High School Students United with NASA to Create Hardware (HUNCH) Extreme Science Program Curriculum

A real-world, hands-on, integrated approach to STEM education

By Florence Gold

August 2013

Florence Gold, Ed.D.NASA HUNCH Extreme Science Experiments/Website /Video Production/ Projects Managerflorence.v.gold@nasa.gov406.690.2661www.nasahunch.com

Statement of Intent of Use

To begin with I most inform the user right off that this is not the usual classroom curriculum. For that matter the HUNCH Extreme Science (HEXS) program is not at all the usual classroom program. What sets this program apart is that the HEXS teams are actually working for NASA, in support of space exploration. This curriculum is written for use by both teachers and their students. This curriculum seeks to support the educational paradigm of student centered learning. This curriculum is the accumulation of resources and knowledge that I have accumulated over the past 4 years as the HEXS project manager. While this curriculum reaches outside the norm, the HUNCH program is evidence based and data driven based on research from my doctorial dissertation on the Influence of the HUNCH Program on Student Motivation to Study and Pursue Careers in Science (2011).

TABLE OF CONTENTS

INTRODUCTION………………………………………………………………………1

Element 1: Research…………………………………………………………………….2

Element 1: Research Assessment……………………………………………………….3

Element 2: Engineering Notebook or Project Notebooks……………………………….4

Element 2: Engineering Notebook or Project Notebooks Assessment………………….6

Element 3: Project Management- Working Smart ………………………………………6

Element 3: Project Management- Working Smart Assessment………………………….9

Element 4: Communication ……………………………………………………………...9

Element 4: Communication Assessment ………………………………………………..11

Element 5: Experimental Topic Decision …………………………………………….…11

Element 5: Experimental Topic Decision Assessment ………………………………….12

Element 6: Experimental Design and Fabrication ……………………………………….12

Element 6: Experimental Design and Fabrication Assessment ………………………….15

Element 7: Experiment Documentation-Test Equipment Data Package (TEDP) and

Hazard Analysis (HA) ……………………………………………………….15

Element 7: Experiment Documentation-Test Equipment Data Package (TEDP) and

Hazard Analysis (HA) Assessment …………………………………………..18

Element 8: Flight Week …………………………………………………………………...18

Element 8: Flight Week Assessment ………………………………………………………22

Element 9: HEXS Symposium …………………………………………………………….23

Element 9: HEXS Symposium Assessment ……………………………………………….24

APPENDICES……………………………………………………………………………...25

APPENDIX A: CLEAR SPRINGS’S RESEARCH POWERPOINT …………………….26

APPENDIX B: OKLAHOMA STATE SUPPLY ORDER FORMS………………………29

APPENDIX C: COPIES OF ABSTRACT, TEDP, HA, POWERPOINT FOR SYMPOSIUM, FINAL REPORT FOR RGO, FINAL REPORT FOR LIFE SCIENCES ………………….32

APPENDIX D: Team Lead Handbook ……………………………………………..………80

APPENDIX E: Glove Box PowerPoint …………………………………………………..106

APPENDIX F: NanoRacks PowerPoint …………………………………………………..120

APPENDIX G: Fast Facts …………………………………………………………………122

APPENDIX H: Format for RGO Final Report …………………………………………….128

APPENDIX I: Format for Life Sciences Final Report ……………………………………..131

APPENDIX J: NESI Board PowerPoint ……………………………………………….…..133

APPENDIX K: Format for TEDP ……………………………………………………….…140

APPENDIX L: Format for HA ………………………………………………………….….160

APPENDIX M: 2013 Flight Week Schedule ………………………………………………170

Links to other helpful sites

http://microgravityuniversity.jsc.nasa.gov/ http://nanoracks.com/ http://www.nasa.gov/mission_pages/station/research/experiments_category.html

https://lists.nasa.gov/mailman/listinfo/iss-program-science-group https://www.youtube.com/channel/UCgTIg2XXSnXFvMh1HrfikEA http://www.pmi.org/pmief/ http://reducedgravity.jsc.nasa.gov/ http://reducedgravity.jsc.nasa.gov/programs/high-schools/ https://microgravityuniversity.jsc.nasa.gov/theArchives/annualReports/

annualReport2012.pdf http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/AOD_33896.pdf http://ston.jsc.nasa.gov/collections/TRS/_techrep/TM-2013-217373.pdf https://www.youtube.com/results?

search_query=nasa+hunch&oq=nasa+&gs_l=youtube.1.0.35i39j0l9.1309.6342.0.8219.7.6.1.0.0.0.369.1325.0j1j2j2.5.0...0.0...1ac.1.11.youtube.TEF6Jll_4FU

http://microgravityuniversity.jsc.nasa.gov/theProposal/support.cfm http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/AOD_33897.pdf

http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/ZG- InterfaceControlDoc-RevA2.pdf

http://www.nasa.gov/offices/education/programs/national/nes2/home/index.html http://microgravityuniversity.jsc.nasa.gov/pdfs/tool-box-931.pdf

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The HUNCH Extreme Science (HEXS) Curriculum

Introduction:

The HEXS program started with one school in 2009 and now has 12 schools participating in the 2013-2014 school year. This curriculum is specifically designed to aid new schools that join the HEXS program. It is realized that it takes a tremendous amount of work from the students and teachers to design, fabricate, and document an experiment to fly on the Zero Gravity plane in April of each school year. This curriculum’s aim is to help in accomplishing this challenging task, while providing opportunities for students to explore their passions as they use their talents and abilities in this hands-on, innovative approach to STEM education.

So let’s get started:

Wiggins and McTighe in their book Understanding by Design instructs teachers to start their instruction planning by asking what they want their students to be able to learn. This is an extremely valuable approach, because if we do not know where we want to end up it is easy to get lost in the process. So what exactly are the skills that we want students to be able to obtain in the HEXS program?

Listed in no particular order are the most common skills that students mention when asked what they learned from the HEXS program.

How to work in a team How to do research How to think creatively How to be a leader How to solve problems that have more than one correct answer How to meet constraints of time, money, space, etc. How to cooperate with others and compromise How to not depend on their teachers for the correct answers How to take individual responsibility for their work How to meet deadlines How to enjoy working hard How to work on real world problems How to work with and model the thinking of professionals in their fields How to be passionate about their learning How to deeply understand their learning How to analysis data How to apply technology to their learning How to apply their classroom academic learning How to become better public speakers How to become better communicators and explainers

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The above list of skills is not found in any one curriculum. It is found in all curricula! More importantly, it is the exact 21st century skills that students need to be successful in all career areas. With these skills students are better able to reach their full potential and develop the self-confidence needed to pursue challenging STEM subjects and careers.

The following curriculum promotes a fluid interaction between teachers, students, and mentors that will help all participants to ignite their passions. This curriculum is an accumulation of resources that aid in the design, fabrication and documentation of experiments to fly on the Zero Gravity plane.

The following are nine essential elements needed to successfully complete an Extreme Science Experiment for HUNCH. Each of these elements will be detailed in this curriculum. They are not necessary linear in nature and should be implemented on an as needed basis.

Element 1: ResearchDetermining which experimental research project the students would like to researchThe HEXS experiment requires a microgravity environment and should be of value to both space exploration and earth.

The flight on the Zero G plane is to test the design and fabrication of the experiment (for more information on the Zero G flight visit NASA Reduced Gravity Education Flight Program at http://microgravityuniversity.jsc.nasa.gov/.

The ultimate goal is to send the experiment aboard the ISS in a 1 or 1.5 unit NanoLab (for more information on NanoRacks visit their website at http://nanoracks.com/

To read about experiments on the ISS by categories visit http://www.nasa.gov/mission_pages/station/research/experiments_category.html

A weekly publication of the newest experiments on the ISS can be obtained by registering at https://lists.nasa.gov/mailman/listinfo/iss-program-science-group

or, via email, by sending a message with subject or body 'help' toiss-program-science-group-request@lists.nasa.gov

An important aspect of HEXS is for students to take ownership in their learning. It is vital that students, after doing research on NASA’s need of various experiments, brainstorm what they would be most interested in researching.

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The following is the list of the 5 categories of experiments on the ISS:Biology and BiotechnologyEarth and Space ScienceHuman ResearchPhysical SciencesTechnology

The following is the list of HEXS experiments from previous years: (visit the NASA HUNCH YouTube channel at https://www.youtube.com/channel/UCgTIg2XXSnXFvMh1HrfikEA to watch 2-3 minute videos about the following experiments:Plant Growth ChambersAquaponics (Hydrofuge plant chambers)Spinal ElongationPeristaltic PumpsChlorella Growth ChamberZero Gravity ScaleThree Dimensional Magnetic Modeling with FerrofluidsDispersion of a Volatile Organic Compound in MicrogravityCooking an Egg in SpaceDrosophila Ethanol SensitivityThe Effects of Container Shape and Surface Tension on Crystallization in the Microgravity EnvironmentWater Purification and Ion Removal through Low Pressure DistillationNuclear Magnetic Resonance in Dynamic Magnetic Environments

Element 1: Research AssessmentTime must be allocated for scientific research in students’ interest areas. Many students present their research as a PowerPoint presentation, which their teachers assess. Other students do reports or presentations about what they have learned from their research. A good example of this is from Clear Springs High School’s HUNCH team is found in Appendix A.

It is important to acquire local professionals in the students’ experimental area. This can be done by contacting the principal investigators in the research that students have read. Also, this is done by contacting local universities or businesses. Students will discover that engineers, scientists and professors are more than willing to mentor students who are doing an experiment, especially in the mentors’ particular interest area.

Element 2: Engineering Notebook or Project Notebooks

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Determining how the students will keep and organize all documents, notes, procedures, photos, and notes about their experiment.The HEXS project requires each student to keep a notebook. In engineering classes, this is their engineering notebook. Each student’s notebook should include the following:

Daily notes on what the student accomplished What needs to be accomplished the next day Current diagrams of all experimental designs with measurements and labels Current pictures of experimental set ups ( paste a picture into the notebook) List of all supply materials needed (record the company name, email, website,

phone number, cost and quantity, date order was submitted to NASA A copy of all research articles read Contact information and correspondence with mentors

Both individual and team notebooks are important:

Each team notebook should have the following sections:

Timeline and deadlines for HEXS Program Calendars with specific student tasks Research articles pertaining to their experiments and a complete bibliography

listing of each research article read (To see how to write a bibliography go to http://www.sciencebuddies.org/science-fair-projects/project_apa_format_examples.shtml

Team notes on all team brainstorming sessions Copy of all order forms that are submitted to HUNCH mentor. This form can be

copied from Appendix B. This year Oklahoma State University (OSU) is doing all the ordering of supplies via the attached order forms. First, the form must be submitted to your HUNCH mentor for approval then she/he will submit it to OSU. This takes an extra day or two depending on approval. Please plan ahead so that you do not have to wait for the arrival of a part to continue on with your experiment. Each school is limited to a $2,000 budget each year of participation in HUNCH. The money is used to buy supplies for your Zero Gravity experiment. Most schools do not use that amount, but it is there if you need it.

Weekly reports must be submitted to your HUNCH mentor each Thursday. This report allows NASA to know of your progress. It also allows for a means of communication with HUNCH mentors so that they can make suggestions to aid in your experiment. You are working for the Research Integration Office at Johnson Space Center and the weekly reports are maintained in their records.

A printed copy of all correspondence you may have with NASA mentors or scientists. This includes copies of emails with individuals helping with your

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experiment. This is important because it acts as documentation of your ideas as well as information about important contacts that you make.

A copy of all documents that you will be submitting to NASA. The following is a list of these documents in order that they are required. Examples of all these documents are found in Appendix C.

o Abstract of experimento Test Equipment Data Package (TEDP)o Hazard Analysiso PowerPoint for HUNCH Extreme Science Symposiumo Final Report for Reduced Gravity Officeo Final Report for Life Sciences (Only required if you are doing an

experiment that involves life science. This report is published in a peer reviewed NASA publication )

A printed copy of all PowerPoint Presentations All experimental procedures should be documented by recording the exact

materials, equipment, times and explanations. The details are important so that another individual will be able to copy your experiment from these instructions. Pictures and diagrams are very useful to include in this section.

Lessons Learned should be an ongoing section where the problems that the team encounters are written down as well as the reasons for them and how you have overcome these difficulties.

A copy or link to all media articles about your HEXS team should be included in the team notebook. Be sure to share these articles with you HUNCH mentor.

In addition, the use of technology can help greatly in sharing your work and documents. Many students use Google Drive. Google Drive is an excellent electronic way to share information. To set up Google Drive all team members must have a Gmail account or a specific Gmail account for the team can be created. Once the account is set up not only can all documents be shared by all team members and your HUNCH mentor, but team members can all work on these documents together. This is a particularly useful way to work on writing the TEDP. Information about setting up a Google Drive account is at http://support.google.com/drive/bin/answer.py?hl=en&answer=2375078 or http://www.youtube.com/watch?v=M0ZvYRU1Y5Y&feature=fvwp&NR=1

The above listings are just suggestions for the individual and team notebooks. It is important to have individual and team notebooks for several reasons. First, this documents all of your work and makes it easier to replicate a procedure. Second, if you do want to enter a competition, which we really encourage, such as a science fair or Skills USA Engineering competition, your notebook becomes a requirement and a source of important information. Third, the teacher can use it as a source of assessment.

Element 2: Engineering Notebook or Project Notebooks Assessment

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Students’ notebooks can be a source of weekly assessments. This is useful because if student notebooks are part of their grade it adds value to the notebooks. NASA mentors also like to check student notebooks when they visit.

NASA requires each HUNCH team to email their HUNCH mentor on a weekly basis. This email should include an update of what the students have been working on that week. This weekly report gets entered in the official Research Integration Office site as a record of your school’s accomplishments for the week. Schools often place a single student in charge of these weekly reports. If the HUNCH mentor does not receive an email report then they are forced to write “No Report” for your school on NASA record. The report also serves as a way for the HUNCH mentors to make suggestions about your experiment. The student who writes these reports is often the person whom the HUNCH mentor gets to know the best and feels confident in writing a letter of recommendation for college or work applications for that student. This is an important student responsibility that really helps everyone involved. The report is due by the close of business on Thursdays. The weekly reports also should be printed and saved in the team notebook. Teachers should be cc-ed on this email as well as all student correspondence to their HUNCH mentors. Teachers can review this report and use it as a source of assessment for the week. If your team does not work on the HEXS project for any given week then a simple email stating that is appreciated.

Element 3: Project Management- Working Smart

At the start of the school year, you will feel that April is a long time off and that you have plenty of time to accomplish your task of designing, fabricating and documenting an experiment to fly on the Zero G plane. While you have many constraints, time is the most demanding of them. The 2014 flight week is even made more demanding, because for the first time you will only have a single flight day to test your experiment. This means that your ground testing must be fool proof and that all potential experimental problems have been accounted for well before the start of flight week. Therefore, project management becomes a vital part of your planning: The following is a list of items to help you with the project management of your experiment:

Outline what you need to accomplish Determine how long it will take to accomplish each task Decide who will be working on each task Determine how to meet all the constraints of the experiment Make sure there is time allocated for any arising problems to be worked out before flight

week.

There is a very helpful organization called Project Management Institute Educational Foundation (PMIEF at http://www.pmi.org/pmief/ ) that has been working with HUNCH teachers and students to help with the task of project management. Currently, they are working on a link to a site, which will help with the project management of HUNCH projects.

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Below are some important aspects of Project Management that are vital to include in your planning stages:

Project Manager must be a dependable person who will make sure that everyone is doing their job. A project manager is always ready to help or find help if needed for any member of the team. It is the responsibility of the project manager to make sure the timeline for the project is always maintained. The Team Lead Handbook September 2012 found in Appendix D should be studied by the project manager, but it should also be read by each team member. This handbook will answer most of your questions about the Zero G plane including important information about the glove boxes, links to important documents, flight week activities and much more. The handbook was written for university and teacher researchers who participate in flight week. However, most of the handbook also applies to the HEXS teams.

Individual Responsibility is a key to the success of any team. Individual responsibility allows for self-criticism of one’s actions. For a team to function well, each individual must take responsibility for their actions. The project manager can only do so much to keep the team on track. It is truly the individuals on the team that brings about success.

Timeline or Gantt schedule, as it is often called in project management, is a graph with the exact dates of when your team needs to accomplish a task. HEXS experiment deadlines have to be met. For the coming 2013-2014 school year, the timeline is as follows:

Tasks Sept Oct Nov Dec Jan Feb March April MayTalent & Authorization form

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Abstract of Experiment

15

Working Ground Experiment

20

TEDP due to mentor 27TEDP & HA due to RGO

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2 minute video 17Flight Week 4-10HUNCH Recognition Ceremony

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Extreme Science Symposium

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Final Reports 23

Constraints are plentiful for the Zero G flight and they must be met or an experiment will not fly. For the 2013-2014 school year, each school will only be able to use half of

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the glove box. For glove box dimensions see Appendix E. Each school will be sharing a glove box with another school. There are 2 types of glove boxes vertical and horizontal. The vertical glove box has dimensions of 36” H x 23” W x 26” L and the horizontal glove box has dimensions of 26” H x 23” W x 36” L. There are 5 horizontal glove boxes and 2 vertical glove boxes available for flight week and we will be using all 7 of them. Placing your experiment in a glove box eliminates the need to do a structural analysis. The base plates in both the horizontal and vertical glove boxes are 24” x 24” metal plates with holes that are made for ¼ inch screws that are spaced 1 inch apart from the centers of adjacent holes. The last slide in Appendix E shows the base plate dimensions.

Several schools have mentioned previously about a free float experimental design. This is an experiment that does not get attached to the plane’s floor or placed in a glove box. Because people are sharing glove boxes this might be difficult to accommodate if only one school wants a free float. If two schools want a free float then this is feasible. If you wish a free float experiment, please let your HUNCH mentor know early on.

It is each school’s goal to fabricate an experiment that would be able to be of sufficient scientific value and quality to merit going to the ISS. The HUNCH experiments are sent to the ISS in a NanoLab, which is a cube of dimensions of 10cm x 10cm x 10cm for a 1 unit NanoLab. Some experiments can use a 10cm x 10cm x 15cm rectangular prism, which is a 1.5 unit NanoLab. For details on the NanoLabs see Appendix F. The first year you fly your experiment on the Zero G plane it does not have to fit into a NanoLab, because you may want to test a particular aspect of your experiment. However, the aim of all HUNCH researchers should be to eventually send their experiment to the ISS in a NanoLab.

The electricity on the plane is another constraint. For the Zero G plane, your experiment can plug into a regular 3 prong electrical socket, as found in your home. Each experiment must have a power strip with a kill switch in case of the need to quickly shut down your experiment. For the NanoLab each experiment most be powered by a USB cord attached to an onboard ISS computer. This only provides 5 volts of electricity for your experiment.

Another constraint has to do with the material that you are allowed to use to fabricate your experiment. All material must be non-frangible, which means when broken it should not shatter into a lot of little pieces. Lexan is the plastic of choice in fabricating your experiment and also most plastic material used in a 3D printer works well. Sharp edges or blades are not allowed. Touch temperatures should not be over 120 degree F. And only invertebrates are allowed on the plane. For a complete listing of fabrication constraints please see Fast Facts in Appendix F.

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An important constraint of almost any project is funding. Schools in the HUNCH program receive a stipend of around $2000 from NASA for the supplies to fabricate their experiments. Most schools also receive funding from their community businesses. The cost of the Zero G plane is paid for by NASA, but participants must pay for their transportation to and from Ellington Field, hotel and food during their week stay. On the average it cost about $1000 per participant when airfare and travel is involved. One unique way that some HUNCH schools have acquired funding is by being speakers for different organizations and they then usually receive a monetary compensation from the organization. For example, a HUNCH team presented about their experiment to an Engineer Club and then received a donation from them.

Element 3: Project ManagementAssessment

There are specific assessments that can be written to determine how well students understand Project Management. The people at PMIEF http://www.pmi.org/pmief/ can help with developing this type of assessment. However, the ultimate assessment is how well the team is meeting its deadlines and planning ahead to provide time to solve challenges that present themselves.

Element 4: Communication

Being able to present the HEXS experiment to others in both written and verbal form is one of the most important skills.

The HEXS experiment requires students to communicate using both written and spoken skills.

Written assignments are abstracts, research reports, journaling, emails, thank you notes, PowerPoint presentations, and technical writing and examples of these are found in Appendix C.

o Abstract The very first report that NASA requires is an abstract of the students’ experiment. This is usually due in October to Reduced Gravity Education Flight Program. Their website is at http://reducedgravity.jsc.nasa.gov/ and they feature the HUNCH program at http://reducedgravity.jsc.nasa.gov/programs/high-schools/. They will publish all the abstracts in the NASA Reduced Gravity Education Flight Program’s Annual Report, and put a link to this annual report on their website. To view the 2012 NASA Reduced Gravity Education Flight Program’s Annual Report with HUNCH abstracts visit https://microgravityuniversity.jsc.nasa.gov/theArchives/annualReports/annualReport2012.pdf . This document has the HUNCH schools’ abstracts starting on page 16. At flight week in April, the participating HUNCH schools will all receive a printed copy of this report.

o Research Reports are written in the area of research that will be involved in your HEXS experiment. These reports will be helpful later on when you must include

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information on the background of your experiment on the Test Equipment Data Package (TEDP). Please do send a copy of this report to your HUNCH mentor. Most schools make a PowerPoint from their research.

o Journaling involves each student keeping an individual notebook of their daily activities.

o Emails are to be written to the HUNCH mentor each week and to others as needed. After you submit your TEDP and Hazard Analysis you will encounter emails with questions from the NASA scientists that are reviewing these documents.

o Thank you notes should be sent to all that support the project.o PowerPoint presentations can be given to supporting organizations, parents,

teachers, and are required for the HEXS Annual Symposium in May.o Technical Writing is required for the Test Equipment Data Package (TEDP) and

Hazard Analysis, which are due at the end of January. Each of these documents will be carefully examined by 5 different NASA engineers. The documents must follow the correct format. The NASA handbook that can be found at http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/AOD_33896.pdf

o Final Reports are required for all experiments and are submitted to the Reduced Gravity Education Flight Program a month after flight week. Experiments that involve life sciences of any area also require a final report to Wanda Thompson, at Johnson’s Space Center Clinic. Appendix is the format that Wanda requires. The final report submitted to Wanda is published in a NASA technical journal that is peer reviewed. This is definitely something to brag about and put on all your resumes. To see the 2013 publication visit the website at http://ston.jsc.nasa.gov/collections/TRS/_techrep/TM-2013-217373.pdf. The name of this technical publication is Zero G and Other Microgravity Simulations Summary Report NASA/TM-2013-217373.

o Video Production involves making a 2 minute video about your HUNCH experience to present at the HUNCH Recognition Ceremony. Some schools have a student from their school’s video class make this video for them; while others have their HUNCH team produce this video. It is important that this video traces the development of the experiment from the beginning of the school year to flight week. You can see past videos on the NASA HUNCH YouTube channel at https://www.youtube.com/results?search_query=nasa+hunch&oq=nasa+&gs_l=youtube.1.0.35i39j0l9.1309.6342.0.8219.7.6.1.0.0.0.369.1325.0j1j2j2.5.0...0.0...1ac.1.11.youtube.TEF6Jll_4FU .

Spoken format involves brainstorming, teaching, video conferencing, presentations, HEXS Symposium

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o Brainstorming is not only used to help determine the topic of your experiment, but it is also needed continually throughout the project to solve any difficulties that might arise.

o Teaching others about your experiment as well as explaining to other team members what you need or want to accomplish is vital to the success of the HEXS experiment.

o Video Conferencing using Skype, Google Hangout, Facetime as well as NASA’s Digital Learning Network (DLN) provide important means of communication with others supporting your work.

o Presentations to others about your experiment are an important means of informing your community about your HEXS experiment. The local media should be kept informed about your work. At the HUNCH Recognition Ceremony, you will be presenting your experiment to the public as well as many NASA scientists at Johnson Space Center in Houston. During flight week you will be presenting your experiment and its ability to fly safely on the Zero G plane to about 20 NASA engineers and the pilot of the Zero G plane. All of these people will help insure that your experiment will safely fly on the Zero G plane.

o HUNCH Extreme Science Annual Symposium is an important event that you will present at for HUNCH. NASA scientists attend by video conferencing to your school using DLN to critique your experiment and determine if it is appropriate and of sufficient quality to fly to the ISS in a NanoLab.

Element 4: Communication Assessment

All the forms of students’ written work and oral presentations can be assessed by the teacher. This is important not only to provide a means of grading, but also to provide students with feedback on how they can improve their communication skills. It is best to prepare your students for their Test Readiness Review, by having them speak as often as possible to others about their experiment. This will also help them tremendously with future education and job interviews.

Element 5: Experimental Topic Decision

The toughest and most important decision you make for the HEXS program

The most time consuming and important decision that students make is to decide on what they are going to research. NASA HUNCH wants students to have ownership in their experiments and wants them to research a topic that interests the particular team members. This ability to choose the experiment allows for a more perfect fit of team members’ abilities, interests and resources. An informative link to existing experiments on the ISS can be found at

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http://www.nasa.gov/mission_pages/station/research/experiments_category.html. Also, see Element 1 information above.

