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June 28, 2012

NES: Human Body: Space Adaptations

Presented by: Alissa Keil

Human Body:Space Adaptations

Hosted by:

Alissa Keil

NASA Explorer Schools Specialist

NASA Johnson Space Center

Introduction

Ricky Arnold

Joe AcabaEileen Collins

Overview•Grades: 4 – 8

•Objective: A series of integrated activities that investigate human adaptations during spaceflight.

Teachers, what subject do you teach?A. Physics

B. Chemistry

C. Biology

D. Earth Science

E. General Science

Poll Question

Lesson Activities

• O2…How Much?

• Bag of Bones

• Get a Leg Up

National StandardsMathematics

• Measurement• Apply appropriate tools,

techniques, and formulas to determine measurements

• Learning and Innovation • Critical Thinking and Problem

Solving• Effective Reasoning• Judgments and Decisions

National Standards21st Century Skills

• Diversity and Adaptations of Organisms

• Inquiry

National StandardsScience

What do you see?

Muscles

Blood Flow

Spine

Immune System

Bones

Microgravity

International Space Station

Standalone Zero Gravity Locomotion Simulator

Countermeasureshttp://nasaed.okstate.edu/nes/e-

PD/Live/SpaceAdaptations/NNCountermeasures.mov

Key Terms• Bone Marrow

• Musculoskeletal System

• Respiration

• Osteoporosis

• Osteoblasts

• Osteocytes

• Osteoclasts

The process of supplying oxygen to cells is called:

A. Osteoporosis

B. Bone Marrow

C. Respiration

D. Musculoskeletal System

The soft tissue filling the spongy inside of bones is called:

A. Osteoporosis

B. Bone Marrow

C. Respiration

D. Musculoskeletal System

A bone thinning disease is called:

A. Osteoporosis

B. Bone Marrow

C. Respiration

D. Musculoskeletal System

Lesson Activities

• O2…How Much?

• Bag of Bones

• Get a Leg Up

O2…How Much?

How much air an average "student astronaut" would need on a seven hour spacewalk

Materials• 2-liter soft drink bottle

• 1 meter of flexible plastic tubing (from a hardware or aquarium store)

• Permanent marker

• Paper strips

• Cellophane tape

• Water

• Large pot or aquarium

Procedures

• Calibrate the 2-liter soft drink bottle.

• Stand the bottle upright and pour measured amounts of water into the bottle with a beaker.

• Add 100 ml and mark the side of the bottle at the top surface of the water. Repeat this procedure until the bottle is filled.

Step 1:

• Make paper mouthpieces by rolling a strip of paper around one end of the tube.

• Use a small strip of tape to hold the mouthpiece together.

• Make a new mouthpiece each time a different person uses the apparatus.

Step 2:

• Partially fill a large pot or aquarium with water.

• Fill the bottle with water and invert it in the aquarium.

• Insert the air hose into the bottle neck.

• Attach a mouthpiece to the other end of the tube and have a student fully exhale a normal breath of air through the tube.

• Water will be driven out of the bottle.

• Read the volume of air trapped inside the bottle from the calibration marks placed on the bottle's side in step 1.

Step 3:

• Measure the air quantity required in normal breathing.

• With a fresh mouthpiece on the tubing, inhale a normal breath of air and exhale the air through the tube.

• Do this several times.

• Measure the amount of air in the bottle and divide this quantity by the number of breaths. Record the quantity for “at rest.”

• Also measure and record how long it took for the test.

Step 4: Activity

• After recording “at rest” breathing requirements, refill the bottle with water.

• Perform a moderate amount of activity such as lifting small barbells for a minute or two.

• After exercising, repeat the air quantity requirements and record the numbers in the data table for “moderate work.”

Step 5:

• Repeat the procedure a third time, but run in place for a minute or two before taking the measurements.

• Record the results under “strenuous exercise.”

Step 6:

ExtensionStudents can determine the actual volume of oxygen carried in the Shuttle spacesuit primary and secondary oxygen supplies.

Lesson Activities

• O2…How Much?

• Bag of Bones

• Get a Leg Up

Bag of Bones

What do bones do for you?

Type your ideas in the chat.

