct an investigation and evaluate the experimental design to provide evidence
that field exist between objects exerting forces on each other even though the objects are not in
contact. This experiment is based on gravity a force exerted on objects not in contact, showing
comets orbit shows this evidence.
Background
Johannes Kepler, who was born in 1571, was an astronomer who struggled to find a mathematical way
to describe how the planets moved around the Sun. For many years, astronomers believed that the
planets moved in perfect circles. However, Kepler eventually realized that this wasn’t the case. In 1609
he stated his first of three laws of planetary motion. It said, “The orbit of each planet is an ellipse, with
the Sun located at one focus.”
An ellipse is a geometrical shape that looks much like a stretched out circle. To draw one, it is easiest to
drape a loop of string around two tacks that are placed in a piece of paper. With a pencil, draw a curve
by pulling the string taught and sweeping it around the paper. The place where the two tacks are
located are called the ellipse’s foci (plural of focus). The length of the long axis of the ellipse is called its
major axis. The small axis perpendicular to the major axis is called the minor axis.
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How stretched out an ellipse is, can be quantified by a value called eccentricity. An ellipse’s eccentricity
is calculated by dividing the length between the ellipse’s foci by the length of the major axis. If an ellipse
has an eccentricity of zero, it is a perfect circle. If an ellipse has an eccentricity close to one, it is a very
long and narrow. Ellipses cannot have eccentricities greater than or equal to one, or less than zero.
While Kepler’s First Law only mentions planets, it is true that it also applies to any other objects that
may orbit the Sun, including comets. One of the distinctive features of comets we commonly see from
Earth is that their orbits are generally much more eccentric than the orbits of the planets.
Topics
 Orbits of objects in the Solar System
 Geometry
Objectives
Students will:
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Create ellipses and use them as models of real orbits.
Apply mathematics to determine properties of ellipses.
Compare the orbits of planets and comets.
Overview
This activity introduces the geometrical concept of an ellipse to students. It asks them to use
mathematics to generate their own ellipses, and then use these ellipses as orbital models of planets and
comets.
Key Questions
 How are the orbits of comets different than the orbits of planets?
 How are the orbits of long period and short period comets different?
Key Concepts
 All objects in orbit around the Sun travel in ellipses.
 Eccentricity describes how “stretched out” an ellipse is.
 The eccentricity of the orbits of comets are generally much different from the eccentricity of the
orbits of the planets.
Materials & Preparation
Each student will need:
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25cm x 30cm piece of cardboard
3 blank, white sheets of 8.5” x 11” paper
Pencil
20cm long piece of string
2 push pins
Pencil
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Ruler
Tape
1.
2.
3.
4.
Review the student procedures, as listed on the Student Worksheet.
Collect corrugated cardboard boxes and cut out pieces approximately 25cm x 30cm
Gather materials listed above
Before starting this lesson, students must have a solid understanding of the properties of
ellipses and how they related to comets. Review the information in the Background section
with the students. Explain that all objects in the Solar System travel around the Sun in an
ellipse. If possible, show a diagram of the orbits of planets, asteroids, and comets as an
example.
5. Choose student helpers to assist you in distributing the materials for the lesson.
6. Briefly demonstrate how to use the pencil, string, and thumbtacks to draw an ellipse. As a class,
note the foci and major and minor axes of the ellipse.
Management
Push pins are sharp. Be sure to keep track of them closely and make sure that they have not fallen onto
the floor or into a chair before moving on to the next lesson.
Reflection & Discussion
1. If the Sun is at one of the foci of an orbital ellipse, is there anything at the other focus?
2. What do you think an orbit with an eccentricity of 0.95 would look like? .25?
Transfer/Extension
1. Kepler’s Third Law says that the square of the time it takes an object to orbit the Sun in years is
equal to the cube of half of the length of the orbit’s major axis, if the length of the axis is in
astronomical units (AU). In other words:
a.
2. Using this formula, calculate the periods of the planet and comets in this activity.
3. An ellipse is an example of a “conic section”. Investigate what a conic section is, and find
examples of other conic sections.
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Student Worksheet
Student Procedures
1. Tie the ends of the string together so that they make a loop.
2. Fold the paper in half vertically and draw a vertical line on the fold to locate the mid-line of the
paper.
3. Determine the midpoint of the vertical fold line. Mark the point with a pencil. This point will be
the center of the ellipse.
4. Tape the corners of the piece of paper to the cardboard
5. Put a push pin into the cardboard at the midpoint
Orbit of Object
Distance Between foci (cm)
Orbit 1
1 cm
Orbit 2
6 cm
Orbit 3
7 cm
6.
7.
8.
9.
10.
11.
12.
13.
Length of major axis (cm)
Eccentricity
Place the other push pin in the cardboard 1 cm from the first push pin.
Loop the string around the push pins.
Using your pencil, draw around the string, as shown below.
According to Kepler’s First Law, what object in the Solar System should one for the foci
represent? Label one of the foci this object.
Remove the second push pin and string from your diagram and label it “Orbit 1”
Repeat steps 6-9 for the rest of the orbits. The second time place the second push pin 6 cm
from the yellow push pin in a different direction then the first. The third time place the second
push pin 7 cm from the first push pin in a different direction than the first and second.
When you are finished measure the length of the major axis of each of the three orbits, in
centimeters. Record your answers in the table. To ensure that you measure the full length of
the major axis, line up your ruler along the foci.
The eccentricity of an ellipse is given by the following equation:
a.
14. Use the equation to calculate eccentricities of the three orbits. Record your answers on the
table.
21
Questions & Conclusions
1. Which of the objects in the table are most likely comets?
2. Which might be something else? What could it be?
3. Look at the shapes of the different orbits you have drawn and examine their relation to the Sun.
How do you think the Earth would b different if it had an eccentricity like that of object two or
three?
22
Cookin’ Up a Comet
Next Generation Science Standards Met
 MS-PS1-1 – Develop models to describe the atomic composition of simple molecules and
extended structures. This activity is focused on making a comet structure; the gas in comets can
be a variety of gasses and compositions.