The aim of the experimental topic should have the following characteristics:

o Be a benefit to space exploration and have applications for life on eartho Need to be tested in microgravityo Needs to fit into a ½ of Glove Box (Appendix E has diagrams of glove boxes)o Needs to ultimately be able to fit into a 1.0 or 1.5 unit NanoLab (This does not

have to occur the first year but should be the team’s final goal)o Needs to be autonomous, so that little if any astronaut time is required to set up

and operate your experiment (this does not have to occur the first year but should be the team’s final goal).

o Safe to fly on the Zero G plane (see Fast Facts and Experimental Design Requirements and Guideline handbook at http://microgravityuniversity.jsc.nasa.gov/theProposal/support.cfm )

It is normal for the actual design of the experiment to be redesigned many times during the fabrication process.

It is not required for the following year’s HUNCH class to continue on with the experiment of the previous year’s class. In most cases this is what is done, but it is a decision made by the team, not by NASA.

Element 5: Experimental Topic Decision Assessment

Since this element involves student choice of a project it is important to learn the reasons behind their choice for their experiment. If their reasoning is sound and they have incorporated the above mentioned characteristics then they have succeeded. HEXS teams can seek out assistance in choosing their experiment from their HUNCH mentor. Sometimes, HUNCH mentors are presented with a list of possible experiments that the students have brainstormed and with the help of their mentor they have made their final decision. Teachers can make a rubric with the above mentioned characteristics and the rubric can be used as a source of evaluation and assistance to the students.

Element 6: Experimental Design and FabricationMake it simple!Einstein said, “Things should be as simple as possible, but not simpler.”

The design and fabrication of an experiment needs to be as simple as possible. Keeping the design and fabrication of the experiments simple is the key to success. Even the simplest experiments become quite complicated when fabricating it to travel on the Zero

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G plane or to fly to the ISS. Both micro and hyper gravity forces, vibrations, and many other constraints need to be considered when flying on the Zero G plane or the ISS. To help you with the fabrication of your experiment NASA has published the following handbook at http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/AOD_33897.pdf and http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/ZG-InterfaceControlDoc-RevA2.pdf These documents and many more can be found at http://microgravityuniversity.jsc.nasa.gov/theProposal/support.cfm . These documents are very informative, but some of the information will not apply since you do not have to do a structural analysis as long as your experiment is securely placed in a glove box on the Zero G plane. Ask your HUNCH mentor for help, if you have any unanswered questions or concerns. Your HUNCH mentor is here to help make your efforts easier and more productive. Reduced Gravity Education Flight Program also has a document that will be extremely helpful and everyone on the team should read it. It is found in Appendix D. It is each individual’s responsibility to know the parameters that you are working under and not just the project manager. The Team Lead Handbook is important for all team members to read.

If your experiment includes a process that you are not sure will work in microgravity or withstand hyper gravity, then this is what you should initially test fly on your first year on the Zero G plane. For example, a team from Durham, North Carolina wanted to see if a peristaltic pump would work in microgravity. They made a simple pump to test the basic concept of peristaltic movement and flew it their first year on the Zero G plane. They learned a lot about what is needed to make the pump work in microgravity, and they are incorporating these lessons learned into next year’s fabrication of their improved peristaltic pump. Remember once accepted into the HEXS program, we hope that you will remain participating for many years.

HEXS is not a competition, so take your time in fabricating the best possible experiment. Each team’s aim is to first fly your experiment on the Zero G plane, but then to send your experiment to the ISS. In order to accomplish this task it takes research, careful planning, creative thinking, and design and redesign of your experiment.

After the May HEXS Symposium of 2013, three HUNCH schools were asked to send their experiments to the ISS in April 2014. This is an incredible accomplishment for each school. One school had flown on the Zero G plane for the past 4 years, another for 3 years and the remaining school had flown only once. These experiments all were fabricated to fit inside a NanoLab and were judged by the NASA scientists to be ready to fly to the ISS. HUNCH promotes creative problem solving and innovative thinking. We are looking for experiments that show originality. One example of this is the Algal Growth And Remediation AGAR experiment by a team in Billings, Montana. This experiment used agar instead of water to grow algae. The agar growth median had not

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been tried before when growing algae in space. Another good example is the use of a tear drop shape for the water chamber in the Lakewood, Colorado’s aquaponic experiment. This innovative shape allows water to move toward the tip of the chamber, even in microgravity. So read the research and then think creatively to solve one of the multitudes of challenges faced by scientists working in a microgravity environment.

NASA HUNCH has set aside funding of around $2000 to fabricate your experiment. This funding is available to the HEXS schools by filling out a supply order form in Appendix B and sending it to your HUNCH mentor, who will then send it to Oklahoma State University. This is a new procedure from past years, so please leave extra time to place your orders. Overnight or express shipping is very expensive. Also, when ordering a product please take into consideration the need for possible duplication of parts. In the past, some shipping expenses have been more expensive than the part ordered. If you find this is the case, and there is a possibility that you will need two or more of these parts, please order duplicates with your first order. This will save money and time. For example, if you are ordering a motor that is essential to your experiment please do order an extra one just in case the initial one breaks down. This actually happened to one team during flight week. They had to have the supplier go to the local airport and put the needed motor on a plane to Houston. Please order extra parts that could fail and make sure you bring an extra of every conceivable breakable part to flight week. The Zero G flight is very expensive and your team needs to make sure it brings all possible equipment and extra parts to Houston.

All teams are encouraged to contact the vendors of their supplies before they place their orders. Contacting the supplier is important, because it makes sure that the part you need is the correct one and often the supplier is willing to donate or reduce the cost of the part. Last year HEXS teams received thousands of dollars worth of equipment from suppliers for free. When companies know what their product is for, they are often very willing to reduce, loan, or donate the product. You should be sure to thank the company and also keep them informed about your experiment.

Most experiments require a microcontroller for both the Zero G flight and the ISS. In the past, we have encouraged the use of Arduino boards. However, this year HUNCH has contracted with the Electronics Systems program at Texas A & M headed by Dr. Joe Morgan, to build and support the use of a microcontroller that is specifically designed to fit into a NanoLab. This microcontroller is called a NESI board, which stands for NanoRacks Embedded Systems Interface. The programming of the board is similar to the Arduino board, but it does not have the online libraries and support of the Arduino boards. Dr. Morgan and his students are working on online support. That is why all HUNCH teams needing a microcontroller will be working closely with the students at Texas A & M. HUNCH not only bought the NESI microcontrollers from them, but also

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the support. Since each schools aim is to send their experiments to the ISS, the use of the NESI board will make this goal more attainable. Appendix J contains a presentation about the NESI boards. More information about this board and the actual board will be available at the beginning of the school year. Each school using a microcontroller will be sent 2 NESI board kits.

This year all schools will be sent a NanoLab prototype. These NanoLabs were built by HUNCH students and teachers and are 1.5 units. The dimensions are 10 x 10 x 15 cm. The NESI board fits into the endcap of the NanoLab. If you wish a 1 unit NanoLab ( 10 x 10 x 10 cm) please contact your HUNCH mentor. HUNCH experiments should fit into either a 1 or 1.5 unit NanoLab for the ISS. The experiment goes up in a canvas bag called a Cargo Transfer Bag (CTB), which does not have a source of power. Once on the ISS, astronauts can use a USB cord to power your experiment and send real time data back to earth.

Element 6: Experimental Design and Fabrication AssessmentThe assessment of the fabrication of the HEXS experiments is vital to the success of the HEXS experiment. It is often helpful for the HUNCH mentor and other researchers with flight experience to assess the ability of the experiment to fly on the Zero G plane. Many schools have Experiment Reviews, in which they invite scientists, teachers, parents and interested community members to a presentation by the HEXS team. This can be done several times throughout the school year at various stages of the experimental fabrication or it can correspond to the school’s marking periods. Experiment Reviews provide opportunities for improving or rethinking design details. The entire HUNCH project is a learning experience and these Experiment Reviews help students not only to be better communicators and speakers, but also to expose students to the different perspectives that others will have about their experiment. Your HUNCH mentor can also attend these Experiment Reviews via video conferencing, if not able to attend in person. The review closest to flight week is often called the Flight Readiness Review (FRR). The FRR is the best way to prepare the team for the Test Readiness Review at Ellington Field, where students will present their experiment to a group of around 20 NASA engineers. Speaking in front of NASA engineers can be intimidating and it is best to prepare your team members by having Experiment Reviews. The teacher can use these reviews to assess the students and provide feedback to students.

Element 7: Experiment Documentation- Test Equipment Data Package (TEDP) and Hazard Analysis (HA)Good writing is time consuming requiring the writer to read, rewrite, read, rewrite, etc. similar to the process of design, and redesign of your experiment fabrication.

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This section is going to specifically address the TEDP and the HA, because these documents are extremely time consuming and play a vital part in the success of your experiment during flight week. The TEDP and HA is read by at least 5 different NASA engineers. Each of them carefully reviews a section of these documents to make sure your experiment meets all the constraints of the Zero G plane. For example, one engineer will only review the electrical requirements of your experiment, while another will look at the structural safety of your experiment. It is extremely important that these documents present your experiment accurately and explain the design and fabrication thoroughly. The earlier you start writing the TEDP the better. In previous years, some teams assign a member or group of members to the writing of the TEDP and they work on it throughout the school year. Procrastination on the writing of the TEDP will get you in trouble with some very late hours of writing. Many HUNCH students may not feel confident in their writing abilities and some may not even like writing. However, after working in teams on the TEDP students usually gain a lot more confidence in their writing skills.

The TEDP is technical writing that requires putting into word, pictures, tables, charts information that will help the NASA engineers know exactly what your experiment entails. If your writing is confusing, you will receive a multitude of questions from the NASA engineers right before flight week that will need to be answered via emails and telephone conversations. This is exactly what we want to avoid by taking the time to carefully write and rewrite these documents. One of the most important jobs of your HUNCH mentor is to help you with the writing of these documents. Over the years, Google Drive has been used very successfully in sharing the writing of the TEDP. However, Google Drive has had some issues in the formatting of some tables so a usable Word document is important to have saved on your computer. Below are some hints that have helped students write the TEDP and HA.HINTS for TEDP and HA Reports

o Read the NASA TEDP Requirement and Guidelines document at http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/AOD_33896.pdf. NASA is really particular that you follow their format exactly from the order of items to where the numbers of the page are placed. Appendix K contains the format for you to follow by coping and pasting it into a word document. A HUNCH school’s past TEDP is also attached in Appendix C.

o Have a team of students working on the TEDP from the start of the school year. The writing of this document should be shared among team members. Each member should be allocated the area that they are most knowledgeable on. For example, the person who is working on the electronics for the experiment should complete the Electrical Analysis section. However, it is best to have a student or team of students specifically assigned to the TEDP to make sure all team

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members contribute their information. Having a working ground prototype of your experiment before Christmas vacation greatly helps in the writing of the TEDP in January. Students can also ask for help writing the TEDP from community members and others who might be familiar with technical writing. However, it is really important to involve your HUNCH mentor in the writing of this document. Please do not wait until the last minute to involve your mentor. HUNCH mentors have many schools to help and it is a lot easier if the mentors are involved from the beginning to make sure the TEDP and HA are done correctly from the start.

o Keep ahead of the deadlines for these documents. Turning the documents in ahead of the deadline is really helpful. There are two deadlines for these documents one in January to your HUNCH mentor and one in February to Reduced Gravity Education Flight Program Office. Your HUNCH mentor will read the document and send it back to you for corrections so that it is in the best possible shape when you send it to RGEFP.

o Ask for help with any questions or concerns about the document. Your HUNCH mentor will be particularly important in helping you with the Hazard Analysis section in the TEDP and the Hazard Analysis report. Appendix L contains the format that NASA wants for the HA report. Please do copy and paste this document into a word document. A sample of a HA report is also provided in Appendix C.

o Warning the Hazard Analysis section in the TEDP is a chart in which you have to record experimental hazards that are involved in your experiment. Almost all experiments involve sharp edges listed under the mechanical hazard section of this chart. When you put an X in the Yes column for a hazard you must also write a comment in the comment column that addresses how you are going to eliminate the hazard. In the case of sharp edges, you would write: sharp edges will be taped or padded to eliminate danger of injury. This Hazard Analysis chart in the TEDP is also used to fill out the table in the HA Report section 4. For each hazard indicated in the TEDP, you need to have a corresponding listing of that hazard in the HA report. The table codes are a little tricky for this HA table so please ask your HUNCH mentor for help.

o Read, reread and reread your written reports. Also, it is beneficial to have someone else read your report that does not know anything about your experiment. The NASA engineers that are reading these reports do not know anything about your experiment so you must do a thorough job of explaining your experiment.

o A picture is worth a thousand words. This saying is very true so include them in your experiment description along with charts and diagrams.

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o Remember it is never too early to start work on the TEDP. In the past, it has taken schools at least a month or two to write these reports. So plan ahead!

o Always save multiple copies of your reports in different sources. A good way to accomplish this is to email your report to yourself or HUNCH mentor.

o Copy and paste the attached copies of the format for TEDP and HA. This will insure that you have all the sections as well as save you time. You can also use the previous year’s TEDP if you are doing the same experiment and modify it as needed.

o Do not leave any sections blank. If the section does not apply to you then place a NA for Not Applicable in that section.

Element 7: Experiment Documentation TEDP and HA AssessmentThe TEDP and HA are an excellent means of assessment. A rubric can be developed by the teacher with the following items:

Do the reports follow the correct format supplied by Reduced Gravity Office? Are all the questions answered thoroughly and accurately? (If the item does not apply

than NA should be written.) Could someone that knows nothing about the experiment understand the scope and

fabrication of the experiment? Did the team use exemplary spelling and grammar? Were the deadlines met?

Element 8: Flight WeekGet ready for the most educational and awesome experience!The most common comment made by flight week participants is that while at Ellington Field all are surprised to be treated like NASA researchers. This is done because you are NASA researchers and your experiment and your behavior should exemplify this. Below is a list of topics, which will help make your flight week a truly amazing experience.

LocationFlight week occurs in NASA’s hangar 990 at Ellington Field in Houston. This is an active, working hangar for NASA and we must carefully abide by all their safety rules and regulations. The Reduced Gravity Office staff will introduce themselves and go over their safety rules. Below is a few of these rules that are helpful to know in advance.

You will not be admitted to Hangar 990 without a government issued pictured ID. You must be at least 16 years old to participate in flight week.

There is a parking lot right across the street from hangar 990 that you may use. Anyone can park there, but only participants will be able to pass through a secure gate to enter hangar 990. On the first day of flight week, NASA staff will be at the gate to allow you into the hangar. After that you will be given a badge that

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allows you into the hangar. This NASA badge must be worn above your waist at all times that you are at Ellington Field. If you forget your badge, you will not be allowed into Ellington Field. If you lose your badge please notify a NASA RGO staff immediately. In past years, students have forgotten their badges at the hotels during flight week. To prevent this each team should have a member either who collects and distributes the badges or a member who makes sure that everyone has their badge before they drive to Ellington Field.

The Ellington Field badge is issued to you on the first day, after you register. Your government issued pictured ID is required at this time of registration. (a passport or drivers license are perfect for your ID). Please check in advance of flight week with your HUNCH mentor if you do not have a government issued pictured ID. If you are a green card holder you are allowed to go to Ellington Field, but not allowed to fly on the Zero G plane. Please notify your HUNCH mentor if a team member is not a US citizen. Only US citizens are allowed to fly on the Zero G plane.

This year only 4 people can participate in Flight Week from each school. This includes your teacher and any required chaperones that are going to be at Ellington Field. Since we are involving up to 14 HUNCH schools, if each school brings 4 members that is 56 HUNCH flight week participants, which is the maximum that we are allowed. Each school should aim to bring 3 team members who are 18 by the day they fly. Even if you miss this date by a day, you will not be able to fly. Please do try to organize a team in the beginning of the school year, to have at least three students who will turn 18 by flight day. Teachers should be the ground crew, especially if they have already flown. The HUNCH program is the only NASA program that flies high school students. There is a NASA program called NASA Explorer Schools (NES) and Teaching from Space that send teachers on the Zero G plane. You can learn about these programs by visiting http://www.nasa.gov/offices/education/programs/national/nes2/home/index.html . It is the aim of the HUNCH flight week to fly students. Please notify your HUNCH mentor if you are unable to have the 3 required student fliers.

Schools must bring 3 printed copies of their Material Safety Data Sheet (MSDS) for any liquid or hazardous material that you are planning to bring to Ellington Field. One copy must be given to RGO, one must be with the material at all times, and one copy must be on your assigned table at hangar 990. Also, a written copy of the TEDP must be available for the TRR.

Cameras, cell phones, laptops, and internet access at Ellington FieldYou are allowed to bring cameras and laptops to Ellington Field. Go Pro’s work well on the Zero G plane. You will be given an internet access code to connect to the internet at Ellington Field. Please use only appropriate websites. There is no

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internet connection while aboard the Zero G plane. You may also bring cell phones to Ellington Field, but they cannot be used aboard the Zero G plane.

Tools are supplied by NASA. For a complete list of these tools see the link at http://microgravityuniversity.jsc.nasa.gov/pdfs/tool-box-931.pdf . If you need a specialty tool not listed it is allowed, but you must check it in with a NASA RGO engineer. All the tools including any specialty tools must be signed out and signed in. This is essential because if a tool is missing then planes cannot fly out of hangar 990 until the tool is located. This is a safety regulation that insures that no one leaves a tool in a potentially hazardous location such as a plane’s engine.

Homework can be done at Ellington Field. Most teams have very little down time during flight week. However, it is essential that all team members have something to work on during down time so please do bring your homework especially if your experiment does not require a lot of setup time. Students are encouraged to video conference with the students that were not able to come to Flight Week at their schools (internet access is available at Ellington Field), work on writing their final reports, make PowerPoints for the HUNCH Extreme Science Symposium, and or editing their videos about flight week.

It is wise to have a container or backpack for all that you bring to Ellington Field. It is important that you bring only what is necessary to Ellington Field. At the end of each day everything must be cleared from your assigned table except for your experiment. On the first Friday of Flight Week, all teams will take their experiment with them to display on Saturday’s HUNCH Recognition Ceremony.

Most teams bring their lunches on some of the days. The day of the Test Readiness Review is particularly busy so lunches should be brought. There are several fast food stores and a good delicatessen nearby that you can send someone to pick up lunches. Bottle water is supplied to all participants during the entire flight week.

High Bay is a room at Ellington Field that you can use to set up your experiment, if you need an enclosed area or more room than a single 8 foot folding table. Hangar 990 is opened to the outside by huge garage type doors. There is a small refrigerator and freezer available for your experimental needs, but space is limited. Please notify your HUNCH mentor if you need freezer or refrigerator space. You can bring a chest box to keep your items cold. Ice is available at the hangar.

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NASA Educator Schools (NES) usually participate the same week as HUNCH flight week. NES schools allow K-12 teachers to fly on the Zero G plane with outreach items for their students, such as yo-yos or little toys. Each HUNCH school is paired with a NES school and the HUNCH students will be given an outreach item to bring onboard the Zero G plane from the NES teachers. HUNCH students will have the opportunity to talk with the NES teachers’ students before and after the Zero G flight. It is hoped that the HUNCH students act as role models for the NES students.

Travel plans are important to arrange in advance especially if airline fare is involved. The following are suggestions about travel arrangements

o Hobby airport is closer to JSC than Bush International. However, Bush International may have cheaper airfares, better schedules, and better car rentals.

o Each school is encouraged to rent a car once in Houston. This needs to be planned ahead, because some schools do not allow teachers to drive unless they have completed a car safety course. If students live in the Houston area, they may drive to Ellington Field. Cars do not need a special parking sticker to park in the parking lot across from hangar 990. NASA buses can be arranged if there is a need for them to take students back and forth to Ellington Field. Please notify your HUNCH mentor at least a month in advance if you need a NASA bus.

o There are a lot of hotels in the Ellington Field area. Each year the Candlewood Suites at 2737 Bay Area Blvd. Phone 281-461-3060 has provided discounts to HUNCH participants. More information about the Candlewood Suites will be available closer to flight week. Some teams have also stayed for a reduced rate at the SpringHills Suites by Marriott at 1101 Magnolia Ave, Webster, TX 77598 Phone 281-332-2999. You are not required to stay at any particular hotel. In the past, a room cost from $50-$75 per night at the above mentioned hotels.

o There are many interesting places to visit in the Houston area. One of the best is Space Center Houston (SCH). You receive free parking and admittance with your NASA badge. There is a museum in the back of SCH behind the children’s climbing area that is not mark. It is a must see with a Skylab that you can walk through and moon rock to touch.

o Clothing is important since the temperatures in Houston can vary greatly in April. It can be sunny and hot in the morning and pouring rain in the afternoon so plan for both. Attire for Ellington Field is casual. You can wear Bermuda shorts or jeans. No open toe shoes are permitted. No

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short- shorts or dresses are permitted. You will be working in an area with other NASA workers so please keep your clothing appropriate.

You will need business casual for the HUNCH Recognition Ceremony. For this event dresses, suits and ties are appropriate, but not required. The HUNCH Recognition Ceremony is in the Gilruth Center next to Johnson Space Center and the building is air conditioned.

o Rain date for flight week is the Thursday of flight week. If that day is not needed to fly then participants will be treated to a tour of Johnson Space Center.

o Travel dates for participants who need to fly to JSC should be to arrive Thursday before the start of flight week and to leave any time on Friday after flight week.

o Airfares vary greatly, but in general the earlier you purchase your tickets the better the price.

o Rules are followed very carefully at Ellington Field. If a team receives 3 demerits it will not be able to fly. The most common reasons for demerits is losing a NASA part, such as a screw to the glove box or coming late to a meeting. Please pay close attention to all the rules at Ellington Field. They are for your safety.

Appendix M is a schedule from last year’s flight week. This year’s schedule will be emailed to you closer to the beginning of flight week. All the HUNCH participants are in Group A.

Element 8: Flight Week AssessmentStudents work extremely hard during flight week and their attitudes and behaviors are the most important aspect of the continuation of the HUNCH program to being invited back to Ellington Field. In the past, students’ behaviors had been exemplary. Students are treated like NASA researchers and they are expected to behave as such. Any deviation from this expectation needs to be immediately addressed. This is an important assessment requirement.

Another noteworthy attitude by students working at Ellington Field is their willingness to help not only their team but the other teams. There is a mixture of abilities and experiences of HUNCH participants and it is always appreciated when students and teachers share their knowledge and skills between teams. This is another assessment condition that will aid in the success of all during flight week.

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Element 9: HEXS Symposium

The HUNCH Extreme Science Symposium comes about a month after Flight Week. The purpose of this event is to have the NASA scientists and other interested personnel critique school’s experiments to determine if the experiments are of legitimate scientific value and are ready to fit into a NanoLab to fly aboard the ISS. In the past, every HUNCH team participated in this symposium. However, since the number of teams are expanded this year only the teams that are deemed ready to go to the ISS will be presenting at the symposium. All other teams will be able to listen in during the symposium. The following are the requirements needed to present at the HEXS symposium.

Video Conferencing capability- Digital Learning Network at JSC will help schools connect to the symposium using Conference Me, Polycom or other standard video conferencing programs. The schools will need an internet connection to at least one computer. The most successful presentations involve the use of two computers. One computer projects their PowerPoint and the other computer connects to the video conferencing, which allows the scientists at JSC to view the students’s PowerPoint and the students presenting on the same screen. It is hoped that at least 8 teams will participate at this conference and that at least half of them will be selected to be ready to send their experiments aboard the ISS. Funding for sending experiments to the ISS is not provided by HUNCH.

PowerPoint presentation pages are suggested below:o Title Page Name of Team, Name of Experiment, Names of studentso Goal or objective of experimento Project design (You should have the actual experiment to show the

scientists. Appendix C has an example of a PowerPoint presentation)o Electrical Schematico Sample of computer codingo Data analysiso Significance of resultso Benefits of projecto Lessons learnedo Challenges to overcome o Future planso Acknowledgements – should include businesses and individuals that

helped you with this projectElement 9: HEXS Symposium Assessment

By this time students have had ample opportunity to do presentations and this experience really allows them to shine during the HEXS symposium. Assessment of

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their presentation is still an important learning tool. It is hoped that even the students that initially are nervous presenters, after being involved in HUNCH, are much better at presenting their work to others.

