Nanotechnology in
Space Applications
Objectives

Students will understand the basics of nanotechnology.

Students will understand the construction and benefits of nanotubes
constructed by nanotechnology.

Students will construct a sample of nanotube fibers.

Students will compare and contrast a nanotube structure to a regular steel
structure.

Students will simulate completing an Extravehicular Activity (EVA) task
with a regular space suit glove.

Students will simulate completing an EVA task with a space suit glove
derived from nanotechnology.

Students will compare and contrast the two tasks.
Suggested Grade Levels
K-12th
Subject Area
Science
Timeline
One class period
Standards
Science as Inquiry
Abilities necessary to do scientific inquiry
Understanding about scientific inquiry
Science and Technology
Abilities of technological design
Understanding about science and technology
Science in Personal and Social Perspectives
Science and technology in society
Background
Nanotechnology, or technology built on the atomic scale, will revolutionize space
operations in the future. Nanotubes, which are tubes created by thin tubes of
carbon atoms, have tensile strength that is 100 times stronger than titanium; but
the nanotubes are very lightweight. The ability to create materials with this type
of strength but only atoms thick will revolutionize space materials.
One possible use of nanotubes is the construction of a space elevator. The
space elevator will contain many strands of nanotubes put together to form a
cable that will reach from the surface of the Earth to space. Instead of launching
satellites into space via rockets, satellite companies would attach their satellite to
the space elevator and the satellite would then take a ride into space. Once into
space at the proper altitude, the satellite is released into its proper orbit. As the
space elevator goes up and down the strand of nanotubes, it will have the ability
to detect small anomalies in the structure of the nanotubes that would be a
detriment to the integrity of the space elevator. Through nanotechnology, the
space elevator would then have the ability to repair itself rather than relying on
repair crew to fix the problem.
Another use of nanotechnology in space operations includes constructing space
suits that are only a millimeter thick. This would allow room for a 1,000 micron
thick layer of nanocomputers and nanoelectronics in the space suit. The
nanofibers that make up the space suit would be thousands of times smaller, but
stronger than the fibers used today. By increasing the width of the space suit to a
couple of millimeters, the space suit would have room for a 3D weave of
diamond-based fibers. These fibers would act like muscle fibers in the body.
Nanocomputers would sense movement and move the suit accordingly.
Nanosensors built into the suit would sense touch, and calculate the appropriate
pressure and transfer it to the glove. This would give the astronaut the feeling of
actually touching the object, allowing them to handle very small objects during an
EVA.
Other uses of nanotechnology would allow for the replication of tools on-site, the
creation of emergency food items, and the ability to salvage every molecule of
waste to be reused and utilized in another manner. Nanomedicine would also
protect astronauts from the harmful effects of space. Nanorobots could be
introduced into the astronaut’s blood stream to repair cells that have been
damaged by radiation, or to protect them from radiation bursts.
In this lesson, students will be able to construct simulated nanotubes and test
their strength. They will also be able to simulate an EVA with regular space
gloves and gloves made from nanofibers.
Vocabulary
Nanotechnology, nanofibers, nanotubes, nanosensors, nanomedicine, micron
Materials
Drinking straws, toilet paper tubes (four per student), duct tape, surgical gloves,
work gloves, small nuts, bolts and washers, a small board, various weights,
rubber bands
Lesson
1. For the first part of the lesson, students will be comparing typical steel
structures with structures made from nanotubes.
2. First, students must make four simulated nanotube structures out of
drinking straws. To do this, have students grab a number of straws and
create a cylindrical figure approximately the same size as the toilet paper
tube. Hold these together with a rubber band. Place a strip of duct tape
around each end of the structure to make a tightly packed cylinder. (Make
sure the straws are even before taping them together.)
3. The toilet paper tubes will simulate regular steel structures. Place four
tubes upright to make four corners. Place the board over the four tubes.
4. Place various weights on the board. Keep track of how much mass the
toilet paper tubes can support.
5. Next, place the board over the four nanotube structures. Apply weights in
the same manner as before. Keep track of how much mass the nanotube
structure can support.
6. Some students will comprehend that the toilet paper tubes are hollow and
therefore not as sturdy as a steel structure. Ask the students what would
make them similar to a steel structure. For example, filling the tubes with
sand would make them solid. By doing this, however, the tubes are much
heavier than before. The strength may be close to that of the nanotube
structure, but the lighter weight of the nanotube structure makes it much
more desirable for construction. Another benefit, if it were a real nanotube
structure, is that the nanotubes would have the ability to repair themselves
if damaged.
7. For the second part of the lesson, students will be simulating an EVA.
8. Students start by trying to put the washers and nuts on the bolts using the
thick work gloves. This will prove very difficult, as the students will not be
able to “feel” the nuts and washers.
9. After they have attempted the EVA with work gloves, have them use the
surgical gloves for the second EVA. This attempt will prove much easier
since they will be able to “feel” the nuts and washers.
10. Students can be timed during each EVA to test how long it takes them to
complete the task.
Extensions
Have students simulate an EVA where they must repair their damaged space
ship. Get the necessary supplies for electrical circuits (light bulbs, wires,
batteries). Have students try making simple, series, and parallel circuits using the
two types of gloves. Again, have students discuss the advantages and
disadvantages of using the two different types of EVA gloves.
Evaluation/Assessment
Have students complete the activities and fill out the worksheet “Nanotechnology
in Space Applications.” Have a class discussion to assess whether or not the
students understand the concepts taught in the activity.
Resources
DeBates, Bryan. Mars Base Project: A Comprehensive and Integrated Space
Science Curriculum. Master’s Thesis. Regis University, 3333 Regis Blvd.,
Denver, CO. 80221. May 2005.
Massachusetts Institute of Technology-Space Nanotechnology Laboratory
http://snl.mit.edu/
Nanotechwire.com. NASA Nanotechnology Comes to Market
http://nanotechwire.com/news.asp?nid=4030
NASA Exploration Systems. Molecules, Motors, and Monorails: Learning from
Nanoscience
http://exploration.nasa.gov/articles/nanoscience.html
NASA Exploration Systems. Tumbleweeds in the Bloodstream
http://exploration.nasa.gov/articles/28oct_nanosensors.html
NASA Science. Voyage of the Nano-surgeons
http://science.nasa.gov/headlines/y2002/15jan_nano.htm
National Science Standards
http://www.nap.edu/readingroom/books/nses
University of Wisconsin. Exploring the Nanoworld
http://www.mrsec.wisc.edu/Edetc/index.html
Name__________________
Nanotechnology in Space Applications
Part I: Nanotube Structures
What mass did the “steel” structure hold? _______________________________
What mass did the “nanotube structure hold? ____________________________
Part II: EVA with Nanofibers Gloves
How long did it take to complete the task with normal EVA gloves?
________________________
How did you feel trying to complete the task with normal gloves?
________________________________________________________________
________________________________________________________________
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How long did it take to complete the task with nanofibers EVA gloves?
________________________
How did you feel trying to complete the task with nanofibers gloves?
________________________________________________________________
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