 MS-PS1-4 – Develop a model that predicts and describes changes in particle motion,
temperature, and state of a pure substance when the thermal energy is added or removed.
Comets start as large balls of frozen gases in space, only when they get close enough to the sun
(around the orbit of Jupiter) do they start heating up and outgassing to create a tail. Talk about
what happens to a comet when solar energy hits the sun.
Video Demonstration
A video demonstration of this activity is available from the Bristol Science Center on YouTube. Under
the title How to make a comet | At-Bristol Science Centre or at the web address
https://www.youtube.com/watch?v=QiB036KJ7vw
Background
As long as the night sky is clear, we can see that it is filled with twinkling stars. Other objects can be
seen too, such as the Moon or planets depending on the timing. One of the more exciting and rare
things to see in the night sky is a comet, which appears as a fuzzy light with a tail streaming behind.
Why do comets look so undefined when other objects are clearer and unchanging? The answer lies in
what comets are made of and what happens to them when they get close to the heat of the Sun. We
often hear of comets described as “dirty snowballs”, a model that Harvard astronomer Fred Whipple
came up with in 1950 that describes comets as being made of rock and ice. Today, by studying the light
that comes from the comets, scientists can determine the presence of specific substances: frozen water,
frozen carbon dioxide, and other frozen gases, dust and rock, and organic (carbon-based) substances.
The comet takes on its familiar shape as it nears the Sun. When a comet moves through the Solar
System, the Sun’s heat begins subliming the ice and releasing gas and dust from the core of the comet,
called the nucleus. As the ices turn to gas, they shoot away from the nucleus in jets. This process is
called out-gassing. A fuzzy cloud of dust and gas forms around the nucleus and is called the coma. The
solar wind and pressure from sunlight push the coma of the comet away from the Sun, forming two
tails, a yellowish dust tail and a blue tail of gas particles.
Topics
 Composition of comets
 Physical features of comets
Objectives
Students will:

Compare and identify the parts of the comet model to the parts of a real comet.
23

Describe how comets change over time.
Overview
Students will learn the basic components of a comet and demonstrate how the comet’s head and tail
form by building a comet model.
Key Question
What are the parts of a comet?
Key Concepts
 We can use models to investigate distant or large objects at a scale that is easily used by
humans.
 Comets are made of dust, rock, and ice which changes to a gas when it comes close enough to
the Sun.
Materials & Preparation
 5 lbs (~2 kg) of dry ice pellets or block
 3 cups of water
 A few drops of ammonia
 A handful of sand
 A can of soda
 A large wide mixing bowl
 A large wooden or plastic spoon for stirring
 A hammer
 A large metal tub
 Heavy dishwashing gloves
 Protective eye goggles (1 pair per student)
 Cloth or paper towels
 Cloth or paper towels
 Optional: Overhead projector, hair dryer, and plastic wrap
CAUTION! Dry ice is -79 (-110 ). Any more than brief exposure will cause “burns”.
Everyone handling dry ice should ear heavy rubber gloves! Be sure to discuss safety
precautions with students when working with dry ice.
1. Put on rubber gloves. Using a hammer, crush the dry ice pellets or block in the large metal tub
to the consistency of snow. Everyone should wear protective eye goggles. DO NOT HANDLE
THE DRY ICE WITH-OUT PROTECTIVE GLOVES!!!
2. Pour 18 oz (2.5 cups) of water into the mixing bowl. Add a handful of sand, a little ammonia,
mixing as you pour.
3. Add 2.5 cups of dry ice to the mixture, stirring carefully. Vapor will form as you stir, and the
mixture will get slushy. Keep stirring for a few seconds while it thickens.
24
4. Use the mixing spoon to clean the slush away from the sides of the bowl into the bottom. Reach
in and pack the slush into a ball. Keep packing and forming until you have a call that forms a big
lump. Too dry and the mixture is not sticking, add water. Too wet and slushy, add more dry ice.
5. DO NOT HANDLE DRY ICE MIXTURE WITH BARE HANDS!
6. Observe the behavior of your miniature comet nucleus.
7. Cool Comet Viewing Tip: So the whole class can watch the gas jetting out of the comet, use an
overhead project. Be sure to protect the overhead projector by covering the glass with plastic
wrap. CAUTION! Do not leave the comet on the projector long; the dry ice could damage it.
8. Blowing hard on the comet gives a sense of simulating a comet tail. Some teachers use a hair
dryer set on a low setting. Experiment for yourself. Discuss the parts of a comet.
9. The ingredients used to “build” a comet nucleus represent our current understanding of some of
the components found in actual comets: frozen water, frozen carbon dioxide, ammonia, dust
and rock, and organic (carbon-based) molecules.
10. Scientists have studied the spectrum of light coming from real comets’ comas and tails to
determine the presence of these substances. The research carried out in the Comet Halley flyby missions and the ICE mission to Comet Giacobini-Zinner provided further evidence of comet
composition.
11. As the comet in this experiment melts, you can see little jets of gas coming off the model comet
nucleus just like the observed “out-gassing” of real comets, which can actually affect the
movement of the comet. After further melting of the experimental comet, the nucleus will
begin to break apart just like real cometary nuclei after many passes by the Sun.
12. Discuss the Reflection & Discussion questions as a class.
Management
THIS SHOULD BE DONE AS A TEACHER DEMONSTRATION
Purchase dry ice from ice companies or ice cream parlors the day of or evening prior to the
demonstration. If possible, get the pellet form of dry ice. Be sure to purchase five pounds of dry ice,
although more will be needed if purchased the evening before. You will want to get enough extra for a
test run at home the night before.
Store the dry ice in an ice chest. Place an inch or so of newspaper between the dry ice and the container
to prevent the container from cracking.
Conduct this activity before using it in the classroom to get a feel for the correct amount of water to use.
