NASA Technical Reports Server (NTRS) 20000025037: Microgravity: A Teacher's Guide with Activities in Science, Mathematics, and Technology

176 Pages·10.2 MB·English

by  NASA Technical Reports Server (NTRS)

Microgravity
A Teacher's Guide With Activities
in Science, Mathematics, and Technology
k.
National Aeronautics and Space Administration
Office of Life and Microgravity Sciences and Applications
Microgravity Research Division
Office of Human Resources and Education
Education Division
This publication is in the Public Domain and is not protected by copyright.
Permission is not required for duplication.
EG-1997-08-110-HQ
-,.._j
Acknowledgements This publication was developed for the National
Aeronautics and Space Administration with the
assistance of the many educators of the
Aerospace Education Services Program,
Oklahoma State University.
Writers:
Melissa J. B. Rogers, MS
TAL-CUT Company
NASA Lewis Research Center
Cleveland, OH
Gregory L. Vogt, Ed.D.
Teaching From Space Program
NASA Johnson Space Center
Houston, TX
Michael J. Wargo, Sc.D.
Microgravity Research Division
NASA Headquarters
Washington, DC
Activity Contributors
Microgravity In The Classroom Stephen J. VanHook
Accelerometers Center for Nonlinear Dynamics
Around The World
Department of Physics
Inertial Balance University of Texas at Austin
Candle Drop
Crystallization Model Candle Flames
Gregory L. Vogt, Ed.D. Howard D. Ross, Ph.D.
Teaching From Space Program Chief
NASA Johnson Space Center Microgravity Combustion Branch
NASA Lewis Research Center
Gravity-Driven Fluid Flow
Charles E. Bugg, Ph.D. Crystal Growth and Buoyancy-Driven
Professor Emeritus Convection Currents
University of Alabama, Birmingham Roger L. Kroes, Ph.D.
and Researcher
Chairman and Chief Executive Officer Microgravity Science Division
Biocrypt Pharmaceuticals, Inc. NASA Marshall Space Flight Center
Craig D. Smith, Ph.D. Donald A. Reiss, Ph.D.
Manager Researcher
X-Ray Crystallography Laboratory Microgravity Science Division
Center for Macromolecular
NASA Marshall Space Flight Center
Crystallography
University of Alabama at Birmingham Rapid Crystallization
Microscopic Observation of Crystals
Surface Tension-Driven Flows David Mathiesen, Ph.D.
Gregory L. Vogt, Ed.D. Assistant Professor
Teaching From Space Program Case Western Reserve University
NASA Johnson Space Center and
Alternate Payload Specialist
R. Glynn Holt, Ph.D. USML-2 Mission
Research Assistant Professor
Boston University Zeolite Crystal Growth
Aeronautics and Mechanical Engineering Albert Sacco, Jr.
Department Head
Department of Chemical Engineering
Temperature Effects on Surface Worchester Polytechnical Institute
Tension and
Michael FoSchatz Payload Specialist
School of Physics USML-2 Mission
Georgia Institute of Technology
How To Use This Guide
Following the background information are
As opportunities for extended space flight
classroom activities that enable students to
have become available, microgravity
experiment with the forces and processes
research in physical and biological sci-
microgravity scientists are investigating
ences has grown in importance. Using the
today. The activities employ simple and
Space Shuttle and soon the International
inexpensive materials and apparatus that
Space Station, scientists are able to add
are widely available in schools. The activi-
long term control of gravity's effects to the
short list of variables they are to manipu- ties emphasize hands-on involvement, pre-
diction, data collection and interpretation,
late in their experiments. Although most
teamwork, and problem solving. Activity
people are aware of the floating effects of
features include objectives, materials and
astronauts and things in orbiting space-
tools lists, management suggestions,
craft, few understand what causes micro-
assessment ideas, extensions, instructions
gravity much less how it can be utilized for
and illustrations, student work sheets, and
research.
student readers. Because many of the
activities and demonstrations apply to more
The purpose of this curriculum supplement
than one subject area, a matrix chart
guide is to define and explain microgravity
relates activities to national standards in
and show how microgravity can help us
science and mathematics and to science
learn about the phenomena of our world.
The front section of the guide is designed process skills.
_v
to provide teachers of science, mathemat-
Finally, the guide concludes with a sug-
ics, and technology at many levels with a
foundation in microgravity science and gested reading list, NASA educational
resources including electronic resources,
applications. It begins with background
and an evaluation questionnaire. We would
information for the teacher on what
appreciate your assistance in improving
microgravity is and how it is created. This is
followed with information on the domains of this guide in future editions by completing
the questionnaire and making suggestions
microgravity science research; biotechnolo-
for changes and additions. The evaluation
gy, combustion science, fluid physics, fun-
can be sent to us by mail or electronically
damental physics, materials science, and
submitted through the Internet site listed on
microgravity research geared toward explo-
the form.
ration. The background section concludes
with a history of microgravity research and
the expectations microgravity scientists
have for research on the International
Space Station.
