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explore the universe Astronautics Activity pack Leader's notes contents Introduction and Overview of the Pack Astronautics badge requirements Activity 1: Introducing space exploration individual research Activity 2: Write a mission report Activity 3: Build a model spacecraft Activity 4: Reflect on satellite dishes Activity 5: Keep satellites in orbit Activity 6: Build a model of the solar system Activity 7: Become a Mars scientist Activity 8: Make an impact! Activity 9: Mission X: Train like an astronaut Activity 10: Launch a rocket Useful information and links Introduction and Overview Definition: Astronautics - the science and technology behind space exploration, both by humans and using robots. This activity pack has been produced in partnership with the UK Space Agency to help support Scouts wishing to gain their Astronautics Activity Badge. Designed to simplify this challenging and fascinating subject, this pack is perfect for those with an interest in the subject of space exploration, but without the specialist knowledge. Even if you don’t wish to complete the badge in its entirety, this pack is still an interesting one to use with your Scout Troops. It contains fascinating facts about space and space exploration and activities to support the entire subject area. You could even incorporate these activities into a space-themed camp. You will need internet access or prepared information sheets to complete some of the activities. There are some useful supporting videos and resources on the UK Space Education Office’s e-Library. This can be found on esero.org.uk What is the UK Space Agency? The UK Space Agency is an executive government agency of the Department of Business, Innovation and Skills. It is at the heart of UK efforts to explore and benefit from space. It is responsible for all strategic decisions on the UK civil space programme and provides a clear, single voice for UK space ambitions. For more information please visit: bis.gov.uk/ukspaceagency The main aim of this activity pack is to encourage Scouts to join the next generation of space scientists and engineers. The Agency want to inform Scouts about the space missions being run here in the UK and bring to their attention careers available in the space sector. Further facts about space and space exploration can be found on the UK Space Agency’s Discover and Learn webpages at bis.gov.uk/ukspaceagency URN 13/877 page 2 • Astronautics Badge Activity Pack – Leader’s notes The Astronautics Activity Badge Requirements Help the Scouts complete the following requirements: 1. Explain the purpose of space exploration including: • historical reasons • immediate goals in terms of specific knowledge • benefits related to Earth resources, technology, and new products 2. Choose one of the following topics and with it undertake option one or two: a. a commercial or scientific rocket (Ariane, Delta, Soyuz, Proton, Zenit,etc) b. the NASA space shuttle c. the International Space Station d. a specific satellite (eg Envisat, Cassini, Aurora, etc) e. an unmanned space probe Option One Describe the topic’s primary mission purpose; explain the functions of the component parts, together with a brief history and accomplishments of a specific mission and what was learned from that mission. Option Two Build a scale model of or about the topic, either from a commercial kit, or from plans available from the Internet or model clubs and shops. 3. Discuss and demonstrate two of the following: a. the law of action-reaction in the context of rockets and zero or low-gravity environments b. how rocket engines work, and their lift-off and re-entry procedures c. how satellites stay in orbit and the different types of orbits they use d. how satellite pictures of the Earth, planets and their moons are made and transmitted Option B - Space exploration For this Option the Scouts should work towards being able to: i. Describe how space satellites and probes have added to our knowledge of the Solar System. ii. Build an accurate scale model of a space exploration vehicle. Find out about its design, function, and basic operation. Be able to help others learn about your vehicle. iii. D esign an inhabited base space colony. What conditions will you need to overcome to ensure suitable living arrangements, energy sources, special equipment, health and safety needs, and environmental protection or danger? Share and explain your design or model with others. iv. Using photographs, news clippings, articles from the internet etc, mount a display about a current space mission and share your findings with others. Option C - Space port i. W ith a group of Scouts, plan and participate in a themed ‘Space Camp’ or event, undertaking appropriate activities. ii. Assist in organising a visit to a space centre, museum, planetarium or rocketry enthusiasts group and get the Scouts to share their experiences with an adult or other Scouts. iii. Find out about careers in the space industry. The Cassini-Huygens mission visits Saturn’s moon, Titan, on Christmas Day 2005. Credit: ESA 4. Complete all of the activities in one of the following options: Option A – Rocketry