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 Manager
florence.v.gold@nasa.gov
406.690.2661
www.nasahunch.com
Statement of Intent of Use
To begin with I must 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
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http://microgravityuniversity.jsc.nasa.gov/
http://nanoracks.com/
http://www.nasa.gov/mission_pages/station/research/experiments_category.html
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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/annualRep
ort2012.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=y
outube.1.0.35i39j0l9.1309.6342.0.8219.7.6.1.0.0.0.369.1325.0j1j2j2.5.0...0.0...1a
c.1.11.youtube.TEF6Jll_4FU
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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/ZGInterfaceControlDoc-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.
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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
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How to become better communicators and explainers
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: Research
Determining which experimental research project the students would like to
research
The 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/.
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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/
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To read about experiments on the ISS by categories visit
http://www.nasa.gov/mission_pages/station/research/experiments_category.html
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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' to
iss-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 Biotechnology
Earth and Space Science
Human Research
Physical Sciences
Technology
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 Chambers
Aquaponics (Hydrofuge plant chambers)
Spinal Elongation
Peristaltic Pumps
Chlorella Growth Chamber
Zero Gravity Scale
Three Dimensional Magnetic Modeling with Ferrofluids
Dispersion of a Volatile Organic Compound in Microgravity
Cooking an Egg in Space
Drosophila Ethanol Sensitivity
The Effects of Container Shape and Surface Tension on Crystallization in the
Microgravity Environment
Water Purification and Ion Removal through Low Pressure Distillation
Nuclear Magnetic Resonance in Dynamic Magnetic Environments
Element 1: Research Assessment
Time 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.
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Element 2: Engineering Notebook or Project Notebooks
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:
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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-fairprojects/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.
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A printed copy of all correspondence you may have with NASA mentors or
scientists. This includes copies of emails with individuals helping with your
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 experiment
o Test Equipment Data Package (TEDP)
o Hazard Analysis
o PowerPoint for HUNCH Extreme Science Symposium
o Final Report for Reduced Gravity Office
o 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
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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
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:
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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.
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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.
Below are some important aspects of Project Management that are vital to include in your
planning stages:
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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
Talent &
Authorization form
Abstract of
Experiment
Working Ground
Experiment
TEDP due to mentor
TEDP & HA due to
RGO
2 minute video
Flight Week
HUNCH Recognition
Ceremony
Extreme Science
Symposium
Sept
30
Oct
Nov Dec
Jan
Feb
March
April
May
15
20
27
14
17
4-10
5
1
8
Final Reports
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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
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
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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.
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 Management Assessment
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/highschools/. 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/annualRep
ort2012.pdf . This document has the HUNCH schools’ abstracts starting on page
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o
o
o
o
o
o
o
o
16. At flight week in April, the participating HUNCH schools will all receive a
printed copy of this report.
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
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.
Journaling involves each student keeping an individual notebook of their daily
activities.
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.
Thank you notes should be sent to all that support the project.
PowerPoint presentations can be given to supporting organizations, parents,
teachers, and are required for the HEXS Annual Symposium in May.
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://jscaircraft-ops.jsc.nasa.gov/Reduced_Gravity/docs/AOD_33896.pdf
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.
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=y
outube.1.0.35i39j0l9.1309.6342.0.8219.7.6.1.0.0.0.369.1325.0j1j2j2.5.0...0.0...1a
c.1.11.youtube.TEF6Jll_4FU .
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Spoken format involves brainstorming, teaching, video conferencing, presentations, HEXS
Symposium
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
12
on the ISS can be found at
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
o
o
o
Be a benefit to space exploration and have applications for life on earth
Need to be tested in microgravity
Needs to fit into a ½ of Glove Box (Appendix E has diagrams of glove boxes)
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 Fabrication
Make 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
13
simplest experiments become quite complicated when fabricating it to travel on the Zero
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-InterfaceControlDocRevA2.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
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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
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
15
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
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 Assessment
The 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)
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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.
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://jscaircraft-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
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o
o
o
o
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
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.
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.
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.
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.
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.
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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.
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 Assessment
The 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 Week
Get 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.
Location
Flight 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
19




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
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 Field
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You 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
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
21
space. You can bring a chest box to keep your items cold. Ice is available at the
hangar.