Microgravity -- A Teacher's Guide with Activities in Science, Mathematics, and Technology,
EG-1997-08-110-HQ, Education Standards Grades 5-8 (A), 9-12 (_1)
Note on Measurement and
Format
In developing this guide, metric units of
measurement were employed. In a few
exceptions, notably within the "Materials
and Tools" lists, British units have been list-
ed. In the United States, metric-sized parts
such as screws and wood stock are not as
accessible as their British equivalents.
Therefore, British units have been used to
facilitate obtaining required materials.
The main text of this guide uses large print
located in a wide column. Subjects relating
to mathematics, physical science, and tech-
nology are highlighted in bold. Definitions,
questions for discussion, and examples are
provided in smaller print in the narrow col-
umn of each page. Each area highlighted in
the text has a corresponding section in the
narrow column. This corresponding section
first lists applicable Mathematics and
Science Content Standards, indicated by
grade level: A Grades 5-8, _ Grades 9-12.
We have attempted to position the appro-
priate discussion as close as possible to
the relevant highlighted text. A key word or
phrase in each margin discussion is also
highlighted for ease in identifying related
text.
Microgravity m ATeacher's Guide withActivitiesinScience, Mathematics, and Technology,
EG-1997-08-110-HQ, Education Standards Grades 5-8 (A), 9-12 (_)
Table of Contents
Introduction ............................................................. 1
First, What is Gravity? .................................................. 1
What is Microgravity? ................................................... 3
Creating Microgravity ................................................... 7
Drop Facilities ...................................................... 8
Aircraft ........................................................... 9
Rockets .......................................................... 10
Orbiting Spacecraft ................................................. 10
Microgravity Science Primer ............................................... 13
The Microgravity Environment of Orbiting Spacecraft .......................... 15
Biotechnology ........................................................ 16
Protein Crystal Growth .............................................. 18
Mammalian Cell and Tissue Culture .................................... 19
Fundamental Biotechnology .......................................... 21
Combustion Science ................................................... 21
Premixed Gas Flames ............................................... 25
Gaseous Diffusion Flames ............................................ 25
Liquid Fuel Droplets and Sprays ....................................... 25
Fuel Particles and Dust Clouds ........................................ 26
Flame Spread Along Surfaces ......................................... 26
Smoldering Combustion ............................................. 27
Combustion Synthesis ............................................... 27
Fluid Physics ........................................................ 28
Complex Fluids .................................................... 29
Multiphase Flow and Heat Transfer ..................................... 31
Interfacial Phenomena ............................................... 32
33
Dynamics and Stability .................................... _- .........
Fundamental Physics .................................................. 34
Materials Science ..................................................... 37
Electronic Materials ................................................. 39
Glasses and Ceramics .............................................. 40
Metals and Alloys .................................................. 41
Polymers ......................................................... 43
Microgravity Research and Exploration ..................................... 44
Microgravity -- A Teacher's Guide with Activities in Science, Mathematics, and Technology,
EG-1997-08-110-HQ, Education Standards Grades 5-8 (A), 9-12 (_1)
Microgravity Science Space Flights ......................................... 46
International Microgravity Laboratory-I, January 1992 ....................... 49
United States Microgravity Laboratory-I, June 1992 ........................ 49
Spacelab-J, September 1992
• ' ........ ° • • " • • • " • " " " • • " " • ° • • " • ° • • • • • • = • 51
United States Microgravity Payload-I, October 1992 ........................ 52
United States Microgravity Payload-2, March 1994 ......................... 53
International Microgravity Laboratory-2, July 1994 .......................... 55
United States Microgravity Laboratory-2, October 1995 ...................... 57
United States Microgravity Payload-3, February 1996 ....................... 59
Life and Microgravity Spacelab, June 1996 ............................... 62
Shuttle/Mir Science Program, March 1995 to May 1998 ...................... 64
Future Directions
• • • • " ° ..... • • • = • • • ° ...... ° • • ° • = • • • " ° " • • ° • • = ° • • • • • • • • ° • • = 68
Glossary .............................................................. 71
Activities
..... °°° .... •°°"••°==°•°=="'°°'••°=°°°''°°°°°•°°"••=•°• .... °•,75
NASA Resources for Educators
............................................ 167
NASA Educational Materials
.............................................. 168
Microgravity-- ATeacher's Guide withActivities inScience, Mathematics, andTechnology,
EG-1997-08-110-HQ, Education Standards Grades 5-8 (z_),9-12 (_)
Introduction
Mathematics Standards
Space flight is important for many reasons. Space
flight carries scientific instruments and human
[3 Mathematical Connections
researchers high above the ground, permitting us [3 Mathematics as Communication
to see Earth as a planet and to study the complex Number and Number Relationships
Number Systems and Number Theory
interactions of atmosphere, oceans, land, energy,
and living things. Space flight lifts scientific instru- Science Standards
ments above the filtering effects of the atmosphere,
A [21 Physical Science
making the entire electromagnetic spectrum
A _1 Unifying Concepts and Processes
available and allowing us to see more clearly the
distant planets, stars, and galaxies. Space flight The electromagnetic spectrum is generally separat-
ed into different radiation categories defined by
permits us to travel directly to other worlds to see
frequency (units of Hertz) or wavelength (units of
them close up and sample their compositions.