Reflection & Discussion
1. When you place the comet on the tray to observe, what part of the comet does it represent?
2. Describe changes, if any; in the comet after five minutes have elapsed.
3. Use the hair dryer to represent the Sun. Set the dryer on the low setting and blow air on the
comet. What part of the comet begins to form? What happens when you move the hair dryer
closer to the comet?
4. What does the air from the hair dryer represent?
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5. What components of real comets are represented by each of the ingredients in your comets?
Transfer & Extension
1. Research the differences between this model and real comet. Experiment to see if you can
come up with a better model.
2. Investigate where comets are believed to have spent the majority of their lives – either in the
Kuiper Belt or Oort Cloud.
3. Choose some other object, system, or phenomena, and ask your students to model it. How do
models help us understand the world we live in?
26
Investigating a Comet
Next Generation Science Standards Met
 MS-PS1-1 – Develop models to describe the atomic composition of simple molecules and
extended structures. While investigating a comet, talk about the chemical composition
understanding what it is made of, and what elements are involved.
Objectives
Students will:


Create a thinking web
Explain their knowledge of a comet
Overview
Brainstorm and create a Thinking Web that demonstrates students’ knowledge of comets. This is an
opening exercise to introduce comets to students and assess prior knowledge.
Key Questions
 Why study comets?
 What would one need to study comets?
Procedures
1. Reproduce student worksheet and give each student a copy.
2. Have students complete each question on the map and encourage them to draw illustrations to
go with their answers.
3. You can use students’ answers as an informal method to assess prior knowledge by starting a
class discussion. Students’ answers will vary. Below are some examples of where to lead the
discussion.
Examples of Student Responses
Discussion Points
A comet is a big rock
Review the parts and composition of a comet
A comet is like a small planet
Cover the difference between comets and planets
We should study comets because on might hit
earth
Discuss impact craters and the extinction of
dinosaurs
Cover the difference between comets and
asteroids
Comets and asteroids have different sizes
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Student Worksheet
A comet is….
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
A comet looks like…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
We should study comets because
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
A comet is different from an asteroid because
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
28
Investigating Falling Particles



MS-PS2-1 – Apply Newton’s Third Law to design a solution to a problem involving the motion of
two colliding objects. While completing this task look at what happens to the ball (one object)
into the ground (other object)
MS-PS2-2 – Plan an investigation to provide evidence that the change in an object’s motions
depends on the sum of the forces on the object and the mass of the object. While investigating
this problem, you can put certain clay balls on ramps, and different sizes, etc to see what
multiple forces impact the ball.
MS-PS2-5 – Conduct an investigation and evaluate the experimental design to provide evidence
that fields exist between objects exerting forces on each other even through the objects are not
in contact. When dropping the clay ball, gravity of the earth is acting on the ball even though
the ball is not in contact with the earth.
Background
Often in their careers, scientists must find creative solutions to accomplish their research. For instance,
how might you measure the size of something that is too small to be seen, like an atom, or extremely
large, like the Sun? How do you determine the composition of a planet that is too far away to be visited
by a spacecraft? How will you learn about the sleeping habits of an animal that sleeps only when it is
too dark to see it?
One problem posed to scientists a few years ago was this: How can you collect fast moving dust particles
without causing changes in their physical structure when they hit the collection device? The solution to
this problem is at the heart of the STARDUST Mission, a spacecraft that will fly to a comet and collect
particles from its coma, as well as capture interstellar dust particles during its journey.
In order to develop an effective collection device, scientist must first have a good understanding of what
the properties are of the material they are trying to collect, particularly those properties that could
change when captured. Once these properties are known, they can proceed to design a collection
device that will minimize or eliminate the possibilities of changes.
Topic
Impact of falling objects
Objectives
Students will:



Investigate the characteristics of a clay ball
Examine what happens to a ball of clay that is dropped from different heights
Measure the height, depth, and width of a clay ball before and after a drop
Overview
Students will measure a clay ball, and then drop it from different heights to examine how the impact
changes the clay ball. Through class discussion, students will relate this to capturing comet particles.
29
Key Question
How might an impact of a fast moving object change the characteristics of the object?
Key Concept
 The impact of a falling object will change the physical characteristics of that object.
Materials & Preparation
 Paper towels or newspapers to cover the floor
 A softball-size clay ball
 Student worksheets
 Meter Stick
 2 rulers
 2 index cards
 Toothpick
1. Students will observe what happens to the clay ball when it hits a hard surface at different
heights.
2. Use the last ten minutes of class to have each team’s reporter share the results of their
experiments.
3. The students should conclude that clay is malleable. It changes shape easily. The greater the
drop height the harder the clay hits the ground, and the more the shape changes.
Management
This activity can be completed in one class period. Use caution when dropping the clay from three and
four meters. This activity works best if you can drop the clay off the bleachers in the gym.
Reflection & Discussion
1. Explain what happened to the clay ball when it was dropped.
2. How did increasing the drop height change the results of the experiment?
3. What do you think would happen if you threw the clay ball at the ground at different speeds?
4. What would be the problems with a moving spacecraft trying to capture moving comet
particles?
Transfer & Extension
1. Have students experiment with dropping other sizes of clay particles to see if the size changes
the results.
2. Have students drop clay with different hardnesses, if possible.
30
Student Worksheet
Student Procedures
1. When you receive your clay be sure that it is as round as possible. If needed roll it between your
hands to round out the clay.
2. Use a toothpick to draw a T in the top and bottom of the clay ball. Measure the distance
between the two cards in centimeters. Record this as the height in the chart below.
3. Place the two index cards to the left and right of the clay ball. Measure the distance between
the two cards in centimeters. Record this as the width in the chart below.
4. Place the clay ball between the two index cards (front to back). Measure the distance between
the two cards in centimeters. Record this as the depth in the chart below.
5. Drop the clay ball from a height of 1 meter.
6. Using the index cards and the ruler, re-measure the height, width, and depth after the fall.
Records in the chart below.
7. Repeat steps 1-7 dropping the clay ball from a height of 2, 3, and 4 meters.
8. As a team, complete the Questions below.
Questions & Conclusions
1.