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APPENDICES

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APPENDIX A

CLEAR SPRINGS RESEARCH POWERPOINT

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APPENDIX B

OKLAHOMA STATE SUPPLY ORDER FORMS

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Example of a completed supply request form

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Supply Request Form needed to be filled out and sent to HUNCH mentor to request supplies ( Please print out and email to HUNCH mentor)

HUNCH Supply Request Form

Date: HUNCH Person Requesting Supply:

Form of Payment: p-Card OSU Campus KimSupplies for (Name and address of High School) Project Name: Extreme Science

Contact Person at High

School ExtendedVendor Website Address Description of Item Part # Qty Cost/Per Cost

TOTAL $0.00

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APPENDIX C

COPIES OF ABSTRACT, TEDP, HA, POWERPOINT FOR SYMPOSIUM, FINAL REPORT FOR RGO, FINAL REPORT FOR LIFE SCIENCES

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Abstract from North Carolina School of Science and Mathematics

Spinal Elongation

As astronauts continue to explore the final frontier that is space, pain in the lower back has become an increasingly problematic issue. Not much is known about the cause of these astronauts’ back pain, so our mission is to better understand the differences between the forces on a spine in space and a spine on Earth. We do know that the problem is related to a phenomenon known as spinal elongation, which causes an average adult to be one to two inches taller in space. This spinal elongation is related to the relief of the lumbar curve (in the lower back), which typically supports most of the body’s weight, compressing the lumbar curve. In microgravity, there is no such compression, as the gravitational force (9.81 * mass) is reduced to a negligible value. Spinal elongation creates space between vertebrae and intervertebral discs, causing pain. Astronauts can sleep or hug their knees to somewhat mitigate the pain, but there are no significant data at the moment investigating this problem.

In order to gain the necessary data and specifications for a solution, the forces and interactions in the spine and attached muscle tissue must be understood, and that is what this experiment hopes to accomplish. In 2012, this investigation was flown in the microgravity aircraft as a part of the HUNCH program; however the results of experimentation were inconclusive. Therefore, in 2013, we hope to address these problems in order to better understand forces affecting intervertebral discs.

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Example of TEDP by Tri-County RVT High School

TEST EQUIPMENT DATA PACKAGE

Principal Investigator:

Michael Garland

Tri-County Regional Vocational Technical High School

147 Pond St.

Franklin, MA 02038

508-528-5400

garland@tri-county.tc

Nasa Mentor

Florence Gold

Florence.V.Gold@NASA.gov

Zero Gravity Scale

TEDP Completion Date: February 13, 2013

Experiment Title: Zero Gravity Scale Doc. Version: Date: 5/5/23Organization: Tri-County RVT High School   Page: 35 of 174

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CHANGE RECORD

Doc. Version

Date Description Page No.

Change Authority

QUICK REFERENCE DATA SHEET (AOD0072)

Team Name: Tri-County HUNCH Team

Principal Investigator: Michael Garland

Contact Information: Tri-County Regional Vocational Technical High School,

147 Pond St. Franklin, MA 02038, (508)- 528-5400

Experiment Title: Zero Gravity Scale

Work Breakdown Structure (WBS): N/A

Flight Date(s): April 9th and 10th (Tuesday and Wednesday)

Overall Assembly Weight (lbs): 27lbs

Assembly Dimensions (L x W x H): 20inx20inx20in

Equipment Orientation Requests: We request the horizontal oriented glove box

Proposed Floor Mounting Strategy (Bolts/Studs or Straps): NASA approved glove box will be used and

bolted to the aircraft floor.

Gas Cylinder Requests (Type and Quantity): None

Overboard Vent Requests (Yes or No): No

Experiment Title: Zero Gravity Scale Doc. Version: Date: 5/5/23Organization: Tri-County RVT High School   Page: 36 of 174

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Power Requirement (Voltage and Current Required): One aircraft power outlet.

Free Float Experiment (Yes or No): No

Flyer Names for Each Proposed Flight Day: Day 1: Michael Garland, Laura Westwood, Lauren Lee and Day 2: Patrick McLaughlin, Rilus Nichols, Jacqueline Tedesco(alt.)

Camera Pole and/or Video Support: Camera mounted on the outside.

Experiment Title: Zero Gravity Scale Doc. Version: Date: 5/5/23Organization: Tri-County RVT High School   Page: 37 of 174

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TABLE OF CONTENTS

Section___________________________________________________________________Page Number

Change Page 2

Quick Reference Sheet 3

Flight Manifest 5

Experiment Background 6

Experiment Description 7

Equipment Description 8

Structural Verification 11

Electrical Analysis 12

Pressure Vessel or System Information 14

Laser Certification 15

Parabola Details 15

Free Float Requirements 16

Institutional Review Board Information 17

Hazard Analysis 18

Tool Requirements 24

Photo Requirements 25

Aircraft Loading 26

Ground Support Requirements 27

Hazardous Material 28

Material Safety Data Sheets (MSDS) 29

Procedures 30

Bibliography 31

FLIGHT MANIFEST

Experiment Title: Zero Gravity Scale Doc. Version: Date: 5/5/23Organization: Tri-County RVT High School   Page: 38 of 174

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Flight One

Name Organization Flyer/Ground CrewLukas Hawkins Tri-County Ground CrewJacqueline Tedesco Tri-County Ground CrewJake Billington Tri-County Ground CrewAdam Civilinski Tri-County Ground CrewShannon Croatto Tri-County Ground CrewPatrick McLaughlin Tri-County Ground CrewMichael Garland Tri-County FlyerLaura Westwood Billings Central Catholic FlyerLauren Lee Billings Central Catholic Flyer

Flight Two

Name Organization Flyer/Ground CrewLukas Hawkins Tri-County Ground CrewJacqueline Tedesco Tri-County Alternate FlyerJake Billington Tri-County Ground CrewAdam Civilinski Tri-County Ground CrewShannon Croatto Tri-County Ground CrewPatrick McLaughlin Tri-County FlyerMichael Garland Tri-County Ground CrewRilus Nichols Billings Central Catholic Flyer

EXPERIMENT BACKGROUND

Why is this experiment being flown? What questions will it answer? Include NASA supporting org. and programs.

The experiment we designed was based off the problem of measuring mass in zero gravity. The fact that measuring mass is more of a comparative process than anything makes it difficult to do in a zero-gravity environment because gravity is the constant force that we use to compare the object of question to the reference object. In our experiment we decided that because gravity is almost non-existent, we must replace this constant force with centripetal force. The way that we plan to achieve this is by creating a machine that spins two Mark-10 force gauges with an object attached to the end of each force gauge. As the device spins, centripetal force will pull the object out allowing the Mark-10 force gauges to measure mass of each object. Instead, we will measure an object of which we already know the mass of and compute the ratio in order to find the mass of objects which are unknown to us. If we are successful, this technology can be used to analyze substances in space without the need to send them back to earth.

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EXPERIMENT DESCRIPTION

Brief explanation of experiment.

Design:

The experiment has a 20 in. by 20 in. by 20 in. frame with a motor mounted in the middle. This assembly will be mounted to the base of the NASA Reduced Gravity Office Glove Box which will be provided. The motor will rotate two objects attached securely to two force gauges, calculating their masses as they turn. The force gauges will record each test and at the end of the flight the data will be recorded and examined.

Hypothesis/Purpose:

The purpose of this experiment is to prove that by using centripetal force and highly accurate M7-20 Mark-10 series force gauges it is possible to measure the mass of an object while in zero gravity.

Experiment Goals:

Our experiment will accurately measure and record the masses of two objects while in a zero gravity environment.

EQUIPMENT DESCRIPTION

A. Ground-Based and Flight Equipment

a. Pictures and descriptions of all equipment

Item Number Description Dimensions

Inches

Weight

Pounds

Picture

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Force Gauge 2 Scale that will measure masses and record its data

2.53 in. L 1.32 in. W 6.74in. H

1 lbs per

Total = 2(1) = 2 lbs.

Tough Box 1 Holds gears and motor in place

5 in. L 1.57 in. W 5 in. H

2 lbs

Motor 1 Turns axel and runs experiment

2.5in diameter with 4.34 in. long body

1.5 lbs

20in. bar of 10 series jaluminum (80-20)

4 Frame of experiment

20 in. L 1 in. W 1 in. H

.85lbs per bar

Total = 4(.85) = 3.4 lbs.

18in. bar of 10 series aluminum (80-20)

12 Frame of experiment

18 in. L by 1in. W by 1in. H

.765 lbs per bar

Total = 12 (.765) = 9.18 lbs

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Four hole angled joining plate

28 Connects aluminum bars.

Length 2 in. Height 2 in. Width 1 in.

Approx. .0625lbs per

Total = 28(.0625) = 1.75 lbs.

Hex head screws ¼-20 3/8”

112 Holds angled plates to the aluminum bars.

¼-20 3/8” Approx. .004lbs per

Total = 112 (.004) = .448 lbs.

Servo tester with Jaguar motor controller w/ four AA battery pack

1 Used to control power output to the motor.

N/A .75 lbs

12 V DC Power Supply

1 Used to Power the motor

7 in. L

3 in. W

6 in. H

14 lbs

Testing Weights 2 These will be used to compare the weights of a known to an unknown object.

Less than 1 in3

.0022lbs n/a

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Surge Protected Power Strip

1 Used to protect against surges and run experiment

16 in. L

2 in. W

1 in. H

.8 lbs

Hex Screw Nuts 112 Used to lock bolts in place

N/A Approx. .004lbs per

Total = 112 (.004) = .448 lbs.

Total Approx. 37 lbs

b. Hardware Class

Our hardware type will be the Class 3 Uncontrolled hardware of flight design with no special requirements

B. Equipment Layout for Take-off, in Flight, and Landing

The experiment will be bolted to the base of the Horizontal Glove Box with all parts attached and ready to test. The observers will place themselves around the Glove Box and conduct experiments during the parabolas.

C. Special Handling/Special Hazards/Special Requirements

There are no special handling requirements necessary.

D. Inventory of In-flight Items

Inventory of items to be used during flight: Clip boards, pencils/pens, personal cameras, and notebooks

E. Free Float Items

There will be no parts of our project in free float.

STRUCTURAL VERIFICATION

All experimental equipment except the laptop will be located inside the NASA certified glove box, which has been structurally verified by the Reduced Gravity Office

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a. Weights Table N/A

Include individual component and overall assembly weight, materials used and allowable loads, fastener/weld locations, etc.

b. Calculations N/A

For ALL g-load conditions listed in sec. 2.0

http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/AOD_33896.pdf

Free-Body Diagrams

Attachments to frame

Full assembly

Floor attachment

Free Float

Floor Load Analysis

c. Factor of Safety (FS)/Margin of Safety (MS) Table N/A

B. Load Test N/A

a. Test description

b. Test equipment and calibration

c. Certification of individual performing test

d. Copies of applicable documentation

e. FS/MS Table for each test

ELECTRICAL ANALYSIS

A. Schematic

12 V DC Power supply

Jaguar TI Motor Controller

DC Drive Motor

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B. Load Table

Power Source Details Load Analysis

Name: 12 volt DC Power Supply DC Motor

Voltage: 12 volt DC

Wire gauge:10

Max Outlet Current: 337watts(68 amps)

Name: Battery Pack Remote control/Servo

Voltage:6 volts

Wire Gauge: 22

Max Outlet Current:10 amps

C. Stored Energy

The only devices that will have stored energy are the batteries that will operate the remote control, force gauges, and motor.

D. Electrical Kill Switch

We will be using a surge protected power strip that will have an on/off switch. In the event of an emergency we can switch to the “off” position and stop the electrically powered part of the experiment.

E. Loss of Electrical Power (Fail-Safe)

In the event of a power loss, the experiment will remain in the current state until the power is restored

PRESSURE VESSEL/SYSTEM (PV/S)

A. Description and purpose of PV/S

Servo Tester

PWM output

Four AA 1.5 V battery pack (6 Volt Total)

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N/A

B. System Schematic

N/A

C. Component Table

N/A

D. Detailed Drawings of non-commercially produced components and sub-systems

N/A

E. Calculations and assumptions of non-commercially produced components and sub-systems

N/A

F. Certification/Inspection Records and Due Dates

N/A

LASER CERTIFICATION

A. Laser Class, Type, and Manufacturer

N/A

B. Laser’s Purpose

N/A

C. Laser Use and Duration During Flight

N/A

D. Containment Controls

N/A

E. Class 3 or 4 Additional Information

a. Description of laser hardware

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N/A

b. Description of laser parameters

N/A

c. Operator’s training and experience

N/A

d. Medical surveillance requirements

N/A

PARABOLA DETAILS AND CREW ASSISTANCE REQUIRED

A. Gravity Levels Required

For example, 28 at zero, 3 at 0.16, 25 at 1.8.

Parabolas 1-4 Let body become acquainted with the microgravity conditions by sitting still.

Parabolas 5-10. 1. Set motor speed to low during micro gravity phase2. Observe and record data readings from force gauges3. Turn motor off during hyper gravity

Parabolas 10-15 1. Follow steps for parabolas 5-10 with adjustment to motor speed

Parabolas 16-20 1. Follow steps for parabolas 5-10 with adjustment to motor speed without turning off during hyper gravity phase

Parabolas 21-30 1. Adjust motor speeds and duration

B. Flight Crew Assistance Required

None required.

Medical assistance, free floats, etc.

FREE FLOAT REQUIREMENTS

A. Weight and Dimensions of Free Float Object(s)

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N/A

B. Area Required for Free Float

N/A

C. Flyer Action Items

N/A

INSTITUTIONAL REVIEW BOARD

N/A

Only for human or vertebrate animal test subjects.

HAZARD ANALYSIS

A. General Hazard Identification Checklist

HAZARD YES

NO

COMMENTS

Acceleration

Inadvertent Motion X

Sloshing of Liquids X

Translate Loose Object X

Deceleration

Impacts X

Falls X

Falling Objects X

Fragments or Missiles X

Chemical Reaction (non-fire)

Dissassociation X

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Combustion X

Corrosion X

Replacement X

Electrical

Shock X

Burns X

Overheating X

Ignition of Combustibles X

Inadvertent Activation X

Unsafe Failure to Operate X

Explosion, Electrical X

Voltage (>50 Volts) X

Batteries X

Generation/Storage (coils, magnets, capacitors, etc.)

X

Explosive/Explosions

Explosive Present X

Explosive Gas X

Explosive Liquid X

Explosive Dust X

Flammability & Fires

Presence of Fuel X

Presence of Strong Oxides X

Fire Detection X

Heat & Temperature

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Source of Heat, Non-electrical X

Hot Surface Burns (>113O F, 45O C) X

Increased Gas Pressure X

Increased Flammability X

Increased Volatility X

Temperature Differentials Stresses X

Hardware Safe Thermal Limits Known

Mechanical

Sharp Edges or Points X

Rotating equipment X Glove box will be sealed with all rotating parts inside.

Reciprocating Equipment X

Pinch points X

Weight to be Lifted (exceeds 40 lbs. or 4 ft. diameter)

X

Stability/Toppling Tendency X

Ejected Parts/Fragments X

Inadequate Design X

Stored Energy (springs, weights, flywheel, etc.

x

Pressure & Gases

Dynamic X

Compressed Gas X

Compressed Air Tool X

Accidental Release X

Blown Objects X

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Hydraulic Hammer X

Flex Hose Whipping X

Static X

Container Rupture X

Pressure Differential X

Negative Pressure Effects X

Leak of Material X

Flammable X

Toxic X

Corrosive X

Radiation

Ionizing Radiation X

Ultraviolet Light X

High Intensity Visible Light X

Infrared Radiation X

Microwave Radiation X

Laser X

Toxic

Gas or Liquid X

Asphyxiant X

Irritant X

Systemic Poison X

Carcinogen X

Other Adverse Property X

Combination Product X

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Combustion Product X

Potentiation X

Synergism X

Vibration

Vibration Tool X

High Noise Level Source X

Metal Fatigue Casation X

Flow or Jet Vibration X

Supersonic X

Miscellaneous

Contamination X

Lubricity X

Violent Odor X

Training X

Hypoxia X

Structural Failure X

http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/NS-STO-CH01.pdf

B. JSC Safety and Health Handbook References

See Sec. 2.4 (for effective date April 16, 2008 pp. 79-87)

http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/ JPR1700 .1RevJ.pdf

TOOL REQUIREMENTS

A. Additional Tools that will be at Ellington Field N/A

ALL tools brought to Ellington Field must be approved by RGO.

B. Special Tools Required on the Aircraft

No special tools required

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PHOTO REQUIREMENTS

A. Camera Pole/Bogen Arms Required

We would like a camera pole for outside the glove box.

B. S-Band Downlink Requirements

None Required

C. Still/Video Photographer Special Requests

No special requests but we would like the photographer and videographer to record as much as possible.

AIRCRAFT LOADING

A. Load Equipment

The equipment will be stored in a NASA certified Glove Box for takeoff and landing except for the laptop, which will stowed in the cargo containers

Lifting Accommodations

A forklift or lifting pallet to lift the NASA certified glove box onto the plane is required.

B. Weights and Areas

Area=20in X 20in X 20in Weight=37 pounds aprox*

C. Critical Lift Plan

None required

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GROUND SUPPORT REQUIREMENTS

A. Power Requirements

One standard outlet to power the experiment, and a laptop.

B. K-Bottle Requirements

None Required

C. Hazardous Material Safety

N/A

D. After Hours Access Needed

N/A

E. Special Tool/Handling Requirements

None required

HAZARDOUS MATERIAL

N/A

MATERIAL SAFETY DATA SHEETS (MSDS)

None needed

EXPERIMENT PROCEDURES DOCUMENTATION

A. Equipment shipment to Ellington Field

None, all equipment will be driven in by the program leader.

B. Ground Operations

All equipment can be set-up on a table within the Ellington Field Hanger for ground operations

and the Test Readiness Review.

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C. Loading/Stowing

We will be hand carrying with the potential to use a lift to load the experiment within glove box onto the aircraft.

D. Pre-Flight

Prior to flight the glove box will be bolted lengthwise along the fuselage to the designated bolt

holes in the floor of the Boeing 727. The experiments will be placed into the glove boxes using

bolts to hold secure it to the base.

E. Take-Off/Landing

All equipment will be located in the glove boxes for the experiment during takeoff- and landing.

Experimenters will make sure that the experiment is properly secured inside the glove box prior

to flight.

F. In-Flight

All equipment will be located in the glove boxes

G. Post-Flight

Take down experiment.

H. Off-Loading

The glove box will be unbolted from the floor of the aircraft and carried off by hand. The experiment will be carried off of the property by co-PI’s no shipping necessary

I. Emergency/Contingency

During the experiment if the weights or force gauges become un-attached we will shut the experiment off using the kill switch on the power strip.

BIBLIOGRAPHY

DEVIATIONS/EXCEPTIONS/WAIVERS

N/A

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Example of Hazard Analysis by Tri-County RVT High School

Reduced Gravity Office

Aircraft Operations Division

NASA Lyndon B. Johnson Space Center

Ellington Field

Houston, Texas

HAZARD ANALYSIS

Zero Gravity Scale

DOC. NO.: DATE: 02/13/2013

Prepared By:

Concurrence:

Concurrence:

Concurrence:

Concurrence:

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Approved By:

Approved By:

REVISIONS

Letter Date Author Description

Original 02/13/2013 Florence Gold Initial Release

PURPOSEThe purpose of this document is to identify potential hazards associated with the experimental protocol and hardware for the “Zero Gravity Scale” experiment. This experiment is being flown as a part of the NASA Education flight opportunity. These experiments were designed by the students at Tri-County High School of Franklin Massachusetts as part of the High School Students United with NASA to Create Hardware (HUNCH) program.

A "hazard" is defined as any condition that has the potential for harming personnel or equipment. As the experiment is carried out in hyper and microgravity fields, it is important to minimize potential risks to the hardware and personnel.

SCOPEThis hazard analysis covers the hazards of handling and operating the “Zero Gravity Scale” experiment during ground and flight operations. In addition, this analysis covers the general procedure associated with the experimental protocol.

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The following inputs were used to complete the Hazard Analysis documented in section 15.0 of the report. As mentioned above the classifications are also documented in Johnson Space Center Document, JSC-17773.

SYSTEM PURPOSE

The experiment is being flown as part of the High School Students United with NASA to Create Hardware (HUNCH) program. It was designed, fabricated, and documented by the students at Tri-County High School in Franklin, Massachusetts. The reason for doing the project is to find a way to measure masses in a zero gravity environment.The experiment we designed was based off the problem of measuring mass in zero gravity. The fact that measuring mass is more of a comparative process than anything makes it difficult to do in a zero-gravity environment because gravity is the constant force that we use to compare the object of question to the reference object. In our experiment we decided that because gravity is almost non-existent, we must replace this constant force with centripetal force. The way that we plan to achieve this is by creating a machine that spins two Mark-10 force gauges with an object attached to the end of each force gauge. As the device spins, centripetal force will pull the object out allowing the Mark-10 force gauges to measure mass of each object. Instead, we will measure an object of which we already know the mass of and compute the ratio in order to find the mass of objects which are unknown to us. If we are successful, this technology can be used to analyze substances in space without the need to send them back to earth.

SYSTEM FUNCTIONAL DESCRIPTIONDesign:

The experiment has a 20 in. by 20 in. by 20 in. frame with a motor mounted in the middle. This assembly will be mounted to the base of the NASA Reduced Gravity Office Glove Box which will be provided. The motor will rotate two objects attached securely to two force gauges, calculating their masses as they turn. The force gauges will record each test and at the end of the flight the data will be recorded and examined.

Hypothesis/Purpose:

The purpose of this experiment is to prove that by using centripetal force and highly accurate M7-20 Mark-10 series force gauges it is possible to measure the mass of an object while in zero gravity.

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Experiment Goals:

Our experiment will accurately measure and record the masses of two objects while in a zero gravity environment.

HAZARD ANALYSIS SUMMARY

Hazards for this test program are listed below.

(Write Not Applicable for all that does not apply do not leave any blanks)

ELECTRICAL POTENTIAL:

Not applicable

SHRAPNEL OR BLAST WAVE OVER-PRESSURIZATION:

Not applicable

FIRE

Not applicable

HIGH TEMPERATURES:

Not applicable

LOW TEMPERATURES:

Not applicable

IONIZING RADIATION:

Not applicable

HIGH ENERGY ELECTROMAGNETIC FIELDS:

Not applicable

OXYGEN DEFICIENT ATMOSPHERES:

Not applicable

TOXIC ATMOSPHERE:

Not applicable

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HIGH SOUND LEVELS:

Not applicable

SHARP POINTS OR EDGES:

Not applicable

COLLISIONS:

Not applicable

CRUSHING FORCES:

Not applicable

ENVIRONMENTAL POLLUTION:

Not applicable

TEST ARTICLE:

No other hazards associated with the test article.

DOCUMENTS REVIEWED

DRAWINGS AND COMPONENT LISTINGS

Not Applicable

HAZARD ANALYSIS REPORTS

Not Applicable

OTHER DOCUMENTS

JPR 1700.1 JSC Safety and Health Handbook

JSC 17773 Instructions for Preparation of Hazard Analysis Reports

AOD 33896 Test Equipment Data Package Requirement and Guidelines NASA JSC RGO

AOD 33897 Equipment Design Requirements and Guidelines

JPR-1710.13 Design, Inspection, and Certification of Pressure Vessels and Pressurized Systems

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SUPPORTING INFORMATION

RISK ASSESSMENT CODES (RAC’s)

ConsequenceClass Description

I Catastrophic A condition that may cause death or permanently disabling injury, facility destruction on the ground, or loss of crew, major systems, or vehicle during the mission; schedule slippage causing launch window to be missed; cost overrun greater than 50% of planned cost.

II Critical A condition that may cause severe injury or occupational illness, or major property damage to facilities, systems, equipment, or flight hardware; schedule slippage causing launch date to be missed; cost overrun between 15% and not exceeding 50% of planned cost.

III Moderate A condition that may cause minor injury or occupational illness, or minor property damage to facilities, systems, equipment, or flight hardware; internal schedule slip that does not impact launch date; cost overrun between 2% and not exceeding 15% of planned cost.

IV Negligible A condition that could cause the need for minor first-aid treatment but would not adversely affect personal safety or health; damage to facilities, equipment, or flight hardware more than normal wear and tear level; internal schedule slip that does not impact internal development milestones; cost overrun less than 2% of planned cost.

Likelihood EstimateLetter Description

A Likely to occur (e.g., probability > 0.1).

B Probably will occur (e.g., 0.1 probability > 0.01).

C May occur (e.g., 0.01 probability > 0.001).

D Unlikely to occur (e.g., 0.001 probability > 0.000001).

E Improbable (e.g., 0.000001 probability).

Consequence ClassLikelihood Estimate

A B C D E

I 1 1 2 3 4

II 1 2 3 4 5

Verify that this is the correct version before use.

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Consequence ClassLikelihood Estimate

A B C D E

III 2 3 4 5 6

IV 3 4 5 6 7

If the RAC is… Then the risk is…

1 Unacceptable – All operations shall cease immediately until the hazard is corrected, or until temporary controls are in place and permanent controls are in work.A safety or health professional shall stay at the scene at least until temporary controls are in place. RAC 1 hazards have the highest priority for hazard controls.