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 Spring Hills Suites
by Marriott at 1101 Magnolia Ave, Webster, TX 77598 Phone 281-3322999. 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
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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
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 Assessment
Students 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
23
is another assessment condition that will aid in the success of all during flight
week.
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 is 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’ 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 students
o Goal or objective of experiment
o Project design (You should have the actual experiment to show the
scientists. Appendix C has an example of a PowerPoint presentation)
o Electrical Schematic
o Sample of computer coding
o Data analysis
o Significance of results
o Benefits of project
o Lessons learned
o Challenges to overcome
o Future plans
o Acknowledgements – should include businesses and individuals that
helped you with this project
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Element 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
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
26
APPENDIX A
CLEAR SPRINGS RESEARCH POWERPOINT
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28
29
APPENDIX B
OKLAHOMA STATE SUPPLY ORDER FORMS
30
Example of a completed supply request form
31
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:
Website Address
OSU Campus
Project Name:
Supplies for (Name and address of High School)
Contact Person at High
School
Vendor
p-Card
Description of Item
Part #
Kim
Extreme Science
Qty
Cost/Per
TOTAL
Extended
Cost
$0.00
32
APPENDIX C
COPIES OF ABSTRACT, TEDP, HA, POWERPOINT FOR SYMPOSIUM, FINAL REPORT
FOR RGO, FINAL REPORT FOR LIFE SCIENCES
33
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.
34
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
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35
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
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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.
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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
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Flight One
Name
Lukas Hawkins
Jacqueline Tedesco
Jake Billington
Adam Civilinski
Shannon Croatto
Patrick McLaughlin
Michael Garland
Laura Westwood
Lauren Lee
Organization
Tri-County
Tri-County
Tri-County
Tri-County
Tri-County
Tri-County
Tri-County
Billings Central Catholic
Billings Central Catholic
Flyer/Ground Crew
Ground Crew
Ground Crew
Ground Crew
Ground Crew
Ground Crew
Ground Crew
Flyer
Flyer
Flyer
Organization
Tri-County
Tri-County
Tri-County
Tri-County
Tri-County
Tri-County
Tri-County
Billings Central Catholic
Flyer/Ground Crew
Ground Crew
Alternate Flyer
Ground Crew
Ground Crew
Ground Crew
Flyer
Ground Crew
Flyer
Flight Two
Name
Lukas Hawkins
Jacqueline Tedesco
Jake Billington
Adam Civilinski
Shannon Croatto
Patrick McLaughlin
Michael Garland
Rilus Nichols
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
Weight
Inches
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
14 lbs
3 in. W
6 in. H
Testing Weights
2
These will
be used to
compare
the weights
of a known
to an
unknown
object.
Less than 1
in3
.0022lbs
Surge Protected Power
Strip
1
Used to
protect
against
surges and
run
16 in. L
.8 lbs
2 in. W
1 in. H
n/a
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experiment
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
a. Weights Table N/A
Include individual component and overall assembly weight, materials used and allowable
loads, fastener/weld locations, etc.
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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
Servo Tester
PWM output
DC Drive
Motor
Four AA 1.5 V
battery pack
(6 Volt Total)
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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
N/A
B. System Schematic
N/A
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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
N/A
b. Description of laser parameters
N/A
Experiment Title: Zero Gravity Scale
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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 phase
2. Observe and record data readings from force gauges
3. 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)
N/A
B. Area Required for Free Float
N/A
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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
Combustion
X
Corrosion
X
Replacement
X
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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
Source of Heat, Non-electrical
X
Hot Surface Burns (>113O F, 45O C)
X
Increased Gas Pressure
X
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Increased Flammability
X
Increased Volatility
X
Temperature Differentials Stresses
X
Hardware Safe Thermal Limits Known
Mechanical
Sharp Edges or Points
Rotating equipment
X
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
Hydraulic Hammer
X
Flex Hose Whipping
X
Static
X
Container Rupture
X
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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
Combustion Product
X
Potentiation
X
Synergism
X
Vibration
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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
PHOTO REQUIREMENTS
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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
GROUND SUPPORT REQUIREMENTS
A. Power Requirements
One standard outlet to power the experiment, and a laptop.
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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.