2.
3.
4.
Explain what happened to the clay ball when it was dropped.
How did increasing the drop height change the results of the experiment?
What do you think would happen if you threw the clay ball at the ground at different speeds?
What would be the problems with a moving spacecraft trying to capture moving comet
particles?
31
Student Worksheet
32
Before Drop
After Drop
Before Drop
After Drop
Before Drop
After Drop
Before Drop
After Drop
Mission Patch
Background
While in training, the crew of every Space Transport System (STS) designs a patch that identifies its
unique mission. Since the first mission in April 1981, more than 450 astronauts have participated in
more than 100 missions. Most Shuttle mission crews consist of the commander, a pilot, mission
specialists, and payload specialists. Each member of the crew contributes to the patch design. The
team uses color, shape, images, and text to represent different aspects of their mission.
Skills
 Team Building
 Team Patch Design
Objectives
Students Will:


Identify attributes of mission patches.
Design, draw, and describe the attributes of their own mission patch.
Activity Overview
Students will work in teams of four. They will observe mission patch examples. Using shape, color,
images, and text, they will design their own crew patch.
Key Question
How can a team create a graphic design that represents all of the members and the team mission?
Key Concept
 Shape, color, images, and text can be used to create a graphical representation of a mission.
Materials & Preparation
 Mission patch examples
 Drawing supplies
1. Divide students into teams of four.
2. Using a thinking web have students brainstorm ideas for their mission patch.
3. Once students have developed some ideas, they need to come to a consensus on how to design
the path. Note: Because this is a team building activity, it is important to let students come to a
consensus rather than to vote on the design.
4. Once consensus has been reached, students will begin designing their patch.
5. Once students have completed their patch design, assemble a gallery of patches on the wall.
6. Once all of the patches are on the wall, have students do a gallery walk.
7. Have students look at each patch and write down their interpretation of the design.
8. Have students compare their interpretations of each design to the original patch description.
33
9. After you are done, either choose a patch to represent your class on the mission or have the
entire class come together and make one patch to represent the class.
10. Bring your patch with you to proudly display it during the mission.
Management
This activity can be completed in one class period
Reflection & Discussion
1. If you will all be flying the same mission how come each of the patches are different?
2. What was difficult about reaching a consensus?
3. What kind of consideration went into planning your class patch?
4. How can visual images inspire teamwork and group missions?
Transfer & Extension
1. Research upcoming space mission and their patches. Keep a wall of patches for each shuttle
mission throughout the school year.
2. Boy Scouts/Girl Scouts get badges for skills they master. What do their badges represent?
3. Write to your regional NASA center for current mission patch stickers
4. Create a mission patch for any other programs students may be involved in.
34
Patch Examples
STS-1
This is the official insignia for the first space shuttle orbital flight test (STS-1). The sphere of the Earth is
in the background. The triangle of bright color ranging from red to yellow, symbolizes the blast of the
engines. An orbital oval surrounds the Earth and represents the orbit of the space shuttle. The artwork
was done by space artist Robert McCall.
35
STS-51 L
Members of STS 51-L crew designed this patch, which represents their participation on NASA’s mission
aboard Challenger, depicted launching from Florida and soaring into space to carry out a variety of
goals. Among the prescribed duties of the five astronauts and two payload specialists was observation
and photography of Halley’s Comet, which is back dropped against the U.S. flag in the insignia.
Surnames of the crew members encircle the scene, with the payload specialists being recognized below.
The surname of the first teacher in space Christa C. McAuliffe, is followed by a symbolic apple.
36
STS-52
A gold star is a symbol often associated with the frontier period of the American West. The STS-52
patch features a large gold start to symbolize the crew’s mission on the frontiers of space. The red
border in the shape of the Greek letter lambda represents both the laser measurements to be taken
from the Laser Geodynamic Satellite (LAGEOS II) and the Lambda Point Experiment, which is part of the
United States Microgravity Payload (USMP-1). The LAGEOS II is a joint Italian/U.S. satellite project
intended to further our understanding of global plate tectonics. The USMP-1 is a microgravity facility,
which has French and U.S. experiments designed to test the theory of cooperative phase transition and
to study the solid/liquid interface of a metallic alloy in the low gravity environment. The remote
manipulator and maple leaf are emblematic of the Canadian payload specialist who will conduct as
series of Canadian flight experiment (CANEX-2) including the Space Vision System test.
37
STS-134
This patch highlights research on the ISS focusing on the fundamental physics of the universe. On this
mission, the crew of space shuttle Endeavour will install the Alpha Magnetic Spectrometer (AMS)
experiment – a cosmic particle detector that utilizes the first ever superconducting magnet to be flown
in space. By studying sub-atomic particles in the background cosmic radiation, and searching for antimatter and dark-matter, it will help scientists better understand the evolution and properties of our
universe. The shape of the patch is inspire by the international atomic symbol, and represents the atom
with orbiting electrons around the nucleus. The burst near the center refers to the big bang theory and
the origin of the universe. The space shuttle Endeavour and ISS fly together into the sunrise over the
limb of Earth, representing the dawn of a new age, understanding the nature of the universe.
38
STS-135 (Last Shuttle Mission)
The STS-135 patch represents the space shuttle Atlantis embarking on its mission to respply the
Internation Space Station. Atlantis in center over elements of the NASA emblem depicting how the
space shuttle has been at the heart of NASA for the last 30 years. It also pays tribute to the entire NASA
and contractor team that made possible all the incredible accomplishments of the space shuttle.
Omega, the last letter in the Greek alphabet, recognizes this mission as the last flight of the Space
Shuttle Program.