2 Undesirable – All operations shall cease immediately until the hazard is corrected or until temporary controls are in place and permanent controls are in work.RAC 2 hazards are next in priority after RAC 1 hazards for control.Program Manager (directorate level), Organizational Director, or equivalent management is authorized to accept the risk with adequate justification

3 Acceptable with controls – Division Chief or equivalent management is authorized to accept the risk with adequate justification

4–7 Acceptable with controls – Branch Chief or equivalent management is authorized to accept the risk with adequate justification

(I will help you fill in this table. Every hazard you list in your TEDP must be listed below and how you controlled it to be safe. I have listed the Sharp Corners for an example.)

Verify that this is the correct version before use.

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HAZARD CAUSE EFFECT Sev/ProbRAC

CONTROLS VERIFICATION DISPOSITION

Sev Prob RAC

Rotating force gauges and their respective weights

Malfunction of rotating apparatus

May cause force gauges and respective weights to come un-secured

III/D

5

Inspect all secured connections on experiment before the flight and after tests. And containment within the glove box

Check that all parts are securely fastened.

Controlled

III/E

6

Verify that this is the correct version before use.

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5. DISTRIBUTION Original AOD / Test Director

AOD / Branch Test FileAOD / Building 990AOD Flight Safety NS2 / Safety and Test Operations

Verify that this is the correct version before use.

Date: 5/5/23

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Example of PowerPoint presentation for Extreme Science Symposium by Billings Central Catholic High School

Optimization of Algal Growth in Solid Media

James Dilts, Nathan Heldt, Kylee Hraban, Laura Westwood

Verify that this is the correct version before use.

65

Verify that this is the correct version before use.

66

Verify that this is the correct version before use.

67

Example of Final Report for Reduced Gravity Office by Jackson Hole High School

Three Dimensional Magnetic Modeling with Ferrofluids

Anna Sullivan, Brad Riotto, Harrison Shipp, Kinsly Smith, Nick Pampe

HUNCH/ Jackson Hole High School

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68

Introduction

The researchers are the Jackson Hole High School HUNCH team from Jackson, Wyoming. We used a wax based ferrofluid in our experiment in order to create three dimensional parts in a zero gravity environment. Our work this year served as a proof of concept and we hope to take the idea further in the coming years. The ultimate goal of the experiment is to develop a process to create parts on the ISS by only having the magnets and the materials. This would limit the need for bringing extra parts into space.

Abstract

In order to shape parts, we used a wax based ferrofluid that is solid at room temperature but can be melted to a liquid. The ferrofluid was sealed between one Lexan sheet and one aluminum sheet. A magnet and a heating strip were attached to the outside of the aluminum sheet. The slides were heated to melt the carrier material. Once the substance became a liquid, it shaped itself to the magnetic field. After the ferrofluid was completely shaped, we cooled the carrier material using ice packs that were attached to the top of the slides, and waited until the fluid hardened to a solid. We examined the parts for consistency and quality.

Statement of the Research Problem

According to our research, no method has been developed to three-dimensionally model in space. It is not only difficult to use three dimensional printers in a microgravity environment, but they are large and bulky. In order to prepare for part failure on the ISS, extra parts would have to be brought into space. This takes up room, payload weight, and costs more money.

Method

The team began by researching problems that astronauts face on the ISS. Through this research, we discovered that there is currently no way to create parts in micro-gravity. We discovered an article by Markus Zahn, the director of electrical engineering at MIT, who used wax-based ferrofluids to create Nano parts. This article suggested the plausibility of using magnetic modeling in a zero-g environment. We decided to take this idea and apply it to the macroscopic scale. We researched several forms of carrier materials, and from experimentation, found that wax was the material best suited for our applications. In our experiment, the wax-based ferrofluid is placed between a Lexan and aluminum slides that are held together by bolts and spaced by 1/8” washers. There is parchment paper around the wax to prevent adhesion to the slides. A heating strip is attached to the outside face of the aluminum sheet. A washer shaped neodymium magnet is then attached to the center of the heating strip using thermal tape. There are four slides attached aluminum side down to a 3D printed ABS plastic test bed.

Verify that this is the correct version before use.

69

Two heating strips are plugged into a DC power supply, set to 35V and 200mA, to heat up and melt the wax. Gel ice packs are then removed from a cooler and attached to the Lexan sheet with Velcro. This cools the wax and returns it to a solid. We hypothesized that we would create washer shaped wax parts that match the shape of the magnet. We predicted that this would happen regardless of the amount of gravity affecting it, due to the presence of the magnet holding the wax in place. We tested the entire experiment at different orientations to ensure that gravity was not aiding our results. In 1g, we successfully created multiple parts that matched the magnet. These parts had small spikes on one side that matched the magnetic field of the magnet. Although the parts were not perfect, our hypothesis was proven correct.

Results

In 1g, we successfully created multiple parts that matched the magnet. Our hypothesis was proved right. In 0g and hyper-g, washer shaped parts were created but there were waves as well as spikes on the tops of the parts. However, parts with waves were more frequent than parts with spikes. After further testing in the lab, we found that the waves were caused by the new parchment paper that we used on the flight, creating a variable. Even though the parts were slightly different in zero-g than they were in 1-g, we were still able to create parts. Our hypothesis was proved right for 0g and hyper-g.

Discussion

Our main challenge was finding the right carrier material for the ferrofluid. The team had to find a material that was miscible with iron particles and a surfactant, but that could be fully melted to a liquid under 140 ° F. Although we made a wax based ferrofluid in our lab, we discovered that the ferrowax that a company called FerroTec makes, worked best for our experiment due to its lack of residue and strong magnetic capabilities. We worked through other setbacks along the way, such as what heater to use, how much material is necessary between the slides, and the most effective way to cool the slides, but were able to overcome these problems. Our biggest success was being prepared and completely an experiment that worked as we expected.

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Conclusion

We now believe that the concept of three-dimensional magnetic modeling in space is plausible. Creating parts on a larger scale will be more difficult, but we can now start working on future applications. We will have to take into consideration the heating method for larger parts, the containment for greater amounts of ferrowax, and the placements of magnets. We also learned that is it difficult to make ferrofluids with different carrier materials than we anticipated. Since our experiment consisted of wax parts, this will prove to be challenging when we begin to make larger parts with sturdier carrier materials. If we were to retest our experiment, we would want to have a faster and more effective cooling method. This way the wax will cool and harden during 0g only. Our experiment could potentially make it possible to create any part on the ISS that is necessary using only magnets and materials. This will eliminate the need to bring extra parts on the ISS and could allow for longer and more adventurous missions. For our outreach items we brought jelly beans, a Frisbee, and sticky frogs to see how they acted in a micro-gravity environment.

References

Aluminum bolts, nuts, and washers. (n.d.). Retrieved December 11, 2012, from McMaster-Carr website: http://www.mcmaster.com/

Applied magnets. (n.d.). Retrieved January 24, 2013, from Applied Magnets website: http://magnet4less.com

Arduino. (n.d.). Interfacing with Hardware. Retrieved January 24, 2013, from Arduino Playground website: http://playground.arduino.cc/Main/InterfacingWithHardware#envtture

bildr.blog. (n.d.). High-Power Control: Arduino + N-Channel MOSFET [Blog post]. Retrieved from bildr.blog website: http://bildr.org/?s=mosfet

Cornerstone research group. (2012). Retrieved January 24, 2013, from CRG website: http://crgrp.com

David, G. C. (2012). Resin types. Retrieved January 2, 2013, from NetComposites website: http://www.netcomposites.com/guide/resin-types/7

Designed by Effectsmeister

Hacktronics. (n.d.). Arduino 1-Wire Address Finder. Retrieved January 24, 2013, from hacktronics website: http://www.hacktronics.com/Tutorials/arduino-1-wire-address-finder.html

Helmenstine, A. M. (2013). How to make liquid magnets. Retrieved January 2, 2013, from About.com website: http://chemistry.about.com/od/demonstrationsexperiments/ss/liquidmagnet.htm

Hezaveh, H., Fazlali, A., & Noshadi, I. (2011). Synthesis, rheological properties and magnetoviscos effect of Fe 2O 3/paraffin ferrofluids. Retrieved January 2, 2013, from Acadamia.edu website:

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http://teknologimalaysia.academia.edu/HadiHezaveh/Papers/1599299/Synthesis_rheological_properties_and_magnetoviscos_effect_of_Fe_2O_3_paraffin_ferrofluids

Maxim Integrated. (2008, April 22). DS18B20 Programmable Resolution 1-Wire Digital Thermometer [PDF]. Retrieved from http://datasheets.maximintegrated.com/en/ds/DS18B20.pdf

Mica thermofoil heaters. (2012). Retrieved October 15, 2012, from Minco website: http://www.minco.com/~/media/WWW/Resource%20Library/Heaters/Mica%20Thermofoil%20Heater%20Tech%20Spec.ashx

NASA HUNCH. (2012). NASA HUNCH Program. Retrieved from NASA HUNCH Program website: http://nasahunch.com/

New dust-free high-temperarue aerogel blanket. (2010, April 10). Retrieved January 24, 2013, from Aerogel.org website: http://www.aerogel.org/

Nitinol materials and components from NDC. (2013). Retrieved January 24, 2013, from NDC website: http://www.nitinol.com

Olivero, K., Dr. (2012, October 8). [Personal interview by B. Riotto].

Paraffin wax. (2012). Retrieved January 2, 2013, from Wikipedia website: http://en.wikipedia.org/wiki/Paraffin_wax

Peltier thermo-electric cooling module 6 amp. (2013). Retrieved January 24, 2013, from Parts Express website: http://www.parts-express.com/pe/showdetl.cfm?partnumber=320-253&utm_source=google&utm_medium=cpc&utm_campaign=pla&utm_term=%7Bkeyword%7D

Polycaprolactone. (2012). Retrieved January 2, 2013, from Wikipedia website: http://en.wikipedia.org/wiki/Polycaprolactone

Priceton University. (2012). 2011 Campaign. Retrieved from Princeton Plasma Physics Laboratory website: http://science-education.pppl.gov/CLOuDS/2011_Campaign.html

Products. (2001). Retrieved January 2, 2013, from FerroTec website: http://www.ferrotec.com/?_kk=ferrotec&_kt=1fd87140-5765-4303-a1a1-acb376e0514e&gclid=CPfQ2sykpLQCFY1DMgodoQUA-A

Quellen, S. (Ed.). (n.d.). Thermodynamics. Retrieved January 2, 2013, from Science Toys website: http://scitoys.com/scitoys/scitoys/thermo/thermo4.html

Resin. (2012). Retrieved January 2, 2013, from Wikipedia website: http://en.wikipedia.org/wiki/Resin

Round gel ice packs. (2013). Retrieved January 24, 2013, from Ice Wrap website: http://www.icewraps.net/round-ice-packs.html?gdftrk=gdfV22109_a_7c492_a_7c1774_a_7cICE_d_Round

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Scherer, C., & Neto, A. M. F. (2005). Ferrofluids: Properties and applications. Brazilian Journal of Physics, 35(3a).

ShapeLock hobby plastic forms shapes at low temperatures. (n.d.). Retrieved January 2, 2013, from Robot Room website: http://www.robotroom.com/Prototype-Plastic.html

Skylar, M. (2009). How to make ferrofluid. Retrieved January 2, 2013, from Popsci website: http://www.popsci.com/diy/article/2009-09/making-ferrofluids-work-you

Types of resin families. (2002). Retrieved January 2, 2013, from Fibermax Composites website: http://www.fibermaxcomposites.com/shop/index_files/resinsystems.html

Watts, W. (n.d.). Thermal control system video [Video file]. Retrieved from http://www.nasahunch.com/TCSConnectivity_files/Default.htm#nopreload=1

What is oleic acid? (2003). Retrieved January 2, 2013, from WiseGeek website: http://www.wisegeek.org/what-is-oleic-acid.htm

Wire wound silicone. (2012). Retrieved October 18, 2012, from O.E.M. Heaters website: http://www.oemheaters.com/p-3648-wire-wound-1-x-5-25-watts-120v-5-wsq-in-8-leads.aspx

Wood's metal. (2012). Retrieved January 2, 2013, from Wikipedia website: http://en.wikipedia.org/wiki/Wood%27s_metal

Zahn, M. (2001). Magnetic fluid and nanoparticle applications to nanotechnology. Journal of Nanoparticle Research, (3). Retrieved from http://www.rle.mit.edu/cehv/documents/75-JournalofNanoparticleResearch.pdf

Acknowledgments

We would like to thank Mr. Brumsted, Florance Gold, Vanessa Rene, Vernier Instruments, Scott Crisp, Bruce Bent, and Gary Duquette. Without their help, this experiment would not have been possible.

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Example of Final Report for Life Sciences (This report is published in a NASA peer reviewed, technical report)

2013 Reduced Gravity Education Flight Program -

Drosophila Ethanol Sensitivity and Metabolism in Altered Gravity

Flight Date

April 9, 2013

PRINCIPAL INVESTIGATORS

Debora Wines, Ph.D. ; Life Science Instructor, Billings Central Catholic High School, Billings, MT

CO-INVESTIGATORS

Luke Muskett; Billings Central Catholic High School

Austin Van Delinder; Billings Central Catholic High School

Sammy Elliott; Billings Central Catholic High School

Lauren Lee; Billings Central Catholic High School

Ian Byorth; Billings Central Catholic High School

Riley Nichols; Billings Central Catholic High School

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GOALEnzyme function is essential for all biological processes. Enzymes depend on complex three-dimensional shapes stabilized by weak intramolecular interactions for their activity. Our experiments question the possibility that microgravity could potentially disrupt or alter these weak bonds, affecting enzyme activity, which could manifest as changes in normal physiological functions. The fruit fly, Drosophila melanogaster was selected as a model system for this study, with the focus on ethanol sensitivity and metabolism. Drosophila is one of the most thoroughly studied model organisms in biology, with a high degree of molecular similarity to mammals, including genes and enzymes involved in the actions of ethanol. Fruit flies exhibit behavioral changes upon ethanol exposure similar to those exhibited by intoxicated humans, and the enzyme alcohol dehydrogenase (ADH) is a principle enzyme involved in ethanol metabolism in both humans and flies. We focused on the effect of altered gravity on the activity of alcohol dehydrogenase (ADH), utilizing biochemical assays to measure the metabolism of ethanol or behavioral assays to measure flies' physiological responses to ethanol. Our experimental design provides an indirect measurement of the function of alcohol dehydrogenase in altered gravity, and hence addresses the general question of whether in vivo enzyme activity is influenced by alterations in gravity.

OBJECTIVES1. Conduct a biochemical assay to compare metabolism of ethanol in fruit flies on the ground to that of flies exposed to gravitational oscillation in parabolic flight. Flies will be exposed to ethanol vapors on the ground immediately before flight, allowed to recover for approximately 2 hours on the ground or on the zero G flight, then frozen for subsequent determination of body ethanol levels. Recovery ethanol levels will be compared to initial body ethanol levels to determine how effectively ethanol was metabolized.

2. Conduct a behavioral assay to examine sensitivity of fruit flies to ethanol. To quantify intoxication, the standard time taken for 50% of a population of 20 flies to become immobilized (the ST50) will be determined under standard conditions on the ground, and also during gravitational oscillations in parabolic flight. ST50's will be determined from video captured during the flight.

3. Utilize analyses of Drosophila lacking a functional alcohol dehydrogenase gene (adh mutant) as a control for biochemical and behavioral assays to help understand effects due to alterations in this enzyme's activity.

METHOD AND MATERIALS

Fruit FliesDrosophila melanogaster strains were obtained from Carolina Scientific and maintained on Nutri- Fly™ fly food (Genesee Scientific). Wild type strains and the adh mutant lacking a functional alcohol dehydrogenase enzyme were utilized. Flies were anesthetized with carbon dioxide for handling. Cultures were maintained at room temperature, and males were isolated within two days of eclosing. Experiments were conducted with male flies within one week of eclosion.

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Figure 1. Exposure vials are housed in a lexan rack. Flugs with ethanol are enclosed in lexan lids with syringes affixed. Slidable tabs allow ethanol vapors to reach the vials housing the

flies. Syringes allow placement of the flugs adjacent to the screen lids of the vials. Fly behavior was filmed for subsequent analysis.

Ethanol ExposureEverclear (95% ethanol) was purchased from local liquor stores by our teacher and dyed blue for visibility. Flies were exposed to ethanol vapors in plastic fly vial with ethanol pipetted onto Flugs (cellulose acetate stoppers; Genesee Scientific). For the Zero-gravity flight, special vial lids were designed to contain the ethanol vapors and to allow a simple method to begin ethanol exposure (shown in Figure 1). An MQ-3 ethanol sensor (Spark Fun Electronics) operated by an Arduino microcontroller was utilized to test all exposure lids for the zero gravity flight for leakage of ethanol vapor.

Measurement of Fly Ethanol LevelsMicrofuge tubes containing 20 flies were homogenized in 500µl Tris (7.5) and centrifuged for 20 min. 10µl samples were utilized in duplicate tests utilizing the Ethanol L3K® assay (Sekisui Diagnostics) with modifications (Heberlein Lab, personal communication). Measurements were conducted with a Tecan Infinite M200 with a Quad4 monochromator. Data was analyzed with the Magellan v.6.4 software.

Determination of ST50sST50 is the time it takes for 50% of fruit flies being exposed to ethanol to become sedated, or unable to right themselves (Maples and Rothenfluh, 2011). Flies were exposed to either 4 ml or 500µl of ethanol pipetted onto a Flug. ST50s were determined from analysis of behavior filmed utilizing video cameras mounted on tripods on the ground, or cameras mounted on ball head camera stands on the zero gravity flight (shown in Figure 1).

RESULTS

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Table 1 and Figure 2 summarize our experimental data regarding metabolism of ethanol by fruit flies in altered gravity. Initial ethanol levels were similar in adh and wild type flies, and were 460 and 475 mg/dl, respectively. After two hours of recovery on the ground, levels dropped to 206 or 263 mg/dl, and after two hours of recovery on the zero gravity flight, levels dropped to 156 or 123 mg/dl for the adh and wild type flies, respectively.

1 Ethanol levels were measured utilizing the Ethanol L3K® Assay on pooled samples of 20 flies 2 Initial time Point, Ground, and Flight flies were exposed to ethanol for 40 minutes on the ground. Initial time point flies were frozen immediately after exposure; Ground flies recovered in normal gravity for 2 hours in new vials before being frozen; Flight flies recovered on the zero gravity flight.3 Wild Type flies are normal; adh strain has an inactive alcohol dehydrogenase gene4 Ethanol exposure was to 4ml of ethanol for 40 minutes. Control flies were exposed to no ethanol and were frozen alongside the initial time point, ground, and flight exposed flies.5 Numbers are averages expressed in milligrams per deciliter. Sample size is number of vials analyzed, each containing 20 flies.

Figure 2. Ethanol levels in Flies . Data is from Table 1. The values of ethanol are expressed in mg/dl and represent the average value for all of the samples used in that category. The control samples were not exposed to ethanol. The initial time point represents the ethanol levels of the flies that were exposed to ethanol and then frozen. The recovery flies were exposed to ethanol for 40 minutes and then allowed to recover for 2 hours on the ground or aboard

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Table 1. Drosophila Ethanol Levels1

Sample2 Strain3 Exposure4mg/dl

average5

(# samples) Initial Time Point

adh

exposed

460.3 (8)

2 hrs Ground

adh

exposed

206.3 (8)

2 hrs Flight adh exposed 155.9 (10)

Initial Time Point Wild Type exposed 474.8 (8)

2 hrs Ground Wild Type exposed 262.6 (8)

2 hrs Flight Wild Type exposed 123.3 (10)

Control adh none 115.9 (26)Control Wild Type none 155.6 (26)

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the altered gravity flight. Bars shown indicate 5% error both below and above the average (Microsoft Excel).

Table 2 displays our preliminary data regarding the sensitivity of fruit flies to ethanol as measured with ST50 determinations. Values are shown for both wild type and adh flies, with exposures utilizing flugs with 4.0 ml of ethanol, or 0.5 ml of ethanol. The average ST50, or time taken for 50% of the flies in a vial of 20 flies to become immobilized, ranged from approximately 21 to 23 minutes. The trials with 0.5 ml of ethanol were conducted utilizing the exposure chambers designed for the zero gravity flight. This volume was chosen to minimize any chance of leakage of ethanol fumes during the flight. No ST50 values were obtained for the exposures on the zero gravity flight, however, due to technical problems and the complexity of the interactions between effects of ethanol and altered gravity on fly behaviors (see Table 3).

Table 2. Determination of ST50's1

Ground2 ST50 (min)Exposure3 Wild Type4 adh5 Sample Size6

4 ml/flug 23.3 20.7 130.5 ml/chamber 22.6 21.5 4

1Intoxication was quantified by determining the ST50, the time taken for 50% of the flies to pass out from ethanol exposure. On the flight ST50 were unable to be determined. 2 Preliminary tests were done on the ground prior to the flight to get a baseline quantitative data point to be compared to the ST50’s on the flight. 3Initial exposures were 4 ml of ethanol but were reduced to 500 microliters due to safety considerations on the flight4Wild type flies are normal flies.5adh flies are mutants that lack the alcohol dehydrogenase enzyme 6Vials of 20 flies were tested to find an ST50; sample size is the number of vials averaged to determine the ST50

Table 3 summarizes fly behaviors observed on the zero gravity flights. The behavior of flies that were not intoxicated was not affected in altered gravity, and was indistinguishable from behavior on the ground. As flies became intoxicated, their behavior was altered in ways that had been seen on the ground, such as less negative geotaxis (spending more time lower in the vial and on the bottom of the vial). However, as the flies became more intoxicated, changes in gravity affected behaviors dramatically. When partially intoxicated in microgravity, the flies spun around because of their wing vibrations and twitching (spinners). Flies that were completely passed out floated around in microgravity (floaters) because there was no movement of their wings, and also

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slammed to the bottoms of the vials in hypergravity. Quantifiable data was not obtained from these experiments.

Table 3. Observation of Fly Behavior in Altered Gravity7

EthanolExposure 3 Ground 1 Flight 2

Zero Time Crawl on the sides of vials, negative geotaxis4

Crawl on sides of vials, negative geotaxis

50% ST50 5More time on bottom of vial, some incapacitated, random twitching, difficulty climbing above the base

Some flies begin to drop off sides of vial

ST50

½ intoxicated, nearly all crawling on or near bottom, rapid twitching and wing flutters

Floaters and spinners in microgravity, free fall in hypergravity, some hooked to bottom6

2 times ST50 All on bottom, little crawling, and twitching

All floaters, spinners, or clinging to bottom

1 Flies exposed to Ethanol on the Ground2 Flies exposed to Ethanol on the Zero-G Flight3 Exposed to 500μl Ethanol; times are approximations4 Crawling up to the top of the vial5 ST50 is the standard time taken for 50% of a vial of flies to pass out; 50% ST50 is an estimate of approximately half that time6 Floaters are totally passed out, spinners have vibrating wings which cause them to wildly spin in microgravity; floaters free fall to the bottom of the vial in hypergravity; some flies stay hooked to the bottom of the vial with their claws7Behaviors were similar for wild type and adh flies

DISCUSSION

Our results indicate that enzyme activity is affected in altered gravity. Both the wild type and adh strain metabolized significantly more ethanol on the flight than on the ground. Comparisons of adh and wild type patterns of metabolism clearly show differences which indicates effects on the alcohol dehydrogenase enzyme. However, the fact that metabolism in the adh strain was greatly impacted by altered gravity indicates that other genes are involved, and suggests that altered gravity may affect many or all enzymes. This experiment had a large sample size with minimal variation; however, we would like to repeat this experiment to see if the results are consistent. We would also like to test other Drosophila mutants that affect alcohol metabolism to see if the affect varies.

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The purpose of the behavior experiments was to see if flies exposed to ethanol in altered gravity would have altered sensitivity to ethanol. The ST50 test was utilized as it is a simple assay on the ground to show differences in ethanol sensitivity in different strains of fruit flies. Unexposed, normal flies show no unusual behavior in Micro or Hyper gravity but when the flies become intoxicated, their behavior becomes complex. Effects of alterations in gravity interacting with the effects of intoxication cause the flies to exhibit behavioral traits such as spinning uncontrollably when the fly’s wings twitch and floating when passed out due to intoxication. This made the identification of an ST50 indeterminable. A different assay would be required to conduct this experiment in the future.

CONCLUSION

Our research indicates that enzyme activity is affected by altered gravity. This could have major implications for future NASA research because enzyme activity controls all biological functions. Future research of enzyme structure in microgravity could provide insight as to why the astronauts experience health problems, such as bone loss, on the ISS. It could also provide information about how to design pharmaceuticals to be more effective.

ACKNOWLEDGEMENTS

Dr. Adrian Rothenfluh answered questions about vials, lids, and explained his video about exposing fruit flies to ethanol and the idea of finding a ST50 to use in the experiment.

Dr. Galit Shohat-Ophir, Ulrike Heberlein and Dr. Sharmila Bhattacharya answered technical questions and provided protocols regarding Drosophila ethanol exposure.

Dr. Florence Gold gave constant guidance in what needed to be done to complete a project for NASA

Genesee Scientific provided advice on our project and donated valuable equipment.