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
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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
Example of Hazard Analysis by Tri-County RVT High School
Zero Gravity Scale
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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:
Lukas Hawkins & Florence Gold NASA HUNCH Microgravity Program
Concurrence:
Test Requester
Concurrence:
RGO Flight Safety
Concurrence:
JSC Safety & Test Operations
Concurrence:
Facility Engineer
Approved By:
RGO Test Director
Approved By:
Chief AOD
Zero Gravity Scale
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Tri-County RVT High School
REVISIONS
Letter
Date
Author
Original
02/13/2013
Florence Gold
Description
Initial Release
PURPOSE
The 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.
SCOPE
This 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.
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.
Zero Gravity Scale
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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 DESCRIPTION
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:
Zero Gravity Scale
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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
HIGH SOUND LEVELS:
Not applicable
Zero Gravity Scale
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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)
Consequence
Class
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 Estimate
Letter
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).
Likelihood Estimate
Consequence Class
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
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Likelihood Estimate
Consequence Class
A
If the
RAC is…
1
2
3
4–7
B
C
D
E
Then the risk is…
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.
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
Acceptable with controls – Division Chief or equivalent management is authorized to
accept the risk with adequate justification
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.)
HAZARD
CAUSE
Sev/Prob
RAC
EFFECT
CONTROLS
VERIFICATION
DISPOSITION
Sev Prob RAC
Rotating
Malfunction May cause
force
of rotating force
gauges and apparatus
gauges and
their
respective
respective
weights to
come unweights
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.
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Controlled
III/E
6
Zero Gravity Scale
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5. DISTRIBUTION
Original AOD / Test Director
AOD / Branch Test File
AOD / Building 990
AOD Flight Safety
NS2 / Safety and Test Operations
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Date: 3/24/16
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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
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64
Verify that this is the correct version before use.
65
Verify that this is the correct version before use.
66
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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67
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.
68
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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69
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:
Verify that this is the correct version before use.
70
http://teknologimalaysia.academia.edu/HadiHezaveh/Papers/1599299/Synthesis_rheological_p
roperties_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%20
Heater%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=320253&utm_source=google&utm_medium=cpc&utm_campaign=pla&utm_term=%7Bkeyword%7
D
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-a1a1acb376e0514e&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-icepacks.html?gdftrk=gdfV22109_a_7c492_a_7c1774_a_7cICE_d_Round
Verify that this is the correct version before use.
71
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/75JournalofNanoparticleResearch.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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72
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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73
GOAL
Enzyme function is essential for all biological processes. Enzymes depend on complex threedimensional 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.
OBJECTIVES
1. 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 Flies
Drosophila 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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74
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 Exposure
Everclear (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 Levels
Microfuge 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 ST50s
ST50 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
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.
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75
1
Table 1. Drosophila Ethanol Levels1
Sample2
Strain3
Exposure4
mg/dl
average5
(# samples)
Initial
Time Point adh
2 hrs
Ground
adh
2 hrs
adh
Flight
Initial
Wild Type
Time Point
2 hrs
Wild Type
Ground
2 hrs
Wild Type
Flight
Control
adh
Control
Wild Type
exposed
460.3 (8)
exposed
206.3 (8)
exposed
155.9 (10)
exposed
474.8 (8)
exposed
262.6 (8)
exposed
123.3 (10)
none
none
115.9 (26)
155.6 (26)
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 gene
4
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 the altered
gravity flight. Bars shown
indicate 5% error both below
and above the average
(Microsoft Excel).
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76
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)
3
4
Exposure
Wild Type
adh5
4 ml/flug
23.3
20.7
0.5 ml/chamber
22.6
21.5
Sample Size6
13
4
1
Intoxication 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.
3
Initial exposures were 4 ml of ethanol but were reduced to 500 microliters due to safety considerations
on the flight
4
Wild type flies are normal flies.
5
adh flies are mutants that lack the alcohol dehydrogenase enzyme
6
Vials 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
slammed to the bottoms of the vials in hypergravity. Quantifiable data was not obtained from
these experiments.
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77
Table 3. Observation of Fly Behavior in Altered Gravity7
Ethanol
Exposure 3
Zero Time
50% ST50 5
ST50
2 times ST50
Ground 1
Crawl on the sides of vials, negative
geotaxis4
More time on bottom of vial, some
incapacitated, random twitching,
difficulty climbing above the base
½ intoxicated, nearly all crawling on or
near bottom, rapid twitching and wing
flutters
All on bottom, little crawling, and
twitching
Flight 2
Crawl on sides of vials,
negative geotaxis
Some flies begin to drop off
sides of vial
Floaters and spinners in
microgravity, free fall in
hypergravity, some hooked to
bottom6
All floaters, spinners, or
clinging to bottom
1
Flies exposed to Ethanol on the Ground
Flies exposed to Ethanol on the Zero-G Flight
3
Exposed to 500μl Ethanol; times are approximations
4
Crawling up to the top of the vial
5
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 time
6
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 claws
7
Behaviors were similar for wild type and adh flies
2
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.