Why do astronauts exercise?

http://nasaed.okstate.edu/nes/e-PD/Live/HumanPhysiology/Exercise_Helps_Keep_Astronauts_Healthy.m

ov

• Support and protect the body

• Anchor soft tissues like organs, muscles, ligaments, and tendons

• Storage

• Cell production

• Movement

What do bones do for you?

Bones in Space

osteoporosismicrogravity

Exercise Equipment Aboard the ISS

http://nasaed.okstate.edu/nes/e-PD/Live/SpaceAdaptations/NNRese

arch-2.mov

Objectives• Identify the effects of decreased

bone mass (osteoporosis)

• Describe why healthy bones are important in space and on Earth

Materials Needed• Corn puff cereal (approx. 4.5 oz. per group)

• Ziplock snack bags (6 5/8 inch x 3 1⁄4 inch) -5 per group (larger bags hold too much cereal to count in a reasonable amount of time)

• Permanent markers for labeling bags

• Heavy books (one per group)

• Student Activity Guide (one per student)

• Broom and dustpan (for clean-up)

Time RequiredThis activity may be spread out over a two or three day period. You may wish to use the first day for discussion and baggie preparation and the second and third days for experimentation, data collection, and discussion.

Procedure• Begin with a discussion of osteoporosis.

• Describe the effects of microgravity on bone.

• Tell the students that they are going to investigate bone loss and the effects that it may have.

• Distribute cereal, snack bags, and worksheets to students.

• Students should follow the directions on the worksheet.

Collect Data and Test

Using a permanent marker, label the bags 1-5.

Bag 1 will represent a healthy bone on Earth.0% bone loss or normal bone

Bag 2: 90% of original bone remains10% original bone lost

Bag 3: 80% of original bone remains20% original bone lost

Bag 4: 65% of original bone remains35% original bone lost

Bag 5: 50% of original bone remains50% original bone lost

Baggies

Form Hypothesis• What do you think will happen to a bone

(in this case, represented by your baggie and cereal) if force is suddenly applied to it?

• Will the results change if the bone is progressively weakened?

Activity Guide

Percentage of Unaffected Bones

number unaffected

original number

Calculation:

__________________ x 100

Extensions• Graph the data, explore the relationship

between bone density and amount of damage.

• Compare group outcomes.

• Investigate other risk factors for osteoporosis, including health, ethnicity, age, etc.

Lesson Activities

• O2…How Much?

• Bag of Bones

• Get a Leg Up

Get A Leg Up

On Earth, how can I simulate the fluid shift felt by astronauts when they enter space?

Fluid Shift

Students will:

• gather data by measuring the circumference of the leg before and during the simulation

• use data to explain the changes observed in the circumference of the leg

• develop a conclusion based upon the results of this activity

• compare individual results to class results to look for patterns

Objectives

MaterialsPer Group (2 students working together)

• Stopwatch

• Metric measuring tape or string and metric ruler

• Masking tape or washable marker

Newsbreak(optional)

• NASA’s KSNNTM 21st Century Explorer 30-second newsbreak:

“How would your body change in space?”

Download the newsbreak at:

http://education.jsc.nasa.gov/explorers/mov/p3_eng_cp.mov

Test Procedure• Identify three

locations to measure leg

• Mark locations with tape or washable marker

• Measure leg at each location

• Record data

Prediction

Data Sheet

ExtensionsHole-y Bones:

• Students will compare the amount of calcium needed by the body at different developmental stages and demonstrate the effect of calcium loss on bones.

Vomit Comet:

• Students will learn that motion can cause disorientation and understand why astronauts train to live and work in space.

ExtensionsLetters to Earth – Don Pettit

http://blogs.nasa.gov/cm/blog/letters/posts/post_1340291155636.html

STEM on Station

http://www.nasa.gov/audience/foreducators/expeditions/stem/index.html

Student PowerPoint

http://explorerschools.nasa.gov

http://explorerschools.nasa.gov

http://www.nasa.gov/pdf/540387main_LS1_Space-Adaptations_C3.pdf

Where are the websites?

Online Resources• Live web seminars

• Teacher video collection

• Slide presentation

• Other digital resources

Collaboration

Log Your Participation

Thank You

http://explorerschools.nasa.gov

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This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.

http://learningcenter.nsta.org

National Science Teachers AssociationGerry Wheeler, Interim Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

Al Byers , Ph.D., Assistant Executive Director, e-Learning and Government Partnerships

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