39
Task Cards with Legos®
Background
At the Challenger Learning Center, students accomplish their team goals by following directions on task
cards. Each team has two directions on task cards. Each team has two sets of task cards, one for the
students at Mission Control and one for the students in the Space Station. The role of Mission Control is
to monitor the success of the mission and health/well being of the crew. They must also assist the
Space Station team when needed and when emergencies occur to ensure that the Space Station team is
able to complete the activity. Mission Control must always be aware of where the Space Station team is
in the task cards so they can relay vital information needed to complete the task. The spacecraft team
must follow the directions on the task card step-by-step to accomplish their task. It is important to
always read and follow the directions in order to complete a task before going on to the next task card.
Skills
 Following clear and concise directions
 Creating clear directions
Objectives
Students will:


Use task cards to construct a module.
Write a series of sequential directions to complete a task.
Overview
In teams of two, students each design a simple object using Lego® bricks. They then create a set of
instructions for making their object. They take turns giving verbal instructions to their partner for the
construction of their object. During the construction, students are in constant one-to-one verbal
contact with their partner.
Key Question
How can we create clear and effective instructions to complete a task?
Key Concepts
 Clear spoken and written language is essential to accomplish tasks
 Reading and following instruction are skills essential for success
Materials & Preparation
Each student needs:


10 Lego® bricks of a variety of shapes (and colors)
Instruction template sheets
1. Pair students into teams of two.
40
2. Give every student a set of Mission Control task cards and Space Station task cards.
3. Have pairs of students sit next to each other with some sort of border set up between them so
they cannot see each other’s work
4. Working individually, students make a ‘module’ from the Lego® blocks and write down the
stages for its construction into Mission Control task cards number 7,8,9, and 10.
5. As students complete their instructions, they cut them into cards and make the set of cards into
a manual.
6. Assign on e student to use the Mission Control task cards and the other student to use the Space
Station task cards.
7. Mission Control will transmit instructions for building the module.
8. Once students have completed building the module, have them switch roles and build their
teammate’s module.
Management
This activity is begun individually and completed in pairs and will take on class period.
The emphasis on clear unambiguous communication is important to the Mission. In order to match the
task to students’ capability you can vary the complexity of the shape of the Lego® module: a 2dimensional shape with simple bricks for some students though to a complex 3-dimensional shape with
a wider variety of bricks for others. To give students a start, you may find it helpful to discuss what to
call the various blocks and to use the example set of instructions. Selecting a distinctive color for each
type of block gives a powerful additional cue for less-able students.
Reflection & Discussion
1. How clear were you instructions?
2. How well could your partner carry our your instructions?
3. How do you make sure your instructions can be understood?
4. What sorts of things go wrong if communication is unclear?
Transfer & Extension
1. Design a space probe with building blocks then write direction for making the space probe. Sit
back to back with a partner and transmit the directions to your partner. Was your partner able
to build the space probe correctly? How could you improve the directions?
41
Student Worksheet
Test Run: instructions for building the example Lego® Module
1. When you “send” a message to your teammate, please use the proper procedure.
Say only what is given in this manual.
2. Send a verbal message to your message to your teammate. You should say:
 Space Station, this is Mission Control:
 Do you have the Lego® blocks as follows?
i. 4 blocks each with 2 rows of 4 buttons “2 x 4 blocks”
ii. 4 blocks each with 2 rows of 2 buttons “2 x 2 blocks”
 Are you ready to begin? OVER
3. When your teammate informs you that he/she is ready to begin, turn to the next
card.
42
Mission Control Task Card 2
1. Your job in Mission Control is to transmit instructions for constructing the Lego®
module you have designed.
2. Build a structure using the Legos®. On Mission Control task cards 7-10, write
instructions for building your module.
3. Choose which of you will be Mission Control and Space Station first. Follow the
appropriate task cards in order to build the module.
4. When you “send” a message to your teammate, please use the proper
procedures. Say only what is given in this manual. Clear communication is vital
to the success of your mission.
5. When your teammate informs you that he/she is ready to begin, turn to the next
card.
Mission Control Task Card 1
Getting Started
6. When your teammate is ready to proceed send this message. You should say:
 Space Station, this is Mission Control
 Place two 2 x 4 blocks exactly on top to lock the bottom row together.
 Over
7. Turn to the next card
Mission Control Task Card 3
Mission Control Task Card 4
4. “Send” the following message to your teammate. You should say:
 Space Station, this is Mission Control:
 We will now construct the first section of the Lego® module.
 Place a 2 x 2 block, a 2 x 4 block, and another 2 x 2 block to make a line.
 OVER
5. You may be asked to repeat instructions. Do so quickly. Wait until your
teammate tells you that he/she is ready to proceed before moving to the next
card.
43
10. When your teammate is ready to proceed, send this message:
 Space Station this is Mission Control:
 The assembled module should be a rectangle three blocks high and eight
studs long.
 Is this correct?
 Over
11. Repeat any previous instructions as necessary
44
Mission Control Task Card 5
Mission Control Task Card 2
8. When your teammate is ready to proceed, send this message:
 Space Station, this is Mission Control
 Now add a 2 x 2 block, a 2 x 4 block, and another 2 x 2 block to form the
top row and complete the module.
 Over
9. Turn to the next Card
1. Send a start-up message to your teammate. You should say:
 Space Station this is Mission Control
 Do you have the Lego® Bricks as follows:
 ___________________________________________
___________________________________________
___________________________________________
 Over
2. When your teammate replies that he/she is ready, turn to the next card.
3. Send a message to your teammate. You should say:
 Space Station this is Mission Control.
 ___________________________________________
___________________________________________
___________________________________________
 Over
4. When your teammate replies that he/she is ready, turn to the next card
Mission Control Task Card 8
Write instructions for building your Lego module in the spaces on taskcards 7, 8, 9, and
10.
Mission Control Task Card 7
Construct your own Lego module
45
7. Send a message to your teammate. You should say:
 Space Station this is Mission Control.
 ___________________________________________
___________________________________________
___________________________________________
 Over
8. When your teammate replies that he/she is finished, see if their module matches
your original design.
46
Mission Control Task Card 9
Mission Control Task Card 10
5. Send a message to your teammate. You should say:
 Space Station this is Mission Control.