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
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78
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
"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.
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79
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-sensitivityin-flies. Sept. 2012.
Maroni, G., and C.C Laurie-Ahlberg. "Genetic Variation in the Expression of ADH in
DROSOPHILA 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 School
3 Broadwater Ave
Billings, 59101
406.861.0728
dwines@billingscatholicschools.org
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80
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
Date
Process
Description
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EFFECTED PAGES
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Version
Basic
Dec 2011
S. Malloy/37847
Initial Release
Basic
March 2012
S. Malloy/37847
Incorporated
PCN 1
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shipping
information
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September 2012
J. Semple/27872
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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
2.0 GENERAL INFORMATION
............................................................................................................................................. 7
2.1 Program History
....................................................................................................................................................... 7
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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
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
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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
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
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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
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/
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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
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
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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.
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 727200 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:
Hyper-g
Zero-g
Lunar-g
Martian-g
G Level
Time
Up to 1.8 g
0g
1/6 g (.16g)
1/3 g (.38g)
60 seconds
17 seconds
20 seconds
20 seconds
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Normal missions, lasting approximately 1.7 hours, consist of 32 parabolic maneuvers (30 zero-g, 1 Lunarg, 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.
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
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88
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
Jamie Semple (281) 792-7872 (575)
Coordinator - Policy & Procedures 525-7975 (fax) jscForms & Reports
reducedgravity@nasa.gov
3.0 FLIGHT TEAM
3.1 NASA-Assigned Mentor
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.
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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.
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-bycase 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.
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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
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 inflight 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
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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 jsczerog@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
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 firstcome, first-served basis. Experiments MUST be designed to fit into one of two types of gloveboxes
provided by the program.
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
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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.
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
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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:
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:
l to/from Houston
– 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.
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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
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)
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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.
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.
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.
vent 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
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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, rubbersoled 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.
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
charge by giving your ID to front desk personnel.
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:
y NASA or by any NASA employee
of a commercial product, service, or activity, or used in any manner that might mislead.
ial.
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NASA material by a recipient or a recipient’s distributees.
sers 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.
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.
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 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.
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:
h OfficeMax (http://www.nasa.gov/education/officemax)
(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:
http://www.nasa.gov/education/materials
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
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s 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
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
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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
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
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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.
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
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(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
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:
facilities subject to strict safety and security policies. Please follow the direction of your escort(s) at all
times.
Wandering into restricted areas constitutes a security violation and could result in the termination of
the tour.
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.
Reduced Gravity Education Flight Program Doc. Name: Team Lead HB Doc. Version: Basic Date:
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of stairs.
graphy 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.
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.
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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
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.
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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
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 Box
Glove
Ports (GP) 8in diameter
Vertical
distance from GP axis to
attachment plated
14.375
inches
Horizontal
14
distance between GP axis
inches
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Horizontal Glove Box
Dimensions
26”
H x 23” W x 36” L
Height
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Width
Length
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Horizontal Glove Box
Glove
Ports (GP) 8in diameter
Vertical
distance from GP axis to
attachment plated
12
inches
Horizontal
14
distance between GP axis
inches
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Connector Interface
http://www.rjfield.com/ethernet_connectors_rjf-tv_en.htm
Connector
and 1000 BaseTnetworks Cat 5e per
TIA/EIA 568B and ClassDper ISO/IEC 11801
http://www.usbfield.com/usb-field-connector.htm
s
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Attachment Plate Drawing
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APPENDIX F
NANORACKS POWERPOINT
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NanoRacks Payloads
Ratings per NanoLabModule
Maximum Mass per CU.……………….…1000g
Maximum Power per CU.……………....2 Watts
Maximum Voltage.…………………….….5 VDC
Maximum Current per CU.………….….400 mA
Maximum Cooling per CU.………….….2 Watts
Data.……………...................USB Connectivity
Crew Time.……………..Negotiated as needed
Delivery Timeframe:……….L-6 to Late Access
Return 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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122
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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124
30A
50A
8
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, NMCC
Johnson Space Center
Test Subject Screening, Lead
281-483-3252
Fax 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: 3/24/16
Page: 137 of 170
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
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CHANGE RECORD
Doc.