Explain the safety code for rocketry and be able to identify the principal parts of a rocket. i. Describe how solid and liquid propellant rocket motors work. ii. Build, launch, and recover a single or double-staged model rocket. iii. M ake a second launch to accomplish a specific objective. For example, to carry a fragile payload; take aerial photographs; take altitude measurements; make temperature measurements; recover a parachute; use remote control; build a launch controller or launch pad. Note This activity must follow the appropriate BMFA/ UKRA safety codes on Rocketry. page 3 • Astronautics Badge Activity Pack – Leader’s notes Activity 1 Introducing Space Exploration - Individual Research This activity fulfills some or all of badge requirements 1 and 2 (Option 1). Since taking their first steps on the planet, mankind has been looking to the skies. Around 1,000 years BC, the Babylonians - the earliest known astronomers - mapped the stars, believing that their fortunes were influenced by the patterns and positions they studied. Since that time, our knowledge of the stars and planets has been advanced by some of history’s most prominent scientists, among them Copernicus, Galileo, Newton and Einstein. Now you can help your Scouts follow in these scientists’ footsteps by exploring space for themselves. To take full advantage of this activity pack, it is worth introducing the whole arena of space exploration to your Scouts before you start the activities, and get them to do some research at home on the Internet beforehand. The UK Space Agency’s Discovering Space webpages are a good starting point, and their Mission webpages will give you the most up-to-date list of UK space involvement: bis.gov.uk/ukspaceagency/discover-and-learn/discovering-space bis.gov.uk/ukspaceagency/missions The European Space Agency (ESA) also has some great information about space exploration and a multimedia gallery of images which you can use for the activities. These can be found at spaceinimages.esa.int/Images To meet the badge requirements Scouts will need to use the above resources and their own research to find about and explain the following: • The historical reasons for space exploration • The aim of space exploration • The benefits of space exploration for people back on earth. Produce a timeline In the Scouts’ activity packs are some index cards which list the key milestones in the field of space exploration. The Scouts should cut these out and place them in chronological order. What do they know about any of these events? Did anything surprise them? November 1957: goes on a Russian dog, Laika, becomes the first crea5: Russian cosmonaut Alexei Leonov to orbit the Earth 196ture 1924: Edwin Hubble discovered that our Milky Way was not the 12-minute spacewalk. centre of universe, but rather only one galaxy in among billions. Activity 2 Write a Mission Report This activity fulfills badge requirement 2(Option 1) Introduction The UK is currently involved in the following space missions: 1. Cassini–Huygens A mission to study Saturn, its moons, rings and complex magnetic environment 2. S OHO (Solar and Heliospheric Observatory) This is investigating the sun from its deepest core to its outer atmosphere and has told us lots about solar wind, a stream of charged particles produced by the sun. 3. Gaia Gaia will provide a 3D map of the billions of stars that make up our galaxy, the Milky Way. 4. Galileo The first highly accurate global positioning system under civilian control. Used for SatNavs, landing aircraft and timing bank transactions. 5. DMC (Disaster Monitoring Constellation) This is a network of satellites that can take detailed images of any part of the Earth to aid relief efforts during natural disasters. Ask your Scouts to choose a mission and write a mission report the template below. using Your Scouts can find out more information to help them write their report on the UK Space Agency’s Mission webpage: bis.gov.uk/ukspaceagency/missions There is a mission report template on page 6 of the Scout Astronautics Badge activity pack page 4 • Astronautics Badge Activity Pack – Leader’s notes Activity 3 Build a Model Spacecraft This activity fulfills badge requirement 2 (Option 2) Introduction Help the Scouts build a model spacecraft from a space mission. Below are links to five sets of instructions for building models of spacecraft. Download and print one and hand them out to your Group. Ask your Scouts to identify the different parts of the spacecraft on the model and explain how this helps the spacecraft achieve its mission. For details of these missions, head to the UK Space Agency’s website. Equipment needed • Copies of the model patterns • Pencils • Scissors • Glue Cassini-Huygens, SOHO, GAIA, Ariane rockets and more: http://sci.esa.int/science-e/www/object/index.cfm?fobjectid=35013 James Webb Space Telescope http://www.jwst.nasa.gov/papermodel_swales.html Herschel Space Telescope http://herschel.cf.ac.uk/education/model Hubble Space Telescope http://hubblesite.org/the_telescope/hand-held_hubble/ Venus Express http://esamultimedia.esa.int/images/venusexpress/Venus_Express_ Model_Instruction.pdf International Space Station