 ___________________________________________
___________________________________________
___________________________________________
 Over
6. When your teammate replies that he/she is ready, turn to the next card
Card19
TaskCard
ControlTask
Mission
Space Station
Taking Instructions from Mission Control
1. Your job in the Space Station is to construct a Lego® module with guidance from
Mission Control. You have all of the materials necessary to build the Lego®
module and your teammate in Mission Control has all of the necessary
instructions.
2. You will have one-to-one contact with your teammate in Mission Control
3. You will need to follow the step-by-step instructions transmitted by your
teammate and construct the Lego® module according to those instructions.
4. When you send a message to your teammate, please use the proper procedures
Say only what is in the manual
5. Make sure you have all the necessary materials. You will need the correct Lego®
blocks.
Ready:
Help:
Proceed:
When your teammate asks if you are ready to begin, “send” your
reply. You should say:
 Mission Control this is Space Station
 I am ready to begin
 Over.
Follow the instructions carefully. If you need the instructions
repeated, send a message to your teammate. You should say:
 Mission Control, this is Space Station
 Repeat that Instruction
 Over
When you have completed an instruction, send the following
message. You should say:
 Mission Control, this is Space Station
 I have completed those instructions. Proceed.
 Over
Space Station Task Card 2
Communication Protocols
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Task Cards with a Paper Plane
This activity and all skills, questions, etc associated with it are exactly the same as the ones for the
previous activity, Task Cards with Legos®. However, we realize Lego® bricks may not be available at all
schools. We designed this activity for your kids to use task cards while simply building a paper plane via
folding paper.
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Student Worksheet
1. Sit with your back to your partner
2. You should not be able to see your partner in Mission Control while you are
working on the pattern
3. You will be receiving instructions from your partner in Mission Control
4. When instructions has been understood and completed, say “check”
5. On a piece of paper record your prediction for how long it will take your team to
construct a paper airplane.
6. Tell your partner when you are ready to begin
Space Station Task Card 1
Getting Started
1. Sit with your back to your partner
2. You should not be able to see your partner in the space station working on the
3.
4.
5.
6.
pattern
You will be giving most of the instructions
Your partner will say “check” when the directions have received and completed.
On a piece of paper record your prediction for how long it will take your team to
construct a paper plane.
When your partner is ready to begin, start with Task Card Number 2
Mission Control Task Card 1
Getting Started
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9. Read the following to your space station partner:
 Fold up along line 5. Bring edge C in to touch line 3.
 Fold up line 6. Bring edge D in to touch line 3.
 Fold up along line 8. Bring edge E in to touch line 3.
10. Go to the next task card
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Mission Control Task Card 2
Mission Control Task Card 13
7. Read the following instructions to your space station partner:
 Lay the pattern with side “A” facing up. “A” should be placed at the 12:00
position. “A” should remain up and in this position for the construction.
 Fold up along line 3. It will serve as a center guide. Open the paper.
 Fold up along lines 1 and 2. Edges A and B should touch line 4.
8. Go to the Next Task Card
13. Discuss the following with your space station partner
 What was the difference between the predicted time and actual time?
 Discuss difficulties/problems and your solutions.
 Suggest how this activity can be improved.
 Clean your stations and return all supplies.
2
Mission Control Task Card 14
Mission Control Task Card 15
11. Read the following to your space station partner:
 Fold up along line 9. Bring edge F in to touch line 3.
 Turn the paper over so two *’s face up
 Fold along line 3 so *’s touch
 Open the plane’s wings so *’s touch and lines 8 and 9 on the bottom are
visible
12. Congratulations! You have constructed the plane – Record the time.
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53
Press Conference
Background
NASA holds press conferences after every mission. Each press conference lasts approximately one hour
and covers general information and specific mission data that is presented by the crew and Mission
Control staff. Tapes of press conferences are available from your regional NASA Teacher Resource
Center. This information is also available at NASA Spacelink on the Internet.
Post-visit activities are vitally important to the success of the overall Challenger mission. They provide
an opportunity for the students to reflect on their activities at the Challenger Learning Center. Also, the
teacher can use this time to assess the students’ knowledge of key concepts and relate them to other
curriculum materials.
On the day after your Challenger mission, conduct a debriefing session. Each team should relate its
activities while at the Challenger Learning Center and describe how these activities were essential to the
success of the entire mission.
Skills
 Writing to inform
 Public –speaking
 Self reflection
Objectives
Students Will



Prepare a statement about their duties during the mission.
Prepare answers to specific questions about those duties
Create a set of criteria for an informative press conference.
Overview
After a Challenger mission, students will conduct a debriefing session. In teams, students will prepare
reports in the form of a press conference that reflect their activities while at the Challenger Learning
Center and they will describe how their activities were essential to the success of the entire mission.
Key Questions
 What happened at the Challenger Learning Center?
 What part of the Learning Center mission were you responsible for? How successful was it?
 How can you express personal ideas and experiences to others?
Key Concept
 Students use visual, written, and verbal communications to express their ideas.
Materials & Preparation
 1 Video camera and monitor
 2 long tables
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





Decorations
Costumes
Props
Panel of Crew Representatives (8 Students – 1 from each team)
Panel of Reporters (8 Students – 1 from each team)
Camera Crew (2-4 Students_
1. Assign each crew from the mission a representative to speak on the panel.
2. Each crew is given some sample questions that might be asked. They must come to the
consensus with their answers.
3. Each crew elects a recorder to write the crew’s responses to the questions.
4. Each crew will also write a prepared statement regarding the mission. This will be reported
before the questions from the panel begin.
5. Select a panel of news reporters. Give each of them a set of sample questions for each crew.
6. Reporters are required to write at least one additional question, which is not included in any of
the samples. These are reviewed by the moderator (teacher) before the press conference.
7. Ask each reporter to be prepared to clarify his/her questions during the conference.
Press Day
1. Select a camera crew (optional). Assign the camera crew the task of setting up the tables and
chairs and reviewing good filming techniques.