Version
Date
Description
Page No. Change Authority
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Experiment Title
Doc. Version:
Organization
Date:
Page:
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:
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Experiment Title
Organization
Doc. Version:
Date:
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:
Organization
Name
Date:
Page: 1 of
Organization
Flyer/Ground Crew
Organization
Flyer/Ground Crew
Flight Two
Name
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 Equipment
a. Pictures and descriptions of all equipment
b. Dimensions and weights
c. 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:
Organization
Date:
Page: 1 of
J. Free Float Items
STRUCTURAL VERIFICATION
f.
Analysis
Weights Table
Include individual component and overall assembly weight, materials used and allowable
loads, fastener/weld locations, etc.
g. Calculations
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
h. Factor of Safety (FS)/Margin of Safety (MS) Table
C. Load Test
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
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:
Organization
Date:
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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
Experiment Title
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LASER CERTIFICATION
F. Laser Class, Type, and Manufacturer
G. Laser’s Purpose
H. Laser Use and Duration During Flight
I.
Date:
Containment Controls
J. Class 3 or 4 Additional Information
a. 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)
Experiment Title
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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
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
Date:
YES NO COMMENTS
Experiment Title
Organization
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
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Experiment Title
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Increased Volatility
Temperature Differentials Stresses
Hardware Safe Thermal Limits Known
Mechanical
Sharp Edges or Points
Rotating equipment
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
Negative Pressure Effects
Glove box will be sealed with all rotating
parts inside.
Experiment Title
Organization
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
Metal Fatigue Casation
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Experiment Title
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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
Experiment Title
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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
J. Special Tool/Handling Requirements
Date:
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Experiment Title
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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
Date:
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Experiment Title
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DEVIATIONS/EXCEPTIONS/WAIVERS
APPENDIX L
FORMAT FOR HAZARD ANALYSIS
Verify that this is the correct version before use.
Title of experiment
Doc. Version: 1
Name of School
Date:
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:
Test Requester
Concurrence:
RGO Flight Safety
Concurrence:
JSC Safety & Test Operations
Concurrence:
Facility Engineer
Approved By:
RGO Test Director
Approved By:
Chief AOD
Title of experiment
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Name of School
Date:
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REVISIONS
Letter
Date
Original
Author
Description
Initial Release
PURPOSE
The 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.
SCOPE
This 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.
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.
Title of experiment
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Name of School
Date:
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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
HIGH TEMPERATURES:
Title of experiment
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Name of School
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.
DOCUMENTS REVIEWED
DRAWINGS AND COMPONENT LISTINGS
Not Applicable
Date:
Page: 1 of
Title of experiment
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Name of School
Date:
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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)
Consequence
Class
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 Estimate
Letter
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).
Title of experiment
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Date:
Name of School
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D
Unlikely to occur (e.g., 0.001  probability > 0.000001).
E
Improbable (e.g., 0.000001  probability).
Likelihood Estimate
Consequence Class
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…
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.
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
Acceptable with controls – Division Chief or equivalent management is authorized to
accept the risk with adequate justification
Acceptable with controls – Branch Chief or equivalent management is authorized to accept
the risk with adequate justification
1
2
3
4–7
(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.)
HAZARD
CAUSE
EFFECT
Sharp corners
and edges
Lexan box has
sharp corners
and edges
Hitting edge or
corner may cause
a slight injury
Sev/Prob
RAC
III/D
5
CONTROLS
VERIFICATION
Edges and
corners of Lexan
box will be
padded or taped
and is inside
glove box
Padding and
taping is in place
DISPOSITION
Sev Prob RAC
Controlled
III/E
6
Title of experiment
Name of School
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5. DISTRIBUTION
Original AOD / Test Director
AOD / Branch Test File
AOD / Building 990
AOD Flight Safety
NS2 / Safety and Test Operations
Title of experiment
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Name of School
Date:
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APPENDIX M
2013 Flight Week’s Schedule
Title of experiment
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Date:
Name of School
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Friday, April 5
A
B
7:00a.m.
7:30a.m.
7:00a.m.
ALL - Report to EFD for Badging and Orientation (7:45-8:30) (ef990)
8:00a.m.