meters). Wavelength is commonly represented by the
Finally, space flight allows scientists to investigate symbol _,.
the fundamental states of matter--solids, liquids,
F.xample:
and gases--and the forces that affect them in a
Approximate
microgravity environment. Name Wavelength (m)
Xrays = 1t1-15 to 10-9
Ultraviolet = 10-8 to 10-7
The study of the states of matter and their inter-
Visible IAght = 10.7 to 10-6
actions in microgravity is an exciting opportunity Infrared = 10-6 to 10-3
to expand the frontiers of science. Areas of inves- Microwave = lO-3 to 10-I
Television = 10-I to l
tigation include biotechnology, combustion sci-
AM Radio = 102 to 103
ence, fluid physics, fundamental physics, materi-
als science, and ways in which these areas of
research can be used to advance efforts to
explore the Moon and Mars.
Microgravity is the subject of this teacher's guide.
This publication identifies the underlying math-
Ma_emafl_ Smn_r_
ematics, physics, and technology principles that
apply to microgravity. Supplementary information A [3 Algebra
is included in other NASA educational products. [3:21Conceptual Underpinnings of Calculus
A Geometry
Geometry from an Algebraic Perspective
First, What is Gravity? A _ Mathematical Connections
A _ Mathematics as Reasoning
'[3 Trigonometry
Gravitational attraction is a fundamental property
Science Standards
of matter that exists throughout the known uni-
verse. Physicists identify gravity as one of the four
A _ Physical Science
types of forces in the universe. The others are the A (21 Unifying Concepts and Processes
strong and weak nuclear forces and the electro-
An impressed forte is an action exerted upon a body,
magnetic force. in order to change its state, either of rest, or of uni-
Microgravity -- A Teacher's Guide with Activities in Science, Mathematics, and Technology,
EG-1997-08-110-HQ, Education Standards Grades 5-8 (A), 9-12 ([3)
form motion in a straight line. A body force acts on More than 300 years ago the great English scien-
the entire mass as aresult of an external effect not
tist Sir Isaac Newton published the important
due to direct contact; gravity is abody force. A sur-
face force is a contact force that acts across an inter- generalization that mathematically describes this
nal or external surface of abody. universal force of gravity. Newton was the first to
realize that gravity extends well beyond the
Mathematics Standards
domain of Earth. The basis of this realization
A _l Algebra stems from the first of three laws he formulated to
_l Conceptual Underpinnings of Calculus
describe the motion of objects. Part of Newton's
A Geometry
_l Geometry from an Algebraic Perspective first law, the law of inertia, states that objects in
A _ Mathematical Connections motion travel in a straight line at a constant
A _1 Mathematics as Reasoning velocity unless acted upon by a net force.
Trigonometry
According to this law, the planets in space should
Science Standards travel in straight lines. However, as early as the
time of Aristotle, scholars knew that the planets
A _1 Physical Science
travelled on curved paths. Newton reasoned that
A Q Unifying Concepts and Processes
the closed orbits of the planets are the result of a
Velocity is the rate at which the position of an object net force acting upon each of them. That force, he
changes with time; it is avector quantity. Speed is concluded, is the same force that causes an
the magnitude of velocity.
apple to fall to the ground_gravity.
Mathematics Standards
Newton's experimental research into the force of
A 121 Mathematical Connections
A Q Mathematics as Reasoning gravity resulted in his elegant mathematical state-
ment that is known today as the Law of Universal
Science Standards
Gravitation. According to Newton, every mass in
A _1 History and Nature of Science the universe attracts every other mass. The attrac-
A _ Science as Inquiry tive force between any two objects is directly
A 121 Unifying Concepts and Processes proportional to the product of the two masses
being considered and inversely proportional to the
Newton's discovery of the universal nature of the
force of gravity was remarkable. To take the famil- square of the distance separating them. If we let
iar force that makes an apple fall to Earth and be able F represent this force, r represent the distance
to recognize it as the same force that keeps the plan-
between the centers of the masses, and m1and
ets on their quiet and predictable paths represents one
of the major achievements of human intellectual m2represent the magnitudes of the masses, the
endeavor. This ability to see beyond the obvious and
relationship stated can be written symbolically as:
familiar is the mark of atrue visionary. Sir lssac
Newton's pioneering work epitomizes this quality.
Foc-- m I m 2
Mathematics Standards
1-2
A _l Algebra From this relationship, we can see that the
A Computation and Estimation greater the masses of the attracting objects, the
_l Functions
greater the force of attraction between them. We
A _ Mathematics as Communication
A Number and Number Relationships can also see that the farther apart the objects are
A Patterns and Functions from each other, the less the attraction. If the dis-
tance between the objects doubles, the attraction
Science Standards
between them diminishes by a factor of four, and
A _ Unifying Concepts and Processes if the distance triples, the attraction is only one-
ninth as much.
Microgravity B A Teacher's Guide with Activities in Science, Mathematics, and Technology,
EG-1997-08-110-HQ, Education Standards Grades 5-8 (A), 9-12 (_)