2. Arrange the monitor so that the students in the audience can see it.
3. The moderator starts the press conference by introducing the crew members.
4. Each crew representative gives the prepared report.
5. The reporters select from their questions one at a time. They must address the person to whom
the question is directed. The representative of the crew responds before another question is
asked. The moderator reserves the right to clarify a question or an answer.
6. The students in the audience may be required to agree or disagree or clarify their
representative’s response.
Management
This activity will take several class periods to prepare and complete depending on the level of
sophistication.
Be sure students speak facing the camera. Discuss other public speaking tips as desired.
Reflection & Discussion
1. List some ways in which knowing how to use science, math, technology, and communication
helps the mission.
2. List some ways in which the simulated mission was like real life.
3. What did you learn from the mission:
a. About yourself?
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4.
5.
6.
7.
8.
9.
b. About teamwork?
c. About problem-solving?
d. About science?
Did the mission give you any help in deciding a career or job from the future?
How did you reach consensus on making decisions?
Was the mission successful?
What happened at the Learning Center?
What were your roles and responsibilities?
How did your team contribute to the success of the mission?
Transfer & Extension
1. Prepare the press conference and submit it to a local TV station or newspaper.
2. Invite other classes, parents, and the principal to learn about your experience.
3. Prepare the press conference like a news story for television or as a newspaper special feature
in the style section.
4. Create a multimedia press conference for your band, scouts, class assignments, family events,
etc.
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Student Worksheet
Fill in the blanks with your specific team’s information. Write this statement in your own words and use
it during the Press Conference. Give this form to your teacher to file. Feel free to add more information
if you think it’s important.
As members of the ________________ team, our purpose was to _______________________________
_____________________________________________________________________________________
________________ . Our responsibilities included ___________________________________________
_____________________________________________________________________________________
(Names) _______________________ and ____________________ began as Mission Controllers, and
_______________________ and ____________________ began in the Spacecraft. Spacecraft personnel
followed task cards to carry out important activities. Mission controllers supervised and recorded data
from all activity in the Spacecraft.
We were able to complete (some, most, all) _____________ of our tasks. Our most important
accomplishment was____________________________________________________________________
The data generated on our mission will be analyzed for potential close encounters or for future needs by
the spacecraft. This data is also important because it adds to our knowledge about space travel and
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Reflection & Discussion
1. What have we learned from this mission that will help us make important decisions about our
own planet?
2. What would you suggest be added to the next mission as an important improvement?
3. What was the most exciting part of your mission?
57
Pulse and Blood Pressure
Background
Reading of vital signs, such as pulse and blood pressure, provides important data on a person’s health.
In the treatment of patients in emergencies, vital signs provide immediate data on the state of vascular
fitness and overall physical health. Many jobs require employees to be physically fit. This is especially
true for astronauts because of the stresses of lift-off, re-entry, and working in a low gravity
environment.
The pulse rate is stated as a ratio of palpable (reportable by sense of touch) beats in the carotid artery
or distal radial artery per minute. If the pulse is absent after palpating for nine seconds, then the patient
is clinically dead and CPR must be started to keep the brain and the rest of the body from biological
death. If the pulse rate is above 100 for an adult, this condition is referred to as tachycardia, “fast
heart”. When the pulse is below 60, it is called bradycardia, “slow heart”. Many athletes’ hearts pump
blood so efficiently that their pulse rates may be below 60.
Blood pressure is measured by listening to the sounds of blood flow heard through a stethoscope placed
on the distal brachial artery or the proximal ulnar artery while a constricting cuff gradually releases. The
pressure in the cuff gradually releases. The pressure in the cuff is visually reported in mm of mercury at
two intervals: when the sounds are first heard and when the sounds can no longer be heard. These two
values are, respectively, systolic (when the heart is pumping) and diastolic (between pumping). Blood
pressure reading indicated the pressure that is exerted by the blood upon the wall of the vessels,
especially the arteries. Knowing these values can be useful for diagnosing shock or illness.
Skills
 Collecting data
 Recording data
Objectives
Students will:


Use medical instruments to measure pulse rate and blood pressure
Verify reading for accuracy
Overview
Students will use a stethoscope and a blood pressure cuff. Students will monitor and record vital signs
of fellow classmates.
Key Question
How can scientists monitor human biological systems?
Key Concepts
 Scientists use a stethoscope and a blood pressure cuff to measure blood pressure
 Medical data must be carefully collected and recorded
 Heart rate is a fundamental vital sign
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Materials & Preparation
 1 Stethoscope per pair
 1 Sphygmomanometer (blood pressure cuff, valve, and meter) per pair
 Alcohol swabs
 Clock with a second hand
1. Obtain stethoscopes and blood pressure cuffs.
2. Assign students to teams of two.
3. Instruct them to use alcohol swabs to clean the earpieces of the stethoscopes between each
use.
4. Discuss background information
5. Discuss safety procedures, including proper placement of blood pressure cuff, only leaving the
cuff on for less than 3 minutes, and not tapping on the stethoscope
Management
This activity will take on class period. This activity requires a stethoscope and a blood pressure cuff for
each team of two. Stethoscopes when used improperly can cause ear damage. Monitor students
closely.
Reflection & Discussion
1. What happens to your heart rate when you are afraid? Relaxed? Stressed?
2. Could everyone find their partner’s distal radial pulse?
3. How does living in space affect the heart rate? Deep sea diving?
4. Why do you think that high blood pressure might be dangerous?
5. Can you think of ways a person might try to lower his or her blood pressure or pulse rate?
6. Can you think of other uses for the stethoscope?
7. What other human systems need to be monitored on a regular basis?
8. How can technology help scientists accurately monitor these systems?
Transfer & Extension
1. First take pulse rate and blod pressure reading and record. Then, being exercising such as
running in place or rapidly stepping up and down on a low (< 15 cm) bench for 3 minutes.
Repeat the pulse rate and blood pressure readings and record. Are there any differences?
Research reasons for your findings and report them to the class.