8:30a.m.
8:00a.m.
MANDATORY - Welcome to EFD and Safety Briefing
Welcome and Introductions (8:30-9:30) (ef990)
9:00a.m.
9:30a.m.
10:00a.m.
7:30a.m.
8:30a.m.
9:00a.m.
ALL - Paperwork Submittal (9:30-10:00) (ef990)
ALL - Experiment Set-Up (10:00-11:30) (ef990)
9:30a.m.
Team Leads - Team Lead Meeting (10:00-11:30) (ef993) 10:00a.m.
10:30a.m.
10:30a.m.
11:00a.m.
11:00a.m.
11:30a.m.
Newcomers Q & A (11:30-12:00) (ef993)
Lunch - On your own (12:00-1:00)
12 Noon
12:30p.m.
1:00p.m.
11:30a.m.
12 Noon
12:30p.m.
ALL - PAO Journalist/Media Briefing (1:00-1:45)
(ef993)
1:30p.m.
1:00p.m.
1:30p.m.
2:00p.m.
ALL - Experiment Set-Up (2:00-4:00) (ef990)
2:00p.m.
2:30p.m.
2:30p.m.
3:00p.m.
3:00p.m.
3:30p.m.
3:30p.m.
4:00p.m.
Ellington Field Closed to HUNCH/ISS/NES RGEFP
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.
Dinner on your own
Color Codes - ordered by
priority
RG Operations Activity
Flight
Meal
RG Activity
Locations
(ef) = Ellington Field
(jsc-m) = JSC main campus
Verify that this is the correct version before use.
171
Monday, April 8
A
B
7:00a.m.
7:00a.m.
7:30a.m.
Group A - MANDATORY Morning Meeting (7:45-8:00)
(ef993)
8:00a.m.
ALL - Prep for TRR and Experiment Set-Up (8:00-10:30)
(ef990)
8:30a.m.
NES & GSCC- Report to EFD for Badging and Orientation
(7:45-8:00) (ef990)
NES & GSCC - MANDATORY - Welcome to EFD & Safety Brief 8:00a.m.
- Welcome and Introductions (8:00-9:00) (ef993)
8:30a.m.
ALL - Prep for TRR and Experiment Set-Up (9:00-10:30) (ef990)
9:00a.m.
7:30a.m.
9:00a.m.
9:30a.m.
9:30a.m.
10:00a.m.
10:00a.m.
10:30a.m.
ALL - Test Readiness Review (TRR) (10:30-12:00) (ef990)
10:30a.m.
11:00a.m.
11:00a.m.
11:30a.m.
11:30a.m.
12 Noon
Group A&B - Bring a lunch with you (12:00-1:00)
12:30p.m.
1:00p.m.
12:30p.m.
Group A - Load Experiments (1:00-3:00) (ef)
1:30p.m.
Group B - Newcomer Question and Answer Session (1:00-2:00) 1:00p.m.
(ef993)
1:30p.m.
NES - Experiment Ground Testing (2:00-4:00) (ef990)
2:00p.m.
2:30p.m.
3:00p.m.
2:00p.m.
2:30p.m.
Group A - Flight Suits/Anti-Motion Sickness Briefing (3:004:00) (ef993)
3:30p.m.
4:00p.m.
12 Noon
3:00p.m.
3:30p.m.
Ellington Field Closed to HUNCH/ISS/NES RGEFP
4:00p.m.
4:30p.m.
4:30p.m.
5:00p.m.
5:00p.m.
5:30p.m.
5:30p.m.
6:00p.m.
Group Dinner: Fuddrucker's on NASA Parkway. Arrive by 6:00
Everyone Invited: RSVP in advance
6:00p.m.
172
Tuesday, April 9
A1=flyers
A2=ground
B
7:00a.m.
7:00a.m.
Group A - MANDATORY Morning Meeting (7:45-8:00) (ef993)
7:30a.m.
8:00a.m.
8:30a.m.
Group A1 - Meds. & Pre-flight
(8:00-8:30) (ef993)
Group A1 - Flight Activities
(8:30 - 11:30)
7:30a.m.
Group B - Tour of JSC (8:00-12:00) (Space Center Houston) 8:00a.m.
A2 - Free Time
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.
12 Noon
Group A1 - Debrief (11:3012:00) (ef993)
11:30a.m.
Group A&B - Lunch on your own (12:00-1:00)
12:30p.m.