Dr Brian Stephens of the University of Houston at Clear Lake for assistance with the ethanol assay and access to a university lab and equipment.

Dave DeBats and Exxon Mobil, and the Widdicombe family gave generous financial support for this project. Our principal Mr Sheldon Hanser and school board of Billings Central, created the STEM class and provided many of the resources necessary for completing our experiment. Dr. Craig Pierson, Dr. Mark Elison, and many members of the Billings Central Faculty provided valuable advice and assistance. Don Larson and Warren Schaff provided technical support throughout the project.

REFERENCES

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"Flies In Space - Drosophila: Life Cycle." Flies In Space - Drosophila: Life Cycle. Web. http://quest.nasa.gov/projects/flies/lifeCycle.html. 05 Sept. 2012.

"Life Cycle of the Fruit Fly." Life Cycle of the Fruit Fly. Web. http://www.woodrow.org/teachers/bi/1994/life_cycle.html. 07 Sept. 2012.

Maples, T., Rothenfluh, A. A Simple Way to Measure Ethanol Sensitivity in Flies. J. Vis. Exp.(48), (2011). http://www.jove.com/video/2541/a-simple-way-to-measure-ethanol-sensitivity-in-flies. Sept. 2012.

Maroni, G., and C.C Laurie-Ahlberg. "Genetic Variation in the Expression of ADH inDROSOPHILA MELANOGASTER." NCBI. Web. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1201870/. 15 Oct. 2012

Sekisui Diagnostics. Ethanol Assay. Assay. 28 January, 2010. September-April, 2012-13.

Shohat-Ophir, Galit. Ethanol Absorption Assay. Assay. 2004. September-April, 2012-13.

Shohat-Ophir, Galit. "Sexual Deprivation Increases Ethanol Intake in Drosophila."Sciencemag.org. Web. http://www.sciencemag.org/content/335/6074/1351. 12 Sept. 2012.

CONTACT INFORMATION

Debora Wines, Ph.D., Instructor of Life Sciences Billings Central Catholic High School3 Broadwater AveBillings, 59101406.861.0728dwines@billingscatholicschools.org

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APPENDIX D

TEAM LEAD HANDBOOK

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This Team Lead Handbook produced by RGEFP is for the Microgravity University program however most of it also pertains to the HUNCH program

Team Lead Handbook Reduced Gravity Education Flight Program September 2012 National Aeronautics and Space Administration Lyndon B. Johnson Space Center Houston, Texas 77058 Reduced Gravity Education Flight Program Doc. Name: Team Lead HB Doc. Version: Basic Date: September 2012 Page 2 of 31 Verify that this is the correct version before use. CHANGE RECORD/LIST OF EFFECTED PAGES Doc. Version

Date Process Owner/Ext.

Description

Basic Dec 2011 S. Malloy/37847 Initial Release Basic PCN 1

March 2012 S. Malloy/37847 Incorporated changes to shipping information

Basic PCN 1

September 2012 J. Semple/27872 Updated text, format and contact information

TABLE OF CONTENTS CHANGE RECORD/LIST OF EFFECTED PAGES ..................................................................................................................... 2 TABLE OF CONTENTS .......................................................................................................................................................... 3 1.0 INTRODUCTION ............................................................................................................................................................ 6 1.1 Overview .................................................................................................................................................................. 6 1.2 Purpose and Scope of Document ............................................................................................................................. 6 1.3 Acronyms and Abbreviations ................................................................................................................................... 6

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2.0 GENERAL INFORMATION ............................................................................................................................................. 7 2.1 Program History ....................................................................................................................................................... 7 2.2 Aircraft Description .................................................................................................................................................. 7 2.3 Flight Trajectory and Profile ..................................................................................................................................... 8 2.4 Experiment Parameters ........................................................................................................................................... 8 2.5 Other Considerations ............................................................................................................................................... 9 2.6 Timeline .................................................................................................................................................................... 9 2.7 Communication ........................................................................................................................................................ 9 3.0 FLIGHT TEAM.............................................................................................................................................................. 10 3.1 NASA-Assigned Mentor .......................................................................................................................................... 10 3.2 Team Roles ............................................................................................................................................................. 10 3.3 Program Eligibility .................................................................................................................................................. 11 3.4 Rosters ................................................................................................................................................................... 11 4.0 MEDICAL INFORMATION ............................................................................................................................................ 12 4.1 Medical and Physiological Training ........................................................................................................................ 12 4.2 Medications ........................................................................................................................................................... 12 5.0 TEST EQUIPMENT DATA PACKAGE (TEDP) & TEST READINESS REVIEW (TRR) .......................................................... 12 5.1 TEDP Requirements ............................................................................................................................................... 12 5.2 Supporting Documentation ................................................................................................................................... 13

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5.3 Submission ............................................................................................................................................................. 13 5.4 Feedback ................................................................................................................................................................ 14 5.5 Mentor Responsibility ............................................................................................................................................ 14 5.6 Education Gloveboxes – K12 Educator Teams Only .............................................................................................. 14 5.7 Test Readiness Review ........................................................................................................................................... 6.0 DELIVERABLES ............................................................................................................................................................ 15 6.1 Deadlines ................................................................................................................................................................ 15 6.2 Paperwork .............................................................................................................................................................. 15 6.3 Form Collection ...................................................................................................................................................... 16 6.4 Badging and Safety ................................................................................................................................................. 16 6.5 Final Report ............................................................................................................................................................ 16 7.0 PLANNING THE TRIP TO HOUSTON ............................................................................................................................ 17 7.1 Funding .................................................................................................................................................................. 17 7.2 Getting to Houston ................................................................................................................................................ 18 7.3 Press ....................................................................................................................................................................... 18 7.4 Shipping .................................................................................................................................................................. 18 7.5 Countdown to Houston .......................................................................................................................................... 19 7.6 Emergency Contact ................................................................................................................................................ 21 7.7 Use of NASA logo ................................................................................................................................................... 21

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7.8 NASA Educational Materials .................................................................................................................................. 22 7.8.1 NASA Website ................................................................................................................................................. 22 7.8.2 NASA's ERC Network ....................................................................................................................................... 23 7.8.3 OfficeMax ........................................................................................................................................................ 23 7.8.4 CORE ................................................................................................................................................................ 23 8.0 FLIGHT WEEK INFORMATION ..................................................................................................................................... 23 8.1 General Information .............................................................................................................................................. 23 8.2 Schedule ................................................................................................................................................................. 23 8.3 Ground Operations ................................................................................................................................................ 24 8.3.1 Telephone Numbers........................................................................................................................................ 24 8.3.2 Building Hours ................................................................................................................................................. 25 8.3.3 Computer, Printer and Wireless Internet Access ............................................................................................ 25 8.4 Safety ..................................................................................................................................................................... 25 8.4.1 Tool control ..................................................................................................................................................... 25 8.5 Flight Operations .................................................................................................................................................... 26 8.5.1 Flight Status Board .......................................................................................................................................... 26 8.6 Important Information Regarding Tours ................................................................................................................ 27 Reduced Gravity Education Flight Program Doc. Name: Team Lead HB Doc. Version: Basic Date: September 2012 Page 5 of 31 Verify that this is the correct version before use. 8.7 Check Out ............................................................................................................................................................... 28 8.8 Photographers/Videographers Work ..................................................................................................................... 28 9.0 POST-FLIGHT WEEK .................................................................................................................................................... 28

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9.1 General Information .............................................................................................................................................. 28 Appendix A

1.0 INTRODUCTION 1.1 Overview This team lead handbook presents information for the NASA Reduced Gravity Education Flight Program. Due to the common format, not all sections are applicable to different types of flight teams. This program has two distinct audiences: educators and college/universities. This handbook should be used in conjunction with information available on the program website: http://microgravityuniversity.jsc.nasa.gov/ and http://reducedgravity.jsc.nasa.gov/ 1.2 Purpose and Scope of Document This handbook will provide you with the information necessary to make your work with us easier, safer and more efficient. We have outlined various categories of information that have been important and useful in the past. The requirements and procedures that we require prior to flight are necessary to ensure the safety of the aircraft, associated equipment, and all the people involved. We will be happy to work with you to make your time with us as pleasant and productive as possible. While every effort is made to keep this document as complete and up-to-date as possible, the Reduced Gravity Education Flight Program is dynamic and changes occur frequently. Please check with the Reduced Gravity Education Flight Program Office to verify information, get more detailed information, or to ask questions. The Reduced Gravity Education Flight Program Office contact information is below: College/universities: jsc-reducedgravity@nasa.gov Educators: jsc-rgeducator@mail.nasa.gov Phone: 281-792-7872 Fax: 575-525-7975 1.3 Acronyms and Abbreviations AOD Aircraft Operations Division EFD Ellington Field FCOD Flight Crew Operations Division FMCF Flight Medical Clearance Form HOU Houston Hobby Airport IAH Houston-George Bush Intercontinental Airport JSC NASA Johnson Space Center NASA National Aeronautics and Space Administration

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PIF Participant Information Form RGEFP Reduced Gravity Education Flight Program RGO Reduced Gravity Office (at Ellington Field) SCH Space Center Houston Sig Participant Signature Form TEDP Test Equipment Data Package TRR Test Readiness Review TSO Test Safety Office

2.0 GENERAL INFORMATION 2.1 Program History The Reduced Gravity Education Flight Program provides a unique academic experience for undergraduate students and educators to successfully propose, design, fabricate, fly, and evaluate a reduced gravity experiment of their choice over the course of six months. The overall experience includes scientific research, hands-on experimental design, test operations, and educational/public outreach activities. In 1995, Ellington Field's Aircraft Operations Chief, Bob Naughton, accompanied NASA's reduced gravity aircraft to Europe to fly the European Space Agency’s student parabolic flight campaign. Mr. Naughton, impressed with the success of ESA's flights, discussed the idea of a US parabolic flight campaign with NASA Headquarters and Johnson Space Center managers. Headquarters Education Chief Frank Owens liked the idea, as did (then) Deputy JSC Director George Abbey. In the summer of 1995, Abbey and Owens (with the support of the Texas Space Grant) prototyped the first US student parabolic flights. 2.2 Aircraft Description NASA Johnson Space Center (JSC), Aircraft Operations Division (AOD), contracts the microgravity aircraft out of Ellington Field (EFD) in Houston, Texas. Zero-G Corporation operates a Boeing 727-200F, which is a three-engine, swept-wing aircraft specially modified for reduced gravity operations. The interior contains a research area approximately 67 feet long in the forward section of the cabin. Figure 1. B 727-200 Aircraft

When operating for NASA, the ZGC B-727 is operated as a public aircraft within the meaning of the Federal Aviation Act of 1958, as amended. Although it does hold a current airworthiness certificate issued by the Federal Aviation Administration (FAA) and normally flies commercial flights for the general public, the operations for NASA are conducted under public use, which means that NASA is responsible for the airworthiness of the aircraft during NASA contracted flight operations. Consequently, any individual manifested to board the B-727 should determine before boarding whether their personal life or accident insurance provides coverage under such conditions. Also, since the aircraft will be used under test conditions, all researchers and test subjects will be fully informed of the test plans and all risks, hazards, and discomforts inherent to such tests prior to flight.

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More specific information such as cabin environment, dimensions, floor attachment hardware, loading, and interfacing with the aircraft, please refer to the ZGC-ICD Interface Control Document Boeing 727-200 at http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/ZG-InterfaceControlDoc-RevA2.pdf. 2.3 Flight Trajectory and Profile The reduced gravity environment is achieved by flying an aircraft through a series of parabolic maneuvers (see below).This results in short periods of less than one “g” acceleration. Figure 2. Parabola Diagram

The lengths of these reduced gravity periods depend on the “g” level required for the specific test. Listed below are typical lengths for various maneuvers:

G Level Time

Hyper-g Up to 1.8 g 60 seconds Zero-g 0 g 17 seconds Lunar-g 1/6 g (.16g) 20 seconds Martian-g 1/3 g (.38g) 20 seconds

Normal missions, lasting approximately 1.7 hours, consist of 32 parabolic maneuvers (30 zero-g, 1 Lunar-g, 1 Martian-g), and originate and terminate at Ellington Field in Houston, Texas. These maneuvers are flown consecutively (i.e., roller coaster fashion), separated by breaks between sets of parabolas. Each parabola is initiated with a 1.8-g pull-up and terminated with a 1.8-g pullout.

2.4 Experiment Parameters

For college/universities teams, weight limit and volume restrictions for experiments that are secured to the floor of the aircraft are 300 pounds and must be no larger than 24 in X 60 in X 60 in. For experiments that are classified as free-floating (not secured to the aircraft), packages must be no more than 50 pounds and 24 in on any side.

For educator teams, teams must utilize a program glovebox with the following restrictions: The weight limit for test equipment is 18.14 kg (40 pounds). Gloveboxes are assigned on a first-come, first-served basis. Experiments MUST be designed to fit into one of two types of gloveboxes provided by the program. 40 inches in length by 26.75 inches in depth by 27.75 inches in height (5 are available) or 30 inches long by 26.75 inches in depth by 40 inches tall (2 are available)

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Proposals which use Human test subjects or vertebrate animals ARE NOT ACCEPTED FOR THIS PROGRAM Definition of Research Involving Human Testing: Research is Human Subject research when (as part of your experiment) you record or retain any of the following from a human subject: o Physiological or Psychological data o Human Factors data o Feedback Examples of human subject data: o blood pressure o heart rate o serum creatinine level o eye movement o error rate in a pointing exercise o ease of movement in a specific glove o strength of muscle contractions during treadmill exercise o answers to a feelings and attitudes questionnaire

2.5 Other Considerations Experiments will fly two days; each member of the team will fly only one of those two days. Teams should have enough tasks during for flight to keep 2-3 people busy each flight day. Aim for 26-30 parabolas of data collection. A minimal approach for procedures (especially for 1st time teams). There should be enough variables to obtain valuable flight data. Keep in mind that team can also get useful information from hypergravity. Accelerometer data can be made available to teams after their flight week is completed, if requested. 2.6 Timeline Each program will have a separate timeline, please check on the program website or with the program coordinator for specific due dates. Although we do our best to plan in advance, there are some issues that can happen to alter these plans. We ask that you and your flight team remain flexible throughout the flight season. 2.7 Communication

The program staff will hold telecons, forums, or chat sessions the weeks from selection to flights in order to cover necessary items and give you the opportunity to ask any program questions you may have. Please plan to attend these sessions if your schedule will permit. Emails with dates, times, and topics being covered will be sent. Also, team leads will serve as the main communication between the program and the flight teams. Please be sure to send all emails to your team members so that everyone has the same information. Points of Contact: The below tables are points of contact for any questions that you may encounter when working through the flight program. Office of Education: Program Coordinator - Policy & Procedures - Forms & Reports

Jamie Semple (281) 792-7872 (575) 525-7975 (fax) jsc-reducedgravity@nasa.gov

3.0 FLIGHT TEAM 3.1 NASA-Assigned Mentor

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Based on request or evaluation, flight teams may be assigned an official mentor. If your team is assigned a mentor, please maintain communications with this individual. It is the assigned mentor’s responsibility to make sure that the flight team understands and complies with all NASA procedures and safety requirements (this does not mean completing documentation for you). 3.2 Team Roles All participants must be U.S. Citizens. RGEFP recognizes the following roles for members of each flight team: Team Lead: This is main contact between RGEFP and the flight team. This individual takes responsibility for making sure the entire team meets the program deadlines and that all documentation is shared. The team lead must communicate program information to entire team. Flyer: These individuals will fly with the team and experiment onboard the microgravity aircraft. The number of flyers allowed per team may vary slightly depending on specific program. Be sure to double check with the program staff. Alternate Flyer: Alternate Flyer is optional. Each team can name one individual for this role and the individual will only fly if a member of the primary crew (team lead and flyers) is unable to.

Faculty: Each proposal lists a supervising faculty member. This individual (in most programs) is not eligible for a flight spot. Faculty members are welcomed to accompany the team in Houston, but are not required to. Journalist: Journalists are optional. You may invite one professional journalist as a team member. If interested, contact Ciandra Jackson, Public Affairs Officer at Johnson Space Center, at (281) 483-2924 or ciandra.t.jackson@nasa.gov for more details. DO NOT contact a journalist until you have spoken to Ciandra Jackson, as journalists must be approved before being named to your team. Ground Crew: Ground crews are optional and do not fly with the team on the microgravity aircraft. All teams are limited to 5 ground crew members maximum. Each individual should have a legitimate responsibility to the team’s ground-based operations. If for any reason you have a legitimate need for more, the lead program coordinator will need to approve prior to entering into the system. Family members (immediate and extended) AND friends are not considered ground crew. Visitors: Visitors are not allowed access to Ellington Field. EFD is a restricted access location and only those on your team roster will have badges allowing entrance. 3.3 Program Eligibility All participants, regardless of role, must be U.S. Citizens. Members of the team that are flying must be 18 or older before arrival in Houston. Ground Crew members must be 16 or older before arrival in Houston and must submit parental consent forms in advance of arrival. All flyers and ground crew MUST attend the Orientation and Test Readiness Review. In addition, each specific program offered may have slightly different eligibility requirements and it is always best to communicate with the program staff. 3.4 Rosters Team rosters are very important and used for the majority of the documentation needed for the flight week (badging, medical forms, manifests, etc). It is vital that you use full legal names (no nicknames) and that names match on all the paperwork that we receive. Changes to the flight team roster should be communicated with the program staff immediately. Requests submitted after program deadlines are not guaranteed to be honored. For college/university teams: After team selections, the team leader will be entered into the Microgravity University website by the program staff. This is the best source for your team’s status. It is the responsibility of the team lead to add and update their team roster.

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The user name listed (as provided by the team leader) will affect the badging list, forms and other information. Please use full legal names (no nicknames). Make sure team has one leader, 4-5 flyers (including the leader) and only one alternate flyer.

Adding team members – To add a team member, you will need their name and email address. Note that team member names should be their full legal name (no nicknames). This information from the system will be automatically filled in on other documents and the legal name is what is needed to make sure that all documents are accurate. 4.0 MEDICAL INFORMATION 4.1 Medical and Physiological Training The Flight Medical Clearance Form (FMCF) is required of all prospective flyers and alternate flyers participating in the RGEFP. This form must be completed prior to arrival in Houston. The FMCF is not a physical exam, but an on-line medical questionnaire. Medical determinations are decided on a case-by-case basis. Based on the team roster and the participant information forms (discussed in more detail in the paperwork section), the program staff will compile the individuals that are indicated in a flyer role to submit the JSC’s Flight Medicine Clinic. Each individual will receive two separate emails: (1) an email with instructions about using the online system, and (2) an email that will take the individual to their personal medical questionnaire (do not share these emails since they are linked directly to each individual). Be sure to check your email junk mail, since most email systems will mark it as junk. Also, there are two different forms to be completed in this system; (1) Demographic information and (2) Medical Questionnaire (around 50 questions). Upon completion of both, it will automatically be sent to the staff that reviews this information. Any questions will be directed straight to the individual via this same system. This process does take some time, so plus submit your team roster as quickly as you accurately can. The FMCF is good one-year from the date it was submitted. Physiological Training: Physiological training (classroom) is provided for team flight-crew members and alternates while in Houston. Each member will attend a 2-hour classroom instruction. This training is good for one-year from the date it was completed. 4.2 Medications As the time to fly gets closer, you may be wondering about getting sick. Happily, most people fly with no problem when they take the optional medications. More information will be provided to help your flight crew members decide whether or not they would like to take an anti-nausea medication during your team’s flight. The additional information will be sent via email by the program staff and the team leads are asked to distribute this information to all flyers so that they will have ample opportunity to discuss any concerns with their personal physician. 5.0 TEST EQUIPMENT DATA PACKAGE (TEDP) & TEST READINESS REVIEW (TRR) 5.1 TEDP Requirements

Six to eight weeks prior to flight, each team is required to submit a final version of a Test Equipment Data Package. All TEDPs must be completed in accordance with JSC Aircraft Operations Division’s Reduced Gravity User’s Guide. There will be increased emphasis on the quality of the TEDP since the Reduced Gravity Office at Ellington Field is trying to understand your experiment solely by means of this document. It makes sense to describe the parts, pieces and procedures as comprehensively as possible. This is a test plan for your team’s experiment – meaning that any other researcher could take the document, replicate your design and get the same results you do. Teams are encouraged to take

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ground-based (1g) data prior to shipping their experiment to Houston. The amount of time available during the flight week is limited, so it is better for teams to only need to reassemble their hardware (not build it for the first time) when they arrive in Houston. Note that any section component that does not specifically apply to the team's TEDP should be noted as such. No section or component should be skipped/omitted under any circumstance. Do not leave any section as “to be determined later” as that is the same thing as omitting the section. At this point in the timeline in the flight program, this is an indicator that your team may not ready to travel to Houston. TEDPs are reviewed by a large group of individuals that includes structural engineers, system experts (i.e. electrical, pressure, laser, etc), Test Safety Office and the hazard analysis group. 5.2 Supporting Documentation First, read AOD document 33897 - Experiment Design Requirements and Guidelines. The purpose of this Design Requirements document is to provide an outline for equipment design requirements and details user requirements and guidelines. Second, use AOD document 33896 – Test Equipment Data Package Requirement and Guidelines and ZGC-ICD – Interface Control Document for Boeing 727-200 to write the TEDP. AOD 33896 explains the Test Equipment Data Package (TEDP) and provides information on pre-flight, post-flight, and in-flight test operations. ZDG-ICD provides detailed interface definition, for the ZGC 727 aircraft. Other supporting documentation that may help include the Reduced Gravity Education Flight Program TEDP Template, Fast Facts, Tool inventory, Prep of Stress Analysis, and Hazard Analysis. 5.3 Submission The electronic copy of the TEDP should be in Microsoft Office 2007 Word formats. This will make any changes to the TEDP (especially after the Test Readiness Review) while in Houston easier.

a. If the file is larger than 8Mb, please contact the program coordinator before sending. b. Should anything on your experiment change (even in the slightest), an updated TEDP should be uploaded/emailed.

Teams should also mail 1 paper copy of their TEDP to: Reduced Gravity Office Ellington Field, Building 993 Mail Code: CC43 Houston, Texas 77034 Attn: Dominic Del Rosso For college/universities teams, the team lead has the ability to submit their team’s TEDP on-line at http://microgravityuniversity.jsc.nasa.gov. By submitting the TEDP through the website, the document is automatically sent to the correct points of contact. For educator teams, we have the teams send their initial TEDP directly to their assigned NASA-mentor. The mentor then has approximately two weeks to complete the TEDP in the final version and submit to the RGO at EFD. The program coordinator should be copied on all correspondence. 5.4 Feedback The Reduced Gravity Education Flight Program will receive the electronic copy of your TEDP. If you have a question about its receipt, please contact the RGEFP Program Coordinator. Your TEDP will be distributed to the Reduced Gravity Office and once the TEDPs are received, they are sent out to the TRR committee for review. During this process, teams will be contacted with questions from various groups, including structural engineers, system experts (i.e. electrical, pressure, laser, etc), Test Safety Office and the hazard analysis group. Please direct any TEDP questions to the Reduced Gravity Office at jsc-zerog@mail.nasa.gov. After the TRR in Houston, the teams might need to address some concerns. Updated TEDP’s can be submitted to the RGO by way of the original submission instructions. 5.5 Mentor Responsibility

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For college/universities teams, the TEDP document should be completely student written. The mentor serves an editor/reviewer of the document. Under no circumstances should the mentor write the document for the college/university teams. For educators teams, while the teams can complete some of the information required, the mentor is more the writer of the TEDP document. The mentor is expected to verify and complete the associated engineering documentation (such as structural analysis, etc) before the document is turned in six weeks prior to flight. We encourage mentors to engage the educator team into this process as much as possible. 5.6 Education Gloveboxes – K12 Educator Teams Only These glove boxes are only available to K-12 educator teams. Most educator teams are required to utilize Reduced Gravity Education Flight Program gloveboxes (http://microgravityuniversity.jsc.nasa.gov/pdfs/glove-box-dimensions.pdf). This makes the structural analysis section easier since the gloveboxes have already been tested and approved. The weight limit for test equipment is 18.14 kg (40 pounds). Gloveboxes are assigned on a first- come, first-served basis. Experiments MUST be designed to fit into one of two types of gloveboxes provided by the program. 40 inches in length by 26.75 inches in depth by 27.75 inches in height (5 are available) or 30 inches long by 26.75 inches in depth by 40 inches tall (2 are available)

5.7 Test Readiness Review The Monday before the flights begin, a Test Readiness Review is conducted on all experiments. This is where you make available the hardware you will be flying for inspection and a team of safety inspectors will review the experiment and documentation. All team members must be present for the TRR. The TRR is NOT a science review, but the final safety review prior to flight. The team will be expected to provide an overview of the experiment and the equipment, tell about the planned sequence of events, describe how the equipment will be used inside the aircraft, how the experiment will be contained, roles of the team members, and experimental protocols to be followed. 6.0 DELIVERABLES 6.1 Deadlines Each program will have a separate timeline. For college/university teams, this is found in the login in portion of the program website. For educator teams, this information will be sent by the program coordinator. Deadlines are a sticking point for the program, so please make sure you know what is due and when. Although we do our best to plan in advance, there are some issues that can happen to alter these plans. We ask that you and your flight team remain flexible throughout the flight season. 6.2 Paperwork The associated paperwork for the flight week is detailed out below. These deliverables must be completed and return for participation in this program. Paperwork can be divided into two categories: team submission or individual submission. Team Submissions (only one submission per team): 1. Badge Request – this form should include the entire flight team(including any attending faculty members or ground crews) that is traveling to Houston for the flight program. 2. Evacuation Form – this form is used as an emergency plan should your team need to leave Houston quickly for any reason (such as hurricanes). You must include specific directions of the specific roads you would be taking to evacuate the area. 3. Dinner RSVP – We traditionally hold a group dinner the first night of the flight week. If you choose to attend, complete this form for total numbers and any food restrictions we should know about.