2. Why do you think the sphygmomanometer measures pressure in millimeters of Mercury (Hg)?
59
Student Worksheet
Pulse
1. Using your index and middle fingertips, find the distal radial pulse on your teammate. This will
be found on the thumb side of the wrist with the palm facing up. If you cannot find this pulse,
gently find the carotid artery in your partner’s neck.
2. Estimate the pulse rate by counting how many pulsations you feel in fifteen seconds and
multiplying that number by four. Pulse rate is reported as pulses per minute.
Student 1
Student 2
At Rest
After exercise
Pulse Rate:
___________________ ___________________
Pulse Rate:
___________________ ___________________
Fill in pulse before exercise. Exercise then complete second measurements
Blood Pressure
1. Carefully place the blood pressure cuff around your teammate’s upper arm about two and one
half centimeters above the elbow. Make sure cuff placement indicator is above the bend in the
elbow. Tighten the bulb valve. Do not over tighten.
2. Place stethoscope diaphragm on the bend at the elbow on the inside of the arm that has the
cuff.
3. Clean the earpieces of the stethoscope with an alcohol swab then place them in your ears.
4. Pump the valve until the sphygmomanometer reads 180 mm Hg. Note: pulsation will not be
heard through the stethoscope when the cuff pressure is below the diastolic or above the
systolic pressure. (Either the blood is flowing too freely or the blood flow is constricted.)
Release the valve slowly and listen carefully for the first pulsating sounds. Note the number
indicated by the meter at this point. This is the systolic pressure.
5. Keep slowly releasing the valve and note the number at the point where you no longer hear any
sounds. This is the diastolic pressure.
6. Report the blood pressure as the systolic number over the diastolic number, for example
110/68. Finish letting out the air from the cuff by completely releasing the valve.
At Rest
After exercise
Student 1
Blood Pressure:
___________________ ___________________
Student 2
Blood Pressure:
___________________ ___________________
Fill in blood pressure before exercise. Exercise then complete second measurements
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Sample Task Cards
During your mission each student will be assigned a binder with instructions on how to accomplish the
mission. If your students follow these instructions on a word for word basis your team’s mission will be
a success. The Challenger Center refers to this set of instructions as task cards, below are some task
card examples, followed by an activity you can facilitate in the classroom to give your students a better
understanding of a the task cards. Please have your students complete the Task Card Activity above to
get a better understanding of task cards.
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Figure 1: Sample Mission Control Task Card
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Figure 2: Sample Space Station Task Cards
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Pre-Visit Checklist
 My students know what a comet is
 My students can define the parts of a comet (nucleus, coma, ion
tail, and dust tail).
 My students know what the Oort Cloud is, and have an idea of the
distance between Earth and the Oort Cloud.
 I have gone over the importance of a task card, and accomplished
the sample task card task with the students.
 I have assigned mission positions to all of my students
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FAQs
Q: Can I only work with the Kentucky Science Center when doing a mission?
A: No, we offer onsite, offsite, and distance learning classes where we can discuss some of the finer
points of any science field with your students. We can host your students for an interactive class or
come visit your school before or after the mission.
Q: Do my students need to have any previous knowledge before the mission?
A: No, however all activities to increase understanding before the mission will allow the students to
have more of an better knowledge of terms, and space science; creating a more exciting and fulfilling
experience.
Q: Where can I get more information on comets and space science in general?
A: Although the Kentucky Science Center is not officially affiliated with any outside resources, we can
recommend teachers to watch Crash Course Astronomy on YouTube (www.youtube.com/crashcourse)
specifically watching the videos on comets and the Oort Cloud as well as any others you may find
interesting. Depending on how interested your class is in space science you may even find it appropriate
to show some of these clips in class.
Q: What do I do if my students are asking space questions that I don’t know the answer to?
A: If there are questions you need help with, especially how to put rocket science in terms a student can
understand, do not hesitate to email [email protected] who will be happy to assist you in all
your space needs.
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Glossary
Astronomical Unit (AU) – One AU is equal to the average distance between the Sun and the Earth,
approximately 150,000,000 km or 93,000,000 miles
Coma – A cloud of dust and gas that forms around a comet’s nucleus due to solar heating
Comet – An object found in our Solar System that is composed of dust, rock, and ice and is generally
only a few kilometers across. The comets we typically observe from Earth have highly eccentric orbits
and venture into the inner Solar System.
Eccentricity – A numerical value for the shape of an orbit ranging from 0 (zero) which is a circular orbit
to 1(one) which is a long, flat orbit. Planets, moons, asteroids, and short period comets have
eccentricity values close to zero, long period comets have an eccentricity of 0.5 or more.
Kuiper Belt – A belt-shaped region roughly 30 to 100 AU from the Sun (past the orbit of Neptune)
containing many small icy bodies. It is believed to be the source of short period comets.
Long Period Comets – A comet with an orbital period of more than 200 years. Long period comets are
believed to originate in the Oort Cloud. Examples such as Comet Hale-Bopp with a 2,400 year orbit and
Comet Hyakutake with a orbit greater than 65,000 years.
Nucleus – The solid part of a comet, made of ices and rock. As the nucleus approaches the inner solar
system, its ices melt, creating a much larger coma of dust and gas that surrounds it.
Oort Cloud – A huge spherical “cloud” of cometary particles that extends from beyond the orbit of
Neptune and Pluto, half way out to the nearest star. It may contain a trillion comets orbiting the Sun.
This is thought to be the source of long period comets.
Orbit – The path a planetary body makes as it revolves around the Sun. The orbit of a comet tends to be
far more elliptical than a planet.
Short Period Comet – A comet with an orbital period of less than 200 years. Examples are Comet Halley
with a 76 year orbit and Comet Encke with a 3.3 year orbit.
Sublimation – The process of an ice turning from a solid state directly into a gas state, without changing
into a liquid first.
Tail – A long trail of dust and gas that expends out from the coma of a comet when it is relatively close
to the Sun. The tail of the comet always points away from the Sun.
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