12 Noon
12:30p.m.
1:00p.m.
Travel time to EFD273
1:00p.m.
1:30p.m.
Group A&B - Education Briefing (1:30-2:00) (ef273)
1:30p.m.
2:00p.m.
Group A&B - Special Presentation (2:00-3:00) (ef273)
2:00p.m.
2:30p.m.
2:30p.m.
3:00p.m.
3:00p.m.
3:30p.m.
3:30p.m.
4:00p.m.
4:30p.m.
Ellington Field Closed to HUNCH/ISS/NES RGEFP
4:00p.m.
4:30p.m.
173
Wednesday, April 10
A1=ground
A2=flyers
B
7:00a.m.
7:00a.m.
7:30a.m.
Group A - MANDATORY Morning Meeting (7:45-8:00) (ef993)
8:00a.m.
Group A2 - Meds. & Pre-flight
(8:00-8:30) (ef993)
Group A2 - Flight Activities
8:30a.m.
9:00a.m.
Group A1 - Program
Evaluation (8:30-10:00)
NES - MANDATORY Morning Meeting (7:45-8:00)
(jsc - Building 12, Room 200)
7:30a.m.
NES - TFS/PD Workshop (8:00-10:00)
(jsc - Building 12, Room 200)
8:00a.m.
8:30a.m.
(8:30 - 11:30)
9:00a.m.
(ef993)
9:30a.m.
10:00a.m.
9:30a.m.
Group A1 - Free time
ALL - PAO Journalist/Media Briefing (10:00-10:30)
(jsc - bldg. 12, room 200)
Travel (ef993)
Time to EFD
10:30a.m.
12 Noon
Group A2 - Debrief - Ellington
(11:30-12:00) (ef993)
Group A&B - Lunch on your own (12:00-1:00)
12:30p.m.
Group A - Offload Experiments/Arrange Shipping/Program
1:30p.m.
Evaluation
(8:00-10:30am) (ef990)
Group B - Load Experiments (1:00-2:00) (ef)
2:30p.m.
1:00p.m.
2:00p.m.
2:30p.m.
Group A - STATUS CHECKOUT AT ELLINGTON
NES - Experiment Practice on the Plane (3:00-4:00)
(plane)
3:30p.m.
4:30p.m.
12 Noon
1:30p.m.
Group B - Flight Suits/Anti-Motion Sickness Briefing
(2:00-3:00) (ef993)
2:00p.m.
4:00p.m.
11:30a.m.
12:30p.m.
1:00p.m.
3:00p.m.
10:30a.m.
NES - Ground Testings (as needed) (11:00-12:00) (ef990) 11:00a.m.
11:00a.m.
11:30a.m.
10:00a.m.
3:00p.m.
3:30p.m.
Ellington Field Closed to HUNCH/ISS/NES RGEFP
4:00p.m.
4:30p.m.
174
Thursday, April 11
A
B1=flyers
B2=ground
7:00a.m.
7:30a.m.
8:00a.m.
7:00a.m.
Group B - Morning Meeting at Ellington (7:45-8:00) (ef993)
Group A - Free Time
8:30a.m.
Group B1 - Meds. & Preflight (8:00-8:30) (ef993)
Group B1 - Flight Activities
7:30a.m.
8:00a.m.
Group B2 - Free Time
8:30a.m.
(8:30 - 11:30)
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.
12 Noon
Group B1 - Debrief Ellington (11:30-12:00)
Group A&B - Lunch on your own (12:00-1:00)
11:30a.m.
12 Noon
12:30p.m.
1:00p.m.
1:30p.m.
2:00p.m.
12:30p.m.
HUNCH & GSCC - Tour of JSC
Group B1 - School LIVE
Connections (1:00-2:30)
Group B2 - Reset
Experiments (1:00-2:30)
1:00p.m.
(ef990)
Every half hour
(ef)
1:30p.m.
2:00p.m.
2:30p.m.
Group B - Travel Time to JSC - Gilruth Center
2:30p.m.
3:00p.m.
Group B - AESP Pres. Mass vs. Weight (3:00-4:30)
(jsc - Building 12, Room 200)
3:00p.m.
3:30p.m.
3:30p.m.
4:00p.m.
4:00p.m.
4:30p.m.
4:30p.m.
5:00p.m.
Ellington Field Closed to ISS & NES RGEFP
5:00p.m.