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Individual Submissions (one submission per individual):

1. Participant Information Form – this form is used to collect pertinent information for the flight weeks 2. Signature Form – this form includes information regarding your personal insurance, confirmation of citizenship and is a image/media release. These need to be faxed or emailed in by the deadline. 3. Proof of Undergraduate Status – college and university students are required to show their enrollment status for the flight program by submitting transcripts or other acceptable formats as defined on the program website. 4. AOD RGO Mishap Form - NASA JSC Flight Operations Mishap Notification Sheet – more information about the specifics of this form will be emailed. 5. AOD RGO Disclosure Form - NASA Disclosure Form for Flying on Public Aircraft – this information will be signed when your flight suit is being issued during the flight week. 6.3 Form Collection For college/universities teams, the majority of paperwork is available to the Microgravity University website (http://microgravityuniversity.jsc.nasa.gov/). Most forms are submitted directly through the online system. For educator teams, all paperwork is submitted via email to the program coordinator. 6.4 Badging and Safety Ellington Field is a secured airfield and all research participants must be badged upon arrival. Two badges will be issued to each participant at the start of the flight week. These should be worn above the waist at all times while on NASA facilities. Each badge permits access to certain buildings only. An Official Temporary Visitor Badge is issued to flyers, alternate flyers, ground crew, journalists, and faculty upon arrival at Ellington. This badge is white plastic with black lettering. It permits access to the Reduced Gravity Office (Building 993), the Hangar (Building 990), the Clinic area (Building 8), and the Physiological Training area (Building 273). You will also receive a gate access card that will permit you to enter the gate at the Hangar (Building 990). The plastic portion of the badge (with the student/educator name on it) may be kept as a souvenir, but the gate access card MUST returned to the Reduced Gravity Office (RGO) at the end of your stay at Ellington Field. Please make a special note of the access areas permitted by your badge. Remember that areas outside the Reduced Gravity Office vicinity are restricted and researchers may not, under any circumstances, wander unescorted into these areas. Visiting adjacent facilities (U.S. Coast Guard and Air National Guard) is prohibited and can result in your removal from the program and/or incarceration. If you lose or misplace your badge, notify program staff immediately. 6.5 Final Report

An electronic copy of the final report is due approximately 2-3 months after the completion of the flight week. All teams must attach a final report and a 3-5 minute video, which should cover their entire flight program experience. For college/universities teams, teams must provide an overview (abstract) that is enter into text boxes on the website and must upload the final report is uploaded to the Microgravity University website (http://microgravityuniversity.jsc.nasa.gov/). For educator teams, the final report and video components must be emailed to the program coordinator. Standard formatting can be used and you can send the file in Word or pdf. These are submitted via online to the program coordinator. Typical final reports include:

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1. Goal or Purpose of Investigation 2. Investigation Results/Data 3. Investigation Conclusion 4. Lessons Learned from the Experience 5. Outreach Events

We ask the flight teams to send "clips" of any press coverage your team received. Please make sure you include the name of the paper and run date with the article. Also, please send a video copy of any TV spots or audiotape of radio broadcasts where your team was interviewed. 7.0 PLANNING THE TRIP TO HOUSTON 7.1 Funding The Reduced Gravity Education Flight Program does not provide funding for flight teams. Each flight team assumes responsibility for: Parts/equipment associated with building the experiment Tools Required for construction, operation, data collection Shipping equipment to/from Houston Travel to/from Houston Food/accommodations in Houston Transportation while in Houston (car rental – requirements vary by company but can include driver’s age, credit card, valid driver’s license, proof of insurance, etc)

Possible sources of funding include the team's institution, State Space Grant Consortium offices, corporate underwriters, and/or a private sponsor. In all cases, flight team experiment objectives and design must originate from the flight team. When research equipment is donated by private industry groups and/or NASA researchers, students must disclose its past research use and explain how it will be used to obtain different objectives during the flight program.

your experiment contains such data, processes, equipment or relationships, you are encouraged to find another venue for microgravity testing. 7.2 Getting to Houston Houston is the fourth most populous city in the nation and covers more square miles than New Jersey. It is strongly recommended that teams familiarize themselves with getting around the city. Houston has two main airports, George Bush Intercontinental Airport (IAH) and William P. Hobby Airport (HOU). IAH is approximately 40 miles from Ellington Field. This airport is a hub to United Airlines and is served by a multitude of major airlines. HOU is approximately 10 miles from Ellington Field. This airport is a hub to Southwest Airlines and is served by a variety of major airlines. Accommodations around NASA Johnson Space Center and Ellington Field are plentiful, and deciding which hotel best suits your team’s needs and budget can be challenging. The program has a hotel listing (http://microgravityuniversity.jsc.nasa.gov/pdfs/HotelListing.pdf). The management of each hotel listed has agreed to provide a special rate to Reduced Gravity program participants. If these options do not meet your team’s needs, browse the list of other places students have stayed, or check out other lodging options on the web. Use the provided maps (http://microgravityuniversity.jsc.nasa.gov/pdfs/efd-maps.pptx) for finding Ellington Field & Reduced Gravity Office. There is ample parking across the street. Buildings 990 and 993 are across the street from the parking lot, just inside the security gate. You will enter the area via the metal turnstile. If you have already received your badges, swipe the Ellington Gate Badge over the

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keypad until you hear the gate unlock. One person can enter at a time. If you have not received your badges, security will meet you at the gate to let you in at the scheduled time. If you get lost trying to find your way to Ellington Field, call the Reduced Gravity Office for assistance 281-244-9874. 7.3 Press During the flight program, teams will be sent two template press releases that they can send to local media. One release is before leaving for Houston and the other is after they return from Houston. During the flight week, the Public Affairs Office will brief teams on how to interact with media. The team should keep any news articles, interviews or other media products to turn in with their final report as outlined in Section 6.5 – Final Report. 7.4 Shipping Each team can ship their experiment to Ellington Field prior to the program's start date. The flight team can also decide to bring the experiment with them instead of shipping, which is ok as well. Time and space are provided at Ellington Field to make minor modifications. Teams are advised to assemble and test their hardware completely before shipping/transporting it to Ellington Field. Teams who show up prepared (need to reassemble only) leave a more favorable impression than teams who are still completing the build of their experiment after arrival. It is vital that your equipment is ready for TRR on Monday. You will have about a day in the hanger to setup your hardware before the TRR begins. Please plan accordingly. Any liquids being shipped need appropriate shipping labels and MSDS available on the outside of the shipping container. Ellington Field shipping instructions: 1. Assure that your equipment is scheduled to arrive at Ellington Field by Wednesday, the week before your team’s orientation and flight week. 2. Print Clearly! 3. Use ONLY the below address! DO NOT under any circumstance list NASA on the address label, or as part of the address. If you do, your shipment may end up lost. a. Reduced Gravity Office Ellington Field, Building 993 Mail Code: CC43 Houston, Texas 77034 Attn: Dominic Del Rosso (281-244-9874) 4. Place team name/address on the return address label. 5. You may want to inform your shipper to call the RGO office at 281-244-9874 before they arrive so they can receive directions and be informed of the security procedures. 6. Be sure to bring your tracking information, sometimes the equipment does not arrive and you will need the tracking numbers!!!

Post Flight: 1. Teams are responsible for arranging to have their equipment picked up and shipped back to their school. 2. We do not provide shipping labels. 3. Do not use Ellington's address on the shipping label when you make arrangements to ship your project home. The sender and return address should reflect your school's address. 4. Be sure to arrange return shipping so that your equipment is picked up on the day your team completes the program. It is our preference you are there when the shipment is picked up. If you will not be there, you must discuss arrangements with Rose Aquilina.

7.5 Countdown to Houston Below are frequently asked questions asked as teams prepare to travel to Houston.

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When to arrive? We encourage you to arrive in Houston the day before your flight group is scheduled to check-in. Teams should arrive early enough to get checked in before orientation begins. For college/university teams: In no event should you arrive later than 8:00am Friday. The Reduced Gravity Office opens for check-in of RGEFP participants at 7:45 am, and the Program officially begins promptly at 8:00am with Welcome and Orientation. For educator teams: In no event should you arrive later than 8:00am Monday. The Reduced Gravity Office opens for check-in of RGEFP participants at 7:45 am, and the Program officially begins promptly at 8:00am with Welcome and Orientation What do we do once we arrive? Upon arrival, you will be issued a security badge (bring a current picture ID). Only U.S. Citizens are allowed to participate at Ellington. If we discover that U.S. citizenship has been falsely claimed, you will not be given a badge. You will be provided with information and materials to orient you to the facility. Teams will be restricted to a particular area of the hangar to use as a work area, and a sign will designate each team’s work table. Please do not wander beyond the designated student research area as other areas in the hangar are restricted to JSC employees only. Ellington Field rules, regulations, and safety procedures will be addressed during orientation. What do we do with the Security Badge? The security badge will allow you limited clearance to come and go at Ellington. It must be displayed (clipped) on your person at all times when you are onsite at any JSC facility. Student team member access areas will be limited to the Ellington Field Hangar 990 and the Reduced Gravity Office B993. Groups will be escorted to other JSC sites and facilities during tours. (See section 6.4 for more information on badging) What is the hangar like? Hangar space is ample, and student researchers working as part of RGEFP will be sharing the space with aircraft maintenance crews. The hangar is NOT air-conditioned. Fans will be scattered about to circulate the air. There are bathrooms and coke/candy machines located inside the hangar. You may bring your own cooler full of soft drinks or snacks. Alcohol is not permitted. Faculty attendance? Although your team’s faculty advisor is encouraged and welcome to accompany your team to Houston, it is NOT required that he/she do so. How’s the weather? Check out any weather site for the latest on Houston weather. During the spring it is usually mild. Expect daytime highs to be in the 70-80’s with a heat index slightly higher. Expect primarily sunny conditions. In the summer, temperatures on the airfield often reach into the low 100’s and in the hangar into the 90’s, with humidity in the 70-80% range. Water and ice is provided for all participants to stay hydrated. Keep in mind it is a warm work area and plan accordingly. Isolated thunderstorms are common throughout the year. In flight, the cabin pressure will be kept at about 8000 feet pressure altitude (12.00 to 12.25 psia) and the cabin temperature in flight will be in the 70's. The plane has an AC unit to keep it cool while people are on board, but anything heat sensitive should not be left on the airplane overnight. Will You Need Transportation? – YES! Ellington Field is in a fairly remote area – driving is a must! Note that some rental car companies restrict rentals to drivers 25 and older. Be sure to check for any age restrictions when you call for reservations. The Bay Area Houston convention center and Visitors Bureau (1-800-844-5253) can help you with area information. Clothing. Keep it casual and comfortable. Jeans, shorts, t-shirts, sunscreen, and a pair of clean, rubber-soled athletic shoes (no open-toed shoes are allowed). Full foot protection is required when working around aircraft, hangars, and equipment. A standard flight suit will be issued to flight crew prior to takeoff. Wear comfortable lightweight clothing underneath and NO BLACK SOLES please!

What else should you bring? Typical tourist gear (pool/Galveston Beach)…bathing suit, water bottle, hat, sunglasses, – and don’t forget the sunscreen! The sun can be intense in Houston.

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The First Night Your team is invited to attend a group dinner. This is a chance to network with other teams and meet the RGEFP members. Location varies, but is usually a fixed meal around $10-$15. Souvenirs from your NASA experience Space Center Houston operates a large souvenir shop. You may enter JUST the souvenir shop at no charge by giving your ID to front desk personnel. Internet Souvenir Shops are located at: spacetrader.com and shopnasa.com. Souvenir shops are also located along NASA Parkway.

Interested in using NASA’s logo? NASA's policy regarding the use of its logo is as follows: You may use the logo on shirts or patches designed for your team/crew members. You MAY NOT use the logo in any disparaging way. It MAY NOT be used in such a way as to imply that NASA endorses the school, experiment, or course of study. You MAY NOT sell any items with the logo on it. You MAY NOT give away/distribute items with the NASA logo on it as if you are NASA personnel. Activities. A list of local restaurants and activities can be found in your Participant Handbook after you arrive or check online http://www.visithoustontexas.com/. 7.6 Emergency Contact We ask you for your emergency contact information, and we would like to provide you with the same. I know most of you have cell phones, but we did have a recent experience where someone was trying to reach someone about a family emergency and the person had left their cell phone in their car. So, if there is an emergency, and a family member needs to reach you, they may call the Reduced Gravity Office at 281-244-9874 M-F 7:30a.m. to 4:30p.m. 7.7 Use of NASA logo As a government entity, NASA does not “license” the use of NASA materials or sign license agreements. The Agency generally has no objection to the reproduction and use of these materials (audio transmissions and recordings; video transmissions and recording; or still and motion picture photography), subject to the following conditions: NASA material may not be used to state or imply the endorsement by NASA or by any NASA employee of a commercial product, service, or activity, or used in any manner that might mislead. NASA should be acknowledged as the source of the material. It is unlawful to falsely claim copyright or other rights in NASA material. NASA shall in no way be liable for any costs, expenses, claims, or demands arising out of the use of NASA material by a recipient or a recipient’s distributees. NASA does not indemnify nor hold harmless users of NASA material, nor release such users from copyright infringement, nor grant exclusive use rights with respect to NASA material.

NASA material is not protected by copyright unless noted. If copyrighted, permission should be obtained from the copyright owner prior to use. If not copyrighted, NASA material may be reproduced and distributed without further permission from NASA. If a recognizable person, or talent (e.g., an astronaut or a noted personality engaged to narrate a film) appears in NASA material, use for commercial purposes may infringe a right of privacy or publicity. Therefore, permission should be obtained from the recognizable person or talent if the proposed use of the NASA material could be viewed as a commercial exploitation of that person. However, if the intended use of NASA material is primarily for communicative purposes, i.e., books, newspapers, and magazines reporting facts of historical significance (constitutionally protected media uses), then such uses will generally be considered not to infringe such personal rights.

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Some NASA audiovisual material may incorporate music or footage, which is copyrighted and licensed for the particular NASA work. Any editing or otherwise altering of the work may not be covered under the original license, and therefore would require permission of the copyright owner. NASA audiovisual material may include visible NASA identifiers (e.g., the name of the vehicle and the NASA Insignia or Logotype in photographs or film footage of Space Shuttle vehicles). Use of such materials is generally non-objectionable, provided the NASA identifiers appear in their factual context. Any alteration, digital or otherwise, of a NASA image must contain a prominent notice affixed to the altered image or in close proximity thereto stating that the NASA image has been altered. 7.8 NASA Educational Materials When working on outreach, there are four easy ways to obtain NASA educational materials. The NASA Office of Education works collaboratively with NASA's mission directorates to promote education as an integral component of every major NASA research and development mission. These efforts result in innovative and informative educational materials that engage student interest in science, technology, engineering, and mathematics. NASA makes these resources available in four convenient ways: Access educational resources online from NASA's Website (http://www.nasa.gov/education/materials) Visit a NASA Educator Resource Center (ERC) (http://www.nasa.gov/education/ercn) Order select materials through OfficeMax (http://www.nasa.gov/education/officemax) Purchase materials from the Central Operation of Resources for Educators (CORE) (http://www.nasa.gov/education/core)

7.8.1 NASA Website NASA.gov serves as the gateway for information on missions, research, programs, and services offered by NASA. The educational sections provide educators access to curriculum support materials and resources produced through collaborations with NASA's mission directorates. Materials may be downloaded and printed from the following locations: Educator Guides, Classroom Activities, Posters, Lithographs, Brochures, and Bookmarks http://www.nasa.gov/education/materials Themed Collections of Online Resources http://www.nasa.gov/audience/foreducators/topnav/schedule/extrathemes/index.html

Classroom Subject Matter Topics http://www.nasa.gov/audience/foreducators/topnav/subjects/about/index.html NASA Education Express Mailing List Sign up for announcements about NASA products and activities. http://www.nasa.gov/education/express 7.8.2 NASA's ERC Network The NASA ERCs are located throughout the United States, the U.S. Virgin Islands, and Puerto Rico. ERCs offer information about NASA and its educational resources and services. Personnel provide inservice and preservice training using NASA curriculum support materials. ERC team members also collaborate with educational organizations to foster systemic initiatives at local, state, and regional levels. http://www.nasa.gov/education/ercn 7.8.3 OfficeMax NASA and OfficeMax have partnered to provide educators a print-on-demand service to acquire NASA curriculum support materials. Using the Internet, educators can search an online database of NASA materials, preview them, order online, and pick them up at the nearest OfficeMax–all for a nominal fee. If educators reside more than 50 miles from an OfficeMax, the materials can be shipped to them for an additional postage charge. http://www.nasa.gov/education/officemax 7.8.4 CORE

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CORE serves as the worldwide distribution center for NASA-produced multimedia materials. For a minimal charge, CORE will provide curriculum support materials to educators who are not able to visit one of the NASA ERCs, or who are looking for large quantities of materials. Through CORE's online catalog, educators can use the mail-order service to purchase NASA education materials, such as classroom modules by subject area, DVDs, and CD-ROMs. Closed-captioned and audio-descriptive versions of many materials are available. More information on CORE, including the online catalog, is available at the following location: http://www.nasa.gov/education/core 8.0 FLIGHT WEEK INFORMATION 8.1 General Information On top of the in-flight research opportunities, one of the added benefits of the program is that all participants are treated the same as NASA researchers. While this means that teams will gain valuable insight to real-life research experience, it also means that just because you show up at JSC doesn't mean that they are guaranteed to fly. With that said, we will make every effort to make sure that all teams are successful. 8.2 Schedule

Flight Week schedule will be sent out by the program coordinator prior to arrival in Houston. All participants will also receive a copy of the schedule when they arrive for the flight week. All members of the flight team must attend orientation (first day) and the Test Readiness Review. Teams are split into A groups and B group, which determines what flight days are assigned to each team. Regardless of group assignment, it is strongly encouraged for teams to plan to stay through the evening the Saturday after their flight week. This day is held a bad weather make-up day in case the flights are delayed for any reason during the week. In order to adequately utilize the participants’ time at NASA we have developed a fairly involved schedule. We realize that you have very busy schedules but flying research onboard the government aircraft is a very serious business and your full focus is needed. After orientation, no announcements about meetings will be made – so make sure you fully understand the schedule and when and where you are suppose to be. Failure to attend any of these events or arrive on time could lead to removal from the flight team and could ground the team. 8.3 Ground Operations Hangar 990 at EFD is the home of the Reduced Gravity Office and where the microgravity aircraft is located when a schedule flight week is occurring. All teams will be housed in the designated area inside Hanger 990. Parking for all NASA facilities in the vicinity of Hangar 990 is located in the lot across the street from the pedestrian gate at the north end of Hangar 990. Visitors will not drive or park inside the fence. The “Flight Line” is a “road” where aircraft and ground support equipment is operated outside the hangar. There is a flight line immediately in front of the Reduced Gravity Office in Building 993. A majority of the vehicular traffic in Ellington Field passes through this area. Always use caution and look for oncoming vehicular traffic when in the flight line. Do not loiter. You may not walk up and down the flight line. Do not set-up camera tripods or other stationary equipment on the flight line. This is a high noise level environment. You should wear sound attenuators (ear plugs) whenever you are on the flight line. When escorted, researchers are allowed to walk on or across the flight line in order to get to and from the microgravity aircraft when it is parked outside Building 993. At all other times, flight line access is prohibited unless escorted by a NASA AOD (AirOps) badged employee. Beware of jet engine intakes and exhaust blasts. Do not get closer than 25 feet to a jet engine intake and remain 200 feet away from the exhaust. There are documented instances when large jet engines at high

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power settings have sent small aircraft and automobiles tumbling. There are also documented instances where grown men have been ingested into intakes from 6 feet away. Secure your stuff. Pens, pencils, combs, jewelry, etc. can be easily ingested into an aircraft engine intake causing serious damage. We call it Foreign Object Damage (FOD). Damage caused by these and other small items can be significant and cost $75,000 or more to repair. Do not take unnecessary non-essential items on the flight or in the aircraft. If you lose an item anywhere, tell a test director and program staff. We will make every effort to find it. 8.3.1 Telephone Numbers Main Number 281-244-9874

Fax Number 281-244-9500 High Bay 281-244-9931 or 9932 Briefing Room 281-244-9005 or 9811 Photo: 281-244-9701 Video: 281-244-9772 8.3.2 Building Hours Participants will be granted access from 0730 to 1600 (7:30am to 4:00pm.) Monday through Friday. If you need access outside of the times listed above, you will need to make arrangements in advance with the test directors and program staff. 8.3.3 Computer, Printer and Wireless Internet Access There are 3 team computers in Building 993 (two in the briefing room and one in the high bay). These computers are networked to the printer in the high bay. Teams will receive login information for accessing the NASA Guest Wireless Network during orientation. 8.4 Safety Safety of the aircraft, flight crew, and ground personnel is paramount during all aspects of integration and operations. The flightline area can be busy and hazardous. Do not enter the flightline unless accompanied by a RGEFP or RGO program employee. Use caution on the flightline, and do not wander away from the microgravity aircraft area, particularly towards the Coast Guard ramp (it is restricted). Always use proper hearing protection during aircraft operations. Earplugs are available inside Hangar 990 and Building 993. If you or the team are handling hazardous products/materials or performing tasks that would require additional protection, please make sure that proper safety equipment is utilized. Material shavings, splinters, dirt, and miscellaneous loose objects on payloads pose a very dangerous FOD hazard in flight. Loose objects will shift throughout the various phases of a flight, and could interfere with aircraft systems (flight controls, engine controls, etc.). For this reason, ensure all payload parts are clean and securely fastened during payload assembly. After assembly, vacuum and/or blow out all material shavings created during the assembly phase. Refer to Appendix A for more detailed safety and emergency information. 8.4.1 Tool control The Reduced Gravity Program Office provides an inventoried toolbox designated for researcher use. The toolbox contains standard tools in both English and metric units (http://microgravityuniversity.jsc.nasa.gov/pdfs/tool-box-931.pdf). This toolbox is shadowed to enable ease of inventory. Twice a day and prior to flight, this toolbox and all tools assigned to the microgravity aircraft will be inventoried (a missing tool will ground the all aircraft in Hanger 990 until found). Please note that personal tools should not be brought to Ellington Field. If your team has a specialty tool, please discuss with Program Manager.

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Any researcher tools brought to EFD must be inventoried and accounted for during tool inventory checks (twice daily and prior to flight). Researcher tools and support equipment brought to EFD should be kept to a minimum and controlled in an organized fashion to mitigate any FOD hazards to all aircrafts. All tools should be stored in a proper container such as a tool bag or box. Each container should have an inventory sheet listing all the tools contained. Tools needed for aircraft/payload integration will be briefed upon arrival at EFD. 8.5 Flight Operations The experiments being flown are considered NASA research and as the team lead you are considered our primary P.O.C. for the experiment. This means that you will need to be available to answer questions about the flight hardware and to make adjustments as necessary. We have listed a few of the common pitfalls faced by teams in the past: 1. Make sure that the experiment that arrives at EFD is an accurate reflection of what was submitted in the TEDP. If changes have been made following the submission of the TEDP you MUST send an updated package to the RGO immediately. 2. Make sure that your load stress analysis is complete and accurate. Crate storage on the aircraft is extremely limited so it is important that experiment rigs be built so that they meet load requirements for takeoff and landing. 3. Groups that cannot demonstrate compliance through accurate and complete calculations or through documented tests will not be allowed to load their experiments onboard the aircraft or fly their team. 4. We recommend that you double check your calculations prior to TRR on Monday and again, make sure that the information you submit reflects the actual experiment that will fly. 5. You and your team are responsible for meeting load needs. While RGEFP and the RGO try to do everything we can to help you to succeed in your experiment, we do not have the time needed within flight weeks to do this work for you. 6. Make sure that when using secondary/triple containment for fluids or other hazardous materials that the containment levels are actually capable of meeting their intentions. 7. In general, just make sure your experiment is ready for flight by the time it arrives at EFD. This means that is meets structural verification, electrical load restrictions, proper HA, etc...

8.5.1 Flight Status Board In the hanger, there will be a flight status board. Each item on this board will need to be checked off on by program management prior to flight day. Every item (other than guidelines) will start out with a red (No-Go) status. It is up to the team and mentor to work on these items in order to make them green (Go for flight) prior to the flight days.

1. Physio: To turn this column green, the team will need to successfully complete the physiological training. This includes showing up to the correct locations at the correct times. 2. Mount Test: To turn this column green, the team will need to demonstrate that their rig will successfully mount to the floor of the aircraft. This is accomplished by using our template for the floor pattern. 3. Structural Verification: To turn this column green, all items will need to be structurally verified for flight. This can be accomplished with mathematical formulas or stress-load testing. This item is very dependent on the rig your team has brought to Houston. 4. TEDP Match: To turn this column green, the TEDP you have submitted to the Reduced Gravity Office must be a 100% identical match to the hardware brought to Ellington Field. Any changes will need to be

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documented correctly and a revised version of the TEDP will need to be submitted to the Reduced Gravity Office. 5. TRR: To turn this column green, the team will need to complete the Test Readiness Review on the Monday of the flight week. This also entails that no items are left pending, all questions have been answered and any modifications necessary are completed before load. Any changes the TRR Committee asks your team to make sure be denoted in your TEDP and submitted to the Reduced Gravity Office. 6. Guidelines starts out green (Go) at Ellington. Any broken rule or procedure can add a strike to this category. Two strikes (turning the column to red) and the team is grounded. Any safety violation will ground the team automatically. 7. Flight Readiness: To turn this column to green, the team will need to complete all the above items and successfully complete loading their rig into the aircraft. 8.6 Important Information Regarding Tours Mentors: Please check with program coordinator for the tours that will be offered to the students. Please do not duplicate tour areas since arrangements and logistics have to be coordinator well in advance of the students’ arrival in Houston. The flight program will arrange a facility tour during your flight week. Tours that are on the flight week schedule are the ONLY tours you can take. Please be on-time as the buses will depart on-time according to the agenda that has been established. Refer the following information: You MUST wear your badge at all times and have a valid ID and insurance information! Your visit to the Johnson Space Center is not a typical tourist event. You will be entering working facilities subject to strict safety and security policies. Please follow the direction of your escort(s) at all times. It is essential that all members of the group stay together and not venture from their JSC escort. Wandering into restricted areas constitutes a security violation and could result in the termination of the tour. Safety is a priority for everyone at the Johnson Space Center. Since JSC is a working facility, it is required that guests wear flat or low-heeled, fully-enclosed shoes (no sandals, flip-flops, slides, mules, etc.) during their visit. We also recommend that guests wear slacks (instead of shorts or skirts) as an additional safety precaution. Attire should be business casual. Reduced Gravity Education Flight Program Doc. Name: Team Lead HB Doc. Version: Basic Date: September 2012 Page 28 of 31 Verify that this is the correct version before use. Visit may require walking and standing for extended periods and may require climbing several flights of stairs. Cameras are welcome in all facilities unless instructed otherwise. However, photography of individuals is discouraged without permission.

8.7 Check Out At the conclusion of the flight week, the flight team is responsible for cleaning their work area, check in any tools the team used, dispose any chemical/hazardous materials, and complete a program evaluation. When the team is ready to check out, please see one of the program coordinators. 8.8 Photographers/Videographers Work Our A/V (“Photog”) staff does an outstanding job capturing the experience for our participants. Previous mentors have suggested that teams not worry about bring personal cameras on the plane since there will be 2 photographers and 2 videographers that will fully cover the aircraft. This also helps narrow the focus of the participant to the research they are working on. However, this is not a requirement of the program.

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Photos: All teams and mentors will have access to the photo taken during the flight week. These are available online at http://zerog.jsc.nasa.gov/ usually within 3-4 business days after the flight week concludes. These images can be downloaded to your computer. While these pictures are typical on the website awhile, we would suggest getting the pictures you want in a timely manner. Video: Each flight team will receive a DVD set which include the video from TRR, with stock footage (referred to as the “B” roll) and footage from all flight days. These are mailed to the teams after the DVDs are complete, but can take anywhere from 3-6 weeks to arrive at their destinations. 9.0 POST-FLIGHT WEEK 9.1 General Information At the conclusion of the flight week, the team lead is responsible for making sure that the team completes the final report detailed in 6.5 – Final Report. Also, one of the key components that is looked at in the final report is how the team conducting their outreach (before, during and/or after the flight week). If the outreach plans differs from the original proposal, please contact the program coordinator with relevant information including a new timeline for completion. Failure to complete the final report component can be taken into consideration when future teams from your school, college or university apply for the program.

Appendix A DETAILED SAFETY AND EMERGENCY PROCEDURES The JSC Reduced Gravity Program is operated in accordance with established NASA safety procedures. JSC participates in the Occupation Safety and Health Administration (OSHA) Voluntary Protection Program (VPP), which is a cooperative effort between OSHA, management, and employees to achieve a safer, healthier work environment. JSC’s safety goal is to become a nationally recognized center of excellence for safety and health. Due to the critical nature of the Reduced Gravity program, a multi-stage review and approval procedure has been developed to ensure personnel and flight safety. This section describes the general safety practices and guidelines that all personnel and equipment must comply with in order to occupy and operate on NASA property. Please contact the program staff with any questions regarding safety practices at EFD. A. Johnson Space Center Requirements All personnel and equipment at JSC EFD must adhere to the safety guidelines as defined in JPR 1700.1. The complete current document is available at: http://jschandbook.jsc.nasa.gov/ Any hazards or injuries shall be reported immediately. B. Aircraft Operations Division Requirements A safety briefing will be given to all program participants upon arrival at EFD. Attendance at this briefing is mandatory for all program participants. Specific areas addressed at this briefing include: C. Emergency Procedures Dial ext. 33333 (five 3’s) from any NASA telephone to report an emergency at EFD or onsite at JSC. From a cell phone, dial 281-483-3333. This is the direct line to JSC Emergency Dispatch and will notify secondary responders from JSC which includes spill teams, environmental, security, as needed. Be sure to tell them you are at EFD. Do not dial 911 as this may actually slow the response time. If you hear a fire alarm or an air horn, indicating a gas leak, proceed immediately to the nearest designated evacuation assembly point. If you smell gas, sound the nearest air horn. Do not use the telephone or fire alarm to report a gas leak due to explosion hazard. D. Laboratory/Facility Safety

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Only authorized personnel are permitted in the various facilities. Permanent NASA badges or visitor badges issued by JSC Security must be displayed at all times while on NASA/JSC property.

No driving or parking inside the main fence. Parking is available in the main lot across from the north end of Hangar 990. Smoking is discouraged, but allowed in designated outdoor areas. There is no smoking inside buildings, government vehicles, or on the flightline. Smoking is not permitted within 50 feet of aircraft, jet fuel, or other hazardous areas such as liquid oxygen or HAZMAT storage. Smoking is not permitted within 25 feet of doorways, entries, operable windows, and outdoor air intake ducts. All trash/recyclables must be placed in provided receptacles. Use specifically labeled trash receptacles for batteries, oil rags, chemicals, etc. Hazardous materials/chemicals must be properly identified. All requisite precautions consistent with the safe handling of hazardous materials and chemicals must be followed at all times, to include use of PPE such as safety glasses, gloves, aprons, etc. All high pressure cylinders must be in racks and properly secured. An MSDS is required for all hazardous materials/chemicals. Tool Control: All equipment (tools, test hardware, fluids, etc.) brought to EFD must be inventoried and accounted for at all times. A tool lost in the aircraft can jam critical control cables or otherwise affect safety of flight. Therefore, the aircraft will be grounded until any missing tools can be found. Equipment: Operation of research or other equipment must be attended at all times. E. Hangar Safety Aircraft hangars are large industrial work areas. Hazards are always present and may include: • Aircraft and equipment being towed • Aircraft on jacks • Hoses, cables, grounding wires, and other trip hazards • Fuel, hydraulic fluid, water, and lubricant spills on the hangar floor (slip hazard) • Sharp surfaces on aircraft (flaps/trailing edge of wings/gear doors) Be cautious and stay in the walkway on the side of the hangar whenever possible. Do not walk through moving hangar doors. When using electrical cords/power strips, all electrical connections shall be a minimum of 18 inches off the ground to prevent ignition of any fuel vapor. There are cones located in Hangar 990 for this purpose. Electric drills and other electric tools shall not be used. Only battery-powered or pneumatic tools are permitted. Sparks from brushed motors or other electric tools may set off the fire suppression system or potentially ignite fuel vapor. Do not operate the hangar doors or any other controls inside the hangar. Dress for an industrial workplace. No high heels or open-toed shoes, or loose clothing that may be caught in machinery, etc.

F. Aircraft Safety Access to the aircraft is controlled. An AOD employee or contractor must accompany anyone requiring access to the aircraft. Special qualifications are required for access to the cockpit (front or rear seat) due to safety hazard posed by ejection seats. Stay clear of the aircraft during refueling, liquid oxygen servicing, maintenance, towing, or taxiing. Foreign Object Debris (FOD) : FOD is a major concern for any aviation activity. Loose items left in and around the aircraft can cause extensive damage to aircraft engines or other systems. Be sure to secure all pens, pencils, jewelry, badges, hats, sunglasses, cell phones, trash, tools, small hardware, etc. Do not take non-essential items to the aircraft or flightline. If you find FOD on the ramp, please pick it up and dispose of it properly. G. Flight Line Safety

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The flight line is a controlled access area. An AOD employee or contractor must accompany anyone requiring access to the flight line. Please stay with your group and do not wander away from the immediate vicinity of Hangar 990. Hearing protection is required during all flight operations. Earplugs are readily available at various locations at EFD. Jet exhaust can be hazardous up to 200 feet behind aircraft. Jet intake can be hazardous within 35 feet. Unless you are a ground crew member, do not operate any ground support, material handling, or aircraft equipment or systems. Be cautious of moving aircraft and vehicles on the flightline. Aircraft, official vehicles, and Ground Support Equipment (GSE) always have right of way. Look before crossing the flightline road that runs in front of Buildings 993. No driving on the flightline. Be sure to protect yourself against the weather and other hazards while on the flightline (e.g., full foot protection, hat, sunscreen, chapstick, no high heels), and drink plenty of water during the hot summer months. Lightning Detection System: Seven one-second horn blasts accompanied by an amber beacon and/or a lightning announcement indicate lightning in the vicinity. Proceed indoors immediately and remain under cover until the “all clear” is given. “All Clear” will be indicated by one continuous seven-second horn blast, amber beacon off, and/or “all clear” announcement made.

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APPENDIX E

GLOVE BOX POWERPOINT

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Vertical Glove Box Dimensions

36” H x 23” W x 26” L

Height

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Width

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Length

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Vertical Glove BoxGlove Ports (GP) 8in diameterVertical distance from GP axis to attachment plated14.375 inchesHorizontal distance between GP axis14 inches

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Horizontal Glove BoxDimensions26” H x 23” W x 36” L

Height

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Width

Length

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Horizontal Glove BoxGlove Ports (GP) 8in diameterVertical distance from GP axis to attachment plated12 inchesHorizontal distance between GP axis14 inches

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Connector Interface1 USB Bulkhead ConnectorUSB 2.0 Specification Data Rate Up to 480 Mb/sUSB Field source:

http://www.rjfield.com/ethernet_connectors_rjf-tv_en.htm1 Ethernet Bulkhead ConnectorData Transmission:10 BaseT, 100 BaseTX

and 1000 BaseTnetworks Cat 5e per TIA/EIA 568B and ClassDper ISO/IEC 11801RJ Field source:

http://www.usbfield.com/usb-field-connector.htmPower Connector10 Gauge wireHot, Ground and Neutral prongs

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Attachment Plate Drawing

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APPENDIX F

NANORACKS POWERPOINT

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NanoRacks PayloadsRatings per NanoLabModuleMaximum Mass per CU.……………….…1000gMaximum Power per CU.……………....2 WattsMaximum Voltage.…………………….….5 VDCMaximum Current per CU.………….….400 mAMaximum Cooling per CU.………….….2 WattsData.……………...................USB ConnectivityCrew Time.……………..Negotiated as neededDelivery Timeframe:……….L-6 to Late AccessReturn Mass.……………….Soyuz limit to 1 kg

Transport Method……….Cargo Transfer Bags

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APPENDIX G

FAST FACTS

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Fast Facts – Reduced Gravity Education Flight Program Rev B 14 Sep 2010 National Aeronautics And Space Administration Lyndon B Johnson Space Center

Houston, TX 77058

FAST FACTS – REDUCED GRAVITY EDUCATION FLIGHT PROGRAM General: 1. Please number all pages of your reports. An accurate table of contents doesn’t help much if there are no numbers to reference. 2. When writing your TEDP, please keep your audience in mind: a) The reviewers of the document know nothing of your experiment outside of what you put in this report. The reviewers were not part of the selection process. This report is the thing they have, prior to your arrival, to assess its design, construction and suitability for flight aboard a NASA aircraft (you are treated the same as any other experimenter/researcher). You should provide enough detail to allow them to fully assess your hardware without actually having the hardware in front of them. b) Please keep in mind when writing your report that what is obvious to you after working on your hardware for weeks or months will not be obvious to the reviewers. c) The report will be read by several groups, each with their own specialty, that do not necessarily work together on a day-to-day basis and are not at the same location. The entire report will not necessarily be read cover to cover by every reviewer as this would simply take too much time (we average 14 teams a flight week). Please write and group information in the report accordingly. 3. ALL materials used in the experiment must be listed in the TEDP. Even the materials you think are trivial or incidental and are not critical for the experiment must be listed. 4. Please read all of the required AOD and Zero-G Corp. documents. Yes, I know it’s tedious but it really will answer a lot of your questions. You’d be surprised how many people tell me the floor attachment allowable is 5000# because that is what the bolt is rated at. Hint: it’s not. 5. All calculated units must, without exception, be provided in the in/lb/sec system. If you’d like to include metric units as well, it will not count against you. 6. All exposed edges, threads and corners will need to be padded prior to loading on the aircraft. 7. You are responsible for providing the padding, even when using the Education Office provided ‘Glove Box’.

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8. When using laptops, cameras, etc., ensure the equipment will continue to operate when subjected to reduced gravities. Some equipment is automatically configured to turn off when sensing a ‘fall’. This feature must be disabled prior to flight if you want to get any data. 9. Some of the ‘erector set’ structural framing systems have a locking feature inherent in the design. It should be noted, however, that the use of this locking feature assumes a proper torque value be applied to the fasteners (meaning get a calibrated torque wrench when installing them).

Design: 10. Insure all equipment is fully restrained in all six of the principle directions. 11. Wood is not permitted for use as a structural component except in very specific circumstances. The use of wood is strongly discouraged for all flight hardware due to flammability issues. If you feel wood is required for proper operation of your experiment, please contact the Reduced Gravity Office (RGO) to discuss your concerns. 12. The use of both straps and bolts for attachment to the aircraft is not permitted. You may use one or the other. 13. Aircraft fastener mounting holes should be drilled to a diameter of 7/16”….no more, no less. 14. All fasteners must have a locking feature. Locknuts are preferred over locking washers, when possible. 15. Threaded fastener lengths should be sized such that at least 2 full threads, but not more that 5 full threads extend beyond the installed nut. 16. Adequate minimum edge margins should be maintained when installing all fasteners: a) Metals – 2.0 x fastener diameter b) Polycarbonates – 4.0 x fastener diameter 17. The use of plastics as structural components (non-containment) is strongly discouraged. If plastics are used, select the higher strength plastics (polycarbonates, etc.) over the lower strength variety (acrylic). 18. When using plastics (polycarbonates, etc.), often only the material tensile properties are provided by the manufacturer. For design, unless manufacturer data is available, assume a shear strength = 40% of tensile strength. 19. When using plastics, large radius washers should be used instead of regular washers. 20. Lightweight equipment (~2.0# or less) may be secured using Velcro and “Zip” ties. Both methods are required, however, with Velcro resisting shear only and the ties resisting tension. 21. When using Velcro, the heavy duty variety should be used. 22. When using non-hazardous liquids in quantities greater than 6oz., the liquids must be fully double contained. 23. When using hazardous liquids of any quantity, the liquid must be fully triple contained. 24. Even when planning on bolting to the floor, unless highly accurate methods are used to locate the mounting holes (i.e. CNC machining), it is strongly recommended that provisions for strapping the experiment to the floor and the analysis to substantiate this FAST FACTS – REDUCED GRAVITY EDUCATION FLIGHT PROGRAM Page 5 of 8 Rev B 14 Sep 2010

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method of attachment be provided as well. This provides you a backup plan should the drilled holes not line up with the aircraft mounting points. It substantially decreases your risk of not being able to fly should a problem be discovered when you arrive. 25. Any hardware, equipment or support structure that is positioned such that it could intentionally or unintentionally be used as a pushing or pulling surface or handhold (both in 1g and/or 0g) should be designed for a 100# ultimate load acting in any direction unless other criteria are more severe. 26. When using attaching hardware on COTS equipment such as cameras, please keep in mind that although the insert that the screw attaches to on the camera may be metal, the material the insert attaches to is often plastic. Unless you can substantiate the pullout strength of that insert in the plastic, you should provide another means of mounting the camera or make provisions for stowing it during takeoff/landing. 27. Welding is, in general, strongly discouraged for primary load path structures. If equipment is welded, it must be done by a certified welder. All welds shall, at a minimum, be inspected using a dye penetrant method. X-ray of all welds is strongly encouraged. Be sure to account for reduced material allowables in the heat affected zone when doing structural analysis of welded joints.

Structural: 28. In general, most of your reviewers will have several years experience in structures. It is not necessary (or desirable) for you to derive the equations used for the analysis…in the analysis. Just provide the equation used, a reference and move on. If they need more info, they’ll ask for it. 29. If your structural analysis is written in paragraph form, it is either wrong or contains lots of information that is not required in a structural analysis. In general a structural analysis is equations, math and diagrams. Words should only be used for clarification or short descriptions. If you’re having to describe what you did in paragraphs, you haven’t provided enough numbers. 30. Free body diagrams have numbers. A picture with arrows is not a free body diagram. 31. A ‘complete stress analysis’ of your instrument does not mean the analysis of the completed instrument; it means a complete analysis of every component of your instrument. This means all boxes, beams, clips, joints, fasteners, etc. 32. Pay particular attention to the joints. Given the typical instruments/hardware flown by students, we’re fairly confident the beam is not going to be the weak point. 33. Analyzing everything in terms of stresses is not required. Calculating margins using loads is perfectly acceptable (when appropriate) and in some cases preferable (and faster and easier). For example, why calculate a bolt stress and compare it against the bolt material allowable (4-6 calculations) when you have the bolt load and the bolt allowable load (2 calculations)? 34. ALL materials and fasteners used, along with the appropriate material/fastener allowables must be explicitly stated in the structural analysis. a) Stating that the values can be found in XYZ’s catalog does not meet this requirement. It is, obviously, permissible to reference the manufacturer’s data. However, the relevant information should be presented (and referenced) as part of the stress analysis document. b) Providing an internet link does not meet this requirement. You should not assume that the report will be read while online. 35. Pay attention to the joints.

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36. Most of your analysis can probably be done without FEA. 37. When using a finite element analysis program, a screen shot of the output with no other data does not constitute structural substantiation. 38. When a finite element analysis is used for structural substantiation of systems possessing a high degree of redundancy (multiple load paths), the internal loads should be extracted from the finite element analysis and hand techniques used to determine the final margins of safety. 39. If using an ‘erector set’ system for buildup of your instrument, the availability of a particular fastener, plate or corner bracket does not necessarily mean it can support your loading condition. These systems, while convenient and easy to use, are, in general, designed for use in the ‘1g pointing downward’ world. This is not meant to discourage its use as it has been used successfully many times. However, please analyze and substantiate its use, particularly at the joints and corners which are often neglected. 40. A Margin of Safety (MS) is not the same as a Factor of Safety (FS or FOS). We want the Margin of Safety. 41. The Margin of Safety is defined as the ratio of the strength of the member (or fastener) to the applied load multiplied by any factor(s) minus 1. The Factor of Safety is a multiplier to be used when calculating the Margin of Safety. (confused?) The equation for Margin of Safety is:

Allowable Stress (or Load) MS = ------------------------------------------------------- - 1 Actual Stress (or Load) x FS1 x (FS2) x (FSn) 42. More than one multiplier or FOS may be required when calculating MS. 43. The MS must be positive (>0.0). 44. A 1.25 Mass Factor (an additional factor of safety) should be used for equipment when the actual/measured center of gravity is not known. 45. Whether you use bolts or straps, you must provide the floor attachment loads (tensile and shear). 46. It is recommended that you perform a critical bolt out analysis for the floor attachment. This provides for the possibility that one of your mounting holes don’t line up with the aircraft. This will save lots of effort/panic of having to run new floor loads on the fly after you arrive. 47. Did I mention to pay attention to the joints? 48. Strap loads are currently limited to 2000#/strap due to mounting ring limitations.

Electrical: 49. Equipment labels or markings must be used to warn for specific hazards such as voltage, current, thermal or radiation. 50. All equipment cables or wires must be of the appropriate size/gauge for the intended current draw across the wire. The table below lists wire gauge & rating. MAXIMUM CURRENT MINIMUM WIRE GAUGE 5A 18 10A 16 15A 14 20A 12 25A 10

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30A 8 50A 4

51. Insulation that is flammable, produce smoke or emit toxic fumes when exposed to combustible or high-temperature environment shall not be used in the research equipment assembly. The following materials are not acceptable for use in experiments to be carried aboard the aircraft: • Polyester • Nylon • Polyvinyl Chloride (PVC) • Polyethylene (PE) • Polypropylene • Polyurethane • Kapton (Polymid Resin) Note: you will not be required to rewire COTS hardware to meet this requirement

52. The equipment “Emergency Kill Switch” must be located so that accidental contact by personnel will not operate the switch but easily accessible by the crew so power may be shut off during an emergency situation. 53. Equipment that is capable of radiating Electro Magnetic Interference (EMI) must be properly shielded. 54. Any experiment EMI transmission must not interfere with any aircraft equipment. The equipment should not radiate in the frequency range 10KHz-40GHz. If your equipment will radiate within this range, you must contact NASA JSC AOD Engineering. Note: you will probably be required to perform additional testing once you arrive. 55. Exposed power conductors and terminals must be properly insulated. 56. Small numbers of AA & D type alkaline or “button” Ni-Cd batteries can be used without special approval. All other battery usage on the aircraft requires approval by NASA JSC AOD Engineering. Unless your application absolutely requires otherwise, select benign battery chemistries with hermetically sealed cell designs from the following: Alkaline (Zn/MnO2) Silver-Zinc Nickel Cadmium Sealed Lead Acid (“starved electrolyte” or “immobilized electrolyte” type) 57. Use the smallest size (minimum capacity) battery suitable for the intended application. This minimizes the stored energy and electrolyte quantity brought aboard the aircraft. 58. All batteries must be doubly contained to prevent leakage of electrolyte into the cabin. 59. Label battery housings with applicable safety warnings such as “Corrosive/Caustic Liquid”, “Flammable Gas”, “High Voltage” or the current capability.

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APPENDIX H

FORMAT FOR FINAL REPORT FOR RGO

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Suggestions for Final Report

(1) Title Page

(2) Introduction

(3) Abstract

(4) Statement of the research problem:

(a) History of the Problem (Include, perhaps, past attempts at solutions)

(b) Work in your sources (Include tables, graphs, pictures, etc.)

(5) Method:

(a) How did your research begin?

(b) Describe your experiment setup.

(c.) What were your hypotheses?

(d) What research did you do prior to flight?

(e) What tests did you do to prepare?

(f) What were the results in 1g? Did you prove or disprove your hypotheses?

(6) Results:

(a) What were the results in 1g? Did you prove or disprove your hypotheses?

(b) What were the results in 0g? Did you prove or disprove your hypotheses?

(c.) What were the results in hyper-g? Did you prove or disprove your hypotheses?

(7) Discussion:

(a) What were your challenges?

(b) What were your successes?

(8)Conclusion:

(a) What did you learn?

(b) Now that you have tested your experiment... What you change if you were to re-test the experiment again?

(c.) How would the research you conducted contribute to NASA's goal for future research and exploration?

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(d) Looking back at your proposal you listed outreach items your team would complete prior to and after completing the RG research. What outreach did your team complete?

(9) Bibliography: Include all sources - websites, books, etc

(10) Acknowledgements

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APPENDIX I

FORMAT FOR FINAL REPORT FOR LIFE SCIENCES

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Dear Zero G Flyer,

Please send to me via email a 2 - 8 page electronic report in MS Word that can be included in the annual Life Sciences C-9 Summary report titled,

“C-9 and Other Microgravity Simulations” (CR – 2089XX or some other NASA numbering scheme).

I need your contribution approximately 1 month after your flight.

TITLE:

FLIGHT DATES:PRINCIPAL INVESTIGATOR:CO-INVESTIGATORS:

GOAL:

OBJECTIVES:

METHODS AND MATERIALS:

RESULTS:

DISCUSSION:

CONCLUSION:

REFERENCES:

CONTACT INFORMATION:

Wanda Thompson, RN, BC, NMCCJohnson Space Center

Test Subject Screening, Lead281-483-3252Fax 281-244-7954 wanda.thompson-1@nasa.gov

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APPENDIX J

NESI BOARD

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APPENDIX K

FORMAT FOR TEDP

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Date: 5/5/23

Page: 139 of 174

Please copy and paste this format when writing the TEDP

TEST EQUIPMENT DATA PACKAGE

Principal investigator’s name

Research organization

Email address

Phone number

Mailing address

Experiment Title

TEDP Completion Date:

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Experiment Title Doc. Version: Date:Organization   Page: 1 of

140

CHANGE RECORD

Doc. Version

Date Description Page No.

Change Authority

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Experiment Title Doc. Version: Date:Organization   Page: 1 of

QUICK REFERENCE DATA SHEET (AOD0072)

Team Name:

Principal Investigator:

Contact Information:

Experiment Title:

Work Breakdown Structure (WBS):

Flight Date(s):

Overall Assembly Weight (lbs):

Assembly Dimensions (L x W x H):

Equipment Orientation Requests:

Proposed Floor Mounting Strategy (Bolts/Studs or Straps):

Gas Cylinder Requests (Type and Quantity):

Overboard Vent Requests (Yes or No):

Power Requirement (Voltage and Current Required):

Free Float Experiment (Yes or No):

Flyer Names for Each Proposed Flight Day:

Camera Pole and/or Video Support:

Experiment Title Doc. Version: Date:Organization   Page: 1 of

TABLE OF CONTENTS

Section___________________________________________________________________Page Number

Change Page

Quick Reference Sheet

Flight Manifest

Experiment Background

Experiment Description

Equipment Description

Structural Verification

Electrical Analysis

Pressure Vessel or System Information

Laser Certification

Parabola Details

Free Float Requirements

Institutional Review Board Information

Hazard Analysis

Tool Requirements

Photo Requirements

Aircraft Loading

Ground Support Requirements

Hazardous Material

Material Safety Data Sheets (MSDS)

Procedures

Bibliography

FLIGHT MANIFEST

Flight One

Experiment Title Doc. Version: Date:Organization   Page: 1 of

Name Organization Flyer/Ground Crew

Flight Two

Name Organization Flyer/Ground Crew

EXPERIMENT BACKGROUND

Why is this experiment being flown? What questions will it answer? Include NASA supporting org. and programs.

EXPERIMENT DESCRIPTION

Brief explanation of experiment.

EQUIPMENT DESCRIPTION

F. Ground-Based and Flight Equipmenta. Pictures and descriptions of all equipmentb. Dimensions and weightsc. Hardware Class

G. Equipment Layout for Take-off, in Flight, and Landing

H. Special Handling/Special Hazards/Special Requirements

Overboard venting, hazardous materials, gas cylinders request, free float items, etc.

I. Inventory of In-flight Items

Experiment Title Doc. Version: Date:Organization   Page: 1 of

J. Free Float Items

STRUCTURAL VERIFICATION

Analysis f. Weights Table

Include individual component and overall assembly weight, materials used and allowable loads, fastener/weld locations, etc.

g. CalculationsFor ALL g-load conditions listed in sec. 2.0 http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/AOD_33896.pdf

Free-Body Diagrams Attachments to frameFull assemblyFloor attachmentFree Float Floor Load Analysis

h. Factor of Safety (FS)/Margin of Safety (MS) Table

C. Load Testa. Test descriptionb. Test equipment and calibrationc. Certification of individual performing testd. Copies of applicable documentatione. FS/MS Table for each test

ELECTRICAL ANALYSIS

F. Schematic

Include all wiring and electrical devices, power cords from aircraft, voltage and current draw from each power cord (nominal and peak current from previous testing), unique identifier on each wire or wire bundle, gauge and current of each wire, current limiting device and limiting value for each power cord, master kill switch labeled clearly, grounding method.

Experiment Title Doc. Version: Date:Organization   Page: 1 of

G. Load Table

H. Stored Energy

I. Electrical Kill Switch

J. Loss of Electrical Power (Fail-Safe)

PRESSURE VESSEL/SYSTEM (PV/S)

G. Description and purpose of PV/S

H. System Schematic

I. Component Table

J. Detailed Drawings of non-commercially produced components and sub-systems

K. Calculations and assumptions of non-commercially produced components and sub-systems

L. Certification/Inspection Records and Due Dates

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LASER CERTIFICATION

F. Laser Class, Type, and Manufacturer

G. Laser’s Purpose

H. Laser Use and Duration During Flight

I. Containment Controls

J. Class 3 or 4 Additional Informationa. Description of laser hardware

b. Description of laser parameters

c. Operator’s training and experience

d. Medical surveillance requirements

PARABOLA DETAILS AND CREW ASSISTANCE REQUIRED

C. Gravity Levels Required

For example, 28 at zero, 3 at 0.16, 25 at 1.8.

D. Flight Crew Assistance Required

Medical assistance, free floats, etc.

FREE FLOAT REQUIREMENTS

D. Weight and Dimensions of Free Float Object(s)

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E. Area Required for Free Float

F. Flyer Action Items

What will each flyer do to control free float object(s).

INSTITUTIONAL REVIEW BOARD

Only for human or vertebrate animal test subjects.

HAZARD ANALYSIS

C. General Hazard Identification Checklist

HAZARD YES

NO

COMMENTS

Acceleration

Inadvertent Motion

Sloshing of Liquids

Translate Loose Object

Deceleration

Impacts

Falls

Falling Objects

Fragments or Missiles

Chemical Reaction (non-fire)

Dissassociation

Combustion

Corrosion

Replacement

Experiment Title Doc. Version: Date:Organization   Page: 1 of

Electrical

Shock

Burns

Overheating

Ignition of Combustibles

Inadvertent Activation

Unsafe Failure to Operate

Explosion, Electrical

Voltage (>50 Volts)

Batteries

Generation/Storage (coils, magnets, capacitors, etc.)

Explosive/Explosions

Explosive Present

Explosive Gas

Explosive Liquid

Explosive Dust

Flammability & Fires

Presence of Fuel

Presence of Strong Oxides

Fire Detection

Heat & Temperature

Source of Heat, Non-electrical

Hot Surface Burns (>113O F, 45O C)

Increased Gas Pressure

Increased Flammability

Experiment Title Doc. Version: Date:Organization   Page: 1 of

Increased Volatility

Temperature Differentials Stresses

Hardware Safe Thermal Limits Known

Mechanical

Sharp Edges or Points

Rotating equipment Glove box will be sealed with all rotating parts inside.

Reciprocating Equipment

Pinch points

Weight to be Lifted (exceeds 40 lbs. or 4 ft. diameter)

Stability/Toppling Tendency

Ejected Parts/Fragments

Inadequate Design

Stored Energy (springs, weights, flywheel, etc.

Pressure & Gases

Dynamic

Compressed Gas

Compressed Air Tool

Accidental Release

Blown Objects

Hydraulic Hammer

Flex Hose Whipping

Static

Container Rupture

Pressure Differential

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Negative Pressure Effects

Leak of Material

Flammable

Toxic

Corrosive

Radiation

Ionizing Radiation

Ultraviolet Light

High Intensity Visible Light

Infrared Radiation

Microwave Radiation

Laser

Toxic

Gas or Liquid

Asphyxiant

Irritant

Systemic Poison

Carcinogen

Other Adverse Property

Combination Product

Combustion Product

Potentiation

Synergism

Vibration

Vibration Tool

High Noise Level Source

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Metal Fatigue Casation

Flow or Jet Vibration

Supersonic

Miscellaneous

Contamination

Lubricity

Violent Odor

Training

Hypoxia

Structural Failure

http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/NS-STO-CH01.pdf

D. JSC Safety and Health Handbook References

See Sec. 2.4 (for effective date April 16, 2008 pp. 79-87)

http://jsc-aircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/JPR1700.1RevJ.pdf

TOOL REQUIREMENTS

C. Additional Tools that will be at Ellington Field

ALL tools brought to Ellington Field must be approved by RGO.

D. Special Tools Required on the Aircraft

PHOTO REQUIREMENTS

D. Camera Pole/Bogen Arms Required

E. S-Band Downlink Requirements

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F. Still/Video Photographer Special Requests

AIRCRAFT LOADING

D. Load Equipment

E. Lifting Accommodations

F. Weights and Areas

G. Critical Lift Plan

GROUND SUPPORT REQUIREMENTS

F. Power Requirements

G. K-Bottle Requirements

H. Hazardous Material Safety

I. After Hours Access Needed

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J. Special Tool/Handling Requirements

HAZARDOUS MATERIAL

MATERIAL SAFETY DATA SHEETS (MSDS)

EXPERIMENT PROCEDURES DOCUMENTATION

J. Equipment shipment to Ellington Field

K. Ground Operations

L. Loading/Stowing

M. Pre-Flight

N. Take-Off/Landing

O. In-Flight

P. Post-Flight

Q. Off-Loading

R. Emergency/Contingency

BIBLIOGRAPHY

Experiment Title Doc. Version: Date:Organization   Page: 1 of

DEVIATIONS/EXCEPTIONS/WAIVERS

APPENDIX L

FORMAT FOR HAZARD ANALYSIS

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

Copy and paste this format for HA

Reduced Gravity Office

Aircraft Operations Division

NASA Lyndon B. Johnson Space Center

Ellington Field

Houston, Texas

HAZARD ANALYSIS

Title of Experiment

DOC. NO.: DATE:

Prepared By:

Concurrence:

Concurrence:

Concurrence:

Concurrence:

Approved By:

Approved By:

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

REVISIONS

Letter Date Author Description

Original Initial Release

PURPOSEThe purpose of this document is to identify potential hazards associated with the experimental protocol and hardware for the “Plant Viability for a NanoRack Food Growth Chamber” experiment. This experiment is being flown as a part of the NASA Education flight opportunity. These experiments were designed by the student at Clear Springs High School in League City, Texas as part of the High School Students United with NASA to Create Hardware (HUNCH) program.

A "hazard" is defined as any condition that has the potential for harming personnel or equipment. As the experiment is carried out in hyper and microgravity fields, it is important to minimize potential risks to the hardware and personnel.

SCOPEThis hazard analysis covers the hazards of handling and operating the “Plant Viability for a NanoRack Food Growth Chamber” experiment during ground and flight operations. In addition, this analysis covers the general procedure associated with the experimental protocol.

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

The following inputs were used to complete the Hazard Analysis documented in section 15.0 of the report. As mentioned above the classifications are also documented in Johnson Space Center Document, JSC-17773.

SYSTEM PURPOSE

The plant growth chamber will grow legumes that will be supported by our artificial biome. A plant growth chamber has been developed to reduce the need for food re-supply in space, especially for long duration missions. The experiment will test plant viability of the Medicago truncatula, because it is easy and fast to grow which is ideal for multiple trials. The experimentation will include sensors that measure the plant’s overall condition and environmental factors. This experiment needs to fit in 1.5 Nano Racks boxes. The testing will include LED lights, Water distributor, Gore-Tex, rock wool, and cameras, as well as sensors that will measure: hydration, temperature, differential pressure, and relative humidity.

SYSTEM FUNCTIONAL DESCRIPTION

(Here is where you put your experiment description as written in your TEDP. The engineers that read this document do not also read your TEDP. Diagrams and or pictures help.)

HAZARD ANALYSIS SUMMARY

Hazards for this test program are listed below.

(Write Not Applicable for all that does not apply do not leave any blanks)

ELECTRICAL POTENTIAL:

SHRAPNEL OR BLAST WAVE OVER-PRESSURIZATION:

FIRE

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

HIGH TEMPERATURES:

LOW TEMPERATURES:

IONIZING RADIATION:

HIGH ENERGY ELECTROMAGNETIC FIELDS:

OXYGEN DEFICIENT ATMOSPHERES:

TOXIC ATMOSPHERE:

HIGH SOUND LEVELS:

SHARP POINTS OR EDGES:

COLLISIONS:

CRUSHING FORCES:

ENVIRONMENTAL POLLUTION:

TEST ARTICLE:

No other hazards associated with the test article.

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

DOCUMENTS REVIEWED

DRAWINGS AND COMPONENT LISTINGS

Not Applicable

HAZARD ANALYSIS REPORTS

Not Applicable

OTHER DOCUMENTS

JPR 1700.1 JSC Safety and Health Handbook

JSC 17773 Instructions for Preparation of Hazard Analysis Reports

AOD 33896 Test Equipment Data Package Requirement and Guidelines NASA JSC RGO

AOD 33897 Equipment Design Requirements and Guidelines

JPR-1710.13 Design, Inspection, and Certification of Pressure Vessels and Pressurized Systems

SUPPORTING INFORMATION

RISK ASSESSMENT CODES (RAC’s)

ConsequenceClass Description

I Catastrophic A condition that may cause death or permanently disabling injury, facility destruction on the ground, or loss of crew, major systems, or vehicle during the mission; schedule slippage causing launch window to be missed; cost overrun greater than 50% of planned cost.

II Critical A condition that may cause severe injury or occupational illness, or major property damage to facilities, systems, equipment, or flight hardware; schedule slippage causing launch date to be missed; cost overrun between 15% and not exceeding 50% of planned cost.

III Moderate A condition that may cause minor injury or occupational illness, or minor property damage to facilities, systems, equipment, or flight hardware; internal schedule slip that does not impact launch date; cost overrun between 2% and not exceeding 15% of planned cost.

IV Negligible A condition that could cause the need for minor first-aid treatment but would not adversely affect personal safety or health; damage to facilities, equipment, or flight hardware more than normal wear and tear level; internal schedule slip that does not impact internal development milestones; cost overrun less than 2% of planned cost.

Title of experiment Doc. Version: 1 Date:

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Likelihood EstimateLetter Description

A Likely to occur (e.g., probability > 0.1).

B Probably will occur (e.g., 0.1 probability > 0.01).

C May occur (e.g., 0.01 probability > 0.001).

D Unlikely to occur (e.g., 0.001 probability > 0.000001).

E Improbable (e.g., 0.000001 probability).

Consequence ClassLikelihood Estimate

A B C D E

I 1 1 2 3 4

II 1 2 3 4 5

III 2 3 4 5 6

IV 3 4 5 6 7

If the RAC is… Then the risk is…

1 Unacceptable – All operations shall cease immediately until the hazard is corrected, or until temporary controls are in place and permanent controls are in work.A safety or health professional shall stay at the scene at least until temporary controls are in place. RAC 1 hazards have the highest priority for hazard controls.

2 Undesirable – All operations shall cease immediately until the hazard is corrected or until temporary controls are in place and permanent controls are in work.RAC 2 hazards are next in priority after RAC 1 hazards for control.Program Manager (directorate level), Organizational Director, or equivalent management is authorized to accept the risk with adequate justification

3 Acceptable with controls – Division Chief or equivalent management is authorized to accept the risk with adequate justification

4–7 Acceptable with controls – Branch Chief or equivalent management is authorized to accept the risk with adequate justification

(I will help you fill in this table. Every hazard you list in your TEDP must be listed below and how you controlled it to be safe. I have listed the Sharp Corners for an example.)

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

HAZARD CAUSE EFFECTSev/Prob

RAC CONTROLS VERIFICATIONDISPOSITIONSev Prob RAC

Sharp corners and edges

Lexan box has sharp corners and edges

Hitting edge or corner may cause a slight injury

III/D5

Edges and corners of Lexan box will be padded or taped and is inside glove box

Padding and taping is in place

ControlledIII/E

6

5. DISTRIBUTION Original AOD / Test Director

AOD / Branch Test FileAOD / Building 990AOD Flight Safety NS2 / Safety and Test Operations

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

APPENDIX M

2013 Flight Week’s Schedule

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

7:00a.m. 7:00a.m.

7:30a.m. 7:30a.m.

8:00a.m. 8:00a.m.

8:30a.m. 8:30a.m.

9:00a.m. 9:00a.m.

9:30a.m. 9:30a.m.

10:00a.m. 10:00a.m.

10:30a.m. 10:30a.m.

11:00a.m. 11:00a.m.

11:30a.m. 11:30a.m.

12 Noon 12 Noon

12:30p.m. 12:30p.m.

1:00p.m. 1:00p.m.

1:30p.m. 1:30p.m.

2:00p.m. 2:00p.m.

2:30p.m. 2:30p.m.

3:00p.m. 3:00p.m.

3:30p.m. 3:30p.m.

4:00p.m. 4:00p.m.

4:30p.m. 4:30p.m.

5:00p.m. 5:00p.m.

5:30p.m. 5:30p.m.

6:00p.m. 6:00p.m.

A B

Friday, April 5

ALL - Report to EFD for Badging and Orientation (7:45-8:30) (ef990)

MANDATORY - Welcome to EFD and Safety Briefing Welcome and Introductions (8:30-9:30) (ef990)

ALL - Paperwork Submittal (9:30-10:00) (ef990)

ALL - Experiment Set-Up (10:00-11:30) (ef990) Team Leads - Team Lead Meeting (10:00-11:30) (ef993)

Newcomers Q & A (11:30-12:00) (ef993)

Lunch - On your own (12:00-1:00)

ALL - PAO Journalist/Media Briefing (1:00-1:45) (ef993)

ALL - Experiment Set-Up (2:00-4:00) (ef990)

Ellington Field Closed to HUNCH/ISS/NES RGEFP

Dinner on your own

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

Color Codes - ordered by priority LocationsRG Operations ActivityFlight (ef) = Ellington FieldMeal (jsc-m) = JSC main campusRG Activity

7:00a.m. 7:00a.m.

7:30a.m. 7:30a.m.

8:00a.m. 8:00a.m.

8:30a.m. 8:30a.m.

9:00a.m. 9:00a.m.

9:30a.m. 9:30a.m.

10:00a.m. 10:00a.m.

10:30a.m. 10:30a.m.

11:00a.m. 11:00a.m.

11:30a.m. 11:30a.m.

12 Noon 12 Noon

12:30p.m. 12:30p.m.

1:00p.m. 1:00p.m.

1:30p.m. 1:30p.m.

2:00p.m. 2:00p.m.

2:30p.m. 2:30p.m.

3:00p.m. 3:00p.m.

3:30p.m. 3:30p.m.

4:00p.m. 4:00p.m.

4:30p.m. 4:30p.m.

5:00p.m. 5:00p.m.

5:30p.m. 5:30p.m.

6:00p.m. 6:00p.m.

A B

Monday, April 8 Tuesday, April 9

Group A - MANDATORY Morning Meeting (7:45-8:00) (ef993)

NES & GSCC- Report to EFD for Badging and Orientation (7:45-8:00) (ef990)

ALL - Prep for TRR and Experiment Set-Up (8:00-10:30) (ef990)

NES & GSCC - MANDATORY - Welcome to EFD & Safety Brief - Welcome and Introductions (8:00-9:00) (ef993)

ALL - Prep for TRR and Experiment Set-Up (9:00-10:30) (ef990)

ALL - Test Readiness Review (TRR) (10:30-12:00) (ef990)

Group A&B - Bring a lunch with you (12:00-1:00)

Group A - Load Experiments (1:00-3:00) (ef) Group B - Newcomer Question and Answer Session (1:00-2:00) (ef993)

NES - Experiment Ground Testing (2:00-4:00) (ef990)

Group A - Flight Suits/Anti-Motion Sickness Briefing (3:00-4:00) (ef993)

Ellington Field Closed to HUNCH/ISS/NES RGEFP

Group Dinner: Fuddrucker's on NASA Parkway. Arrive by 6:00Everyone Invited: RSVP in advance

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

A1=flyers A2=ground7:00a.m. 7:00a.m.

7:30a.m. 7:30a.m.

8:00a.m. Group A1 - Meds. & Pre-flight (8:00-8:30) (ef993)

8:00a.m.

8:30a.m. 8:30a.m.

9:00a.m. 9:00a.m.

9:30a.m. 9:30a.m.

10:00a.m. 10:00a.m.

10:30a.m. 10:30a.m.

11:00a.m. 11:00a.m.

11:30a.m. Group A1 - Debrief (11:30-12:00) (ef993)

11:30a.m.

12 Noon 12 Noon

12:30p.m. 12:30p.m.

1:00p.m. 1:00p.m.

1:30p.m. 1:30p.m.

2:00p.m. 2:00p.m.

2:30p.m. 2:30p.m.

3:00p.m. 3:00p.m.

3:30p.m. 3:30p.m.

4:00p.m. 4:00p.m.

4:30p.m. 4:30p.m.

B

Tuesday, April 9 Wednesday, April 10

Group B - Tour of JSC (8:00-12:00) (Space Center Houston)

Group A - MANDATORY Morning Meeting (7:45-8:00) (ef993)

Group A1 - Flight Activities (8:30 - 11:30)

A2 - Free Time

Group A&B - Lunch on your own (12:00-1:00)

Travel time to EFD273

Group A&B - Special Presentation (2:00-3:00) (ef273)

Group A&B - Education Briefing (1:30-2:00) (ef273)

Ellington Field Closed to HUNCH/ISS/NES RGEFP

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

A1=ground A2=flyers7:00a.m. 7:00a.m.

7:30a.m. 7:30a.m.

8:00a.m. Group A2 - Meds. & Pre-flight (8:00-8:30) (ef993)

8:00a.m.

8:30a.m. 8:30a.m.

9:00a.m. 9:00a.m.

9:30a.m. 9:30a.m.

10:00a.m. 10:00a.m.

10:30a.m. 10:30a.m.

11:00a.m. 11:00a.m.

11:30a.m. Group A2 - Debrief - Ellington (11:30-12:00) (ef993)

11:30a.m.

12 Noon 12 Noon

12:30p.m. 12:30p.m.

1:00p.m. 1:00p.m.

1:30p.m. 1:30p.m.

2:00p.m. 2:00p.m.

2:30p.m. 2:30p.m.

3:00p.m. 3:00p.m.

3:30p.m. 3:30p.m.

4:00p.m. 4:00p.m.

4:30p.m. 4:30p.m.

B

Wednesday, April 10 Thursday, April 11

NES - TFS/PD Workshop (8:00-10:00) (jsc - Building 12, Room 200)

Group A2 - Flight Activities (8:30 - 11:30)

Group A - MANDATORY Morning Meeting (7:45-8:00) (ef993) NES - MANDATORY Morning Meeting (7:45-8:00) (jsc - Building 12, Room 200)

Group A1 - Program Evaluation (8:30-10:00)

(ef993)

Group A1 - Free time ALL - PAO Journalist/Media Briefing (10:00-10:30) (jsc - bldg. 12, room 200)

(ef993)Travel Time to EFD

NES - Ground Testings (as needed) (11:00-12:00) (ef990)

Group A&B - Lunch on your own (12:00-1:00)

Group A - Offload Experiments/Arrange Shipping/Program Evaluation

(8:00-10:30am) (ef990)

Group B - Load Experiments (1:00-2:00) (ef)

Group A - STATUS CHECKOUT AT ELLINGTON NES - Experiment Practice on the Plane (3:00-4:00) (plane)

Group B - Flight Suits/Anti-Motion Sickness Briefing (2:00-3:00) (ef993)

Ellington Field Closed to HUNCH/ISS/NES RGEFP

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

Title of experiment Doc. Version: 1 Date:

Name of School Page: 1 of

B1=flyers B2=ground7:00a.m. 7:00a.m.

7:30a.m. 7:30a.m.

8:00a.m. Group B1 - Meds. & Pre-flight (8:00-8:30) (ef993)

8:00a.m.

8:30a.m. 8:30a.m.

9:00a.m. 9:00a.m.

9:30a.m. 9:30a.m.

10:00a.m. 10:00a.m.

10:30a.m. 10:30a.m.

11:00a.m. 11:00a.m.

11:30a.m. Group B1 - Debrief - Ellington (11:30-12:00)

11:30a.m.

12 Noon 12 Noon

12:30p.m. 12:30p.m.

1:00p.m. 1:00p.m.

1:30p.m. 1:30p.m.

2:00p.m. 2:00p.m.

2:30p.m. 2:30p.m.

3:00p.m. 3:00p.m.

3:30p.m. 3:30p.m.

4:00p.m. 4:00p.m.

4:30p.m. 4:30p.m.

5:00p.m. 5:00p.m.

Friday, April 12Thursday, April 11

A

Group A - Free Time

Group B - Morning Meeting at Ellington (7:45-8:00) (ef993)

Group B1 - Flight Activities (8:30 - 11:30)

Group B2 - Free Time

Group A&B - Lunch on your own (12:00-1:00)

Group B - AESP Pres. Mass vs. Weight (3:00-4:30) (jsc - Building 12, Room 200)

Group B - Travel Time to JSC - Gilruth Center

HUNCH & GSCC - Tour of JSC Group B1 - School LIVE Connections (1:00-2:30)

(ef990) Every half hour

Group B2 - Reset Experiments (1:00-2:30)

(ef)

Ellington Field Closed to ISS & NES RGEFP