http://www.csiro.au/resources/InternationalSpaceStation Activity 4 Reflect on satellite dishes with two simple experiments Introduction Each group will need: Satellites are objects in orbit around a planet or other celestial body. Man-made satellites are used for several applications including navigation, disaster monitoring, weather forecasting and TV and radio broadcasting. Just over 50 years ago, in 1962, the UK worked with NASA on the first international satellite, Ariel 1, which carried six instruments for measuring the space environment. There are now more than 3,000 satellites in orbit, owned by more than 40 countries worldwide. • a torch • a portable radio • a clear plastic container • glass e.g. a window • a cardboard box • aluminium foil (to cover the box) Your Scouts can investigate the technology behind satellites with the following experiments: Experiment A – How do radio waves compare to light waves? TV and radio broadcasting signals are sent as radio waves. Your Scouts can learn a bit about how radio waves compare to light waves in this activity. You will need to split them into groups. 1. Turn on the radio and tune it in to a programme. 2. P lace the radio in the following locations and get your Scouts to find out whether the radio can still be heard: a. Within the clear plastic container b. On the opposite side of a window c. In the cardboard box 3. R epeat this with the torch and note which materials allow radio waves to pass through 4. Now place the radio in the cardboard box and wrap the box in tin foil. page 5 • Astronautics Badge Activity Pack – Leader’s notes Experiment B – Investigating the shape of satellite dishes This experiment uses a torch light beam to represent a radio signal, and a mirror to represent a satellite dish. Equipment needed • a torch with parallel paper slits taped over the light • a flat, sturdy, handheld mirror • a concave mirror, such as the reflector in a car headlamp or use half a football lined with aluminium foil. Your Scouts should find that light waves can pass through clear plastic and glass but not through opaque materials like cardboard. In contrast, radio waves can pass through opaque materials. However, metal, such as the aluminium foil, reflect radio waves and prevent them reaching the receiver. 1. Get your Scouts to work in pairs in a dark room. 2. A sk one Scout to shine the torch upwards. The second Scout should use the flat mirror to try and beam the light back to “Earth” i.e. the ground. The Scouts should find that a flat mirror reflects light symmetrically back to the ground. 3. A sk the second Scout to wobble the mirror. The light beam on the ground should also wobble. This illustrates why ground stations receiving satellite signals have to control wobble to prevent TV audiences losing their signal. 4. The flat mirror should then be replaced by a concave mirror. Scouts should now find that the parallel beams produced by the slits on the torch are brought closer together. Satellite dishes use concave, or curved, to focus satellite signals on one spot – the receiving station on Earth. Activity 5 Keep Satellites in Orbit When two objects are in proximity to one another, an attractive force acts to pull them towards one another. This force is gravity. Imagine these two objects as the Earth and a satellite orbiting the Earth. The closer the satellite is to Earth, the greater the attraction due to gravity. This attraction causes the satellite to fall towards Earth. The speed of each satellite is adjusted so that it falls to Earth at the same rate as the curve of the Earth falls away from the satellite. The satellite is constantly falling but it never hits the ground, because the ground curves away from it. Swimming cap Button Rubber circles Screw eyelet Chipboard/MDF Small screw Your Scouts can make a simple demonstration of orbits by creating a Gravity Well: Equipment needed: • Large flower pot with drainage holes on the lower side (approx. 30 cm diameter). Remove the bottom of the flower pot before the demonstration using a Stanley knife. Make sure the top rim of the pot is smooth. • Swimming cap • One piece of chipboard or MDF 30 cm squared • Two circular pieces of rubber 1cm diameter (such as from an old tyre, or from a rubber sheet) • One needle with a large eye e.g. tapestry needle • One small screw • One screw eyelet • Strong thread e.g. fishing line or nylon sail string • Rubber glue e.g. an epoxy resin • Small button • Several marbles of different sizes Instructions: Strong thread 1. G lue one rubber circle to the centre top of the swimming cap and the other rubber circle directly opposite on the underside of the cap. Allow to dry. 2. Stretch the swimming cap across the top of the flower pot and over the rim. Centre the rubber circles. 3. U sing the needle, thread the strong thread through the rubber page 6 • Astronautics Badge Activity Pack – Leader’s notes circles. Tie a button to the end of the thread on the side closest to the top of the flower pot, to stop the thread going all the way through the swimming cap. 4. Screw the eyelet in the centre of the chipboard and the small screw just inside one corner of the board on the same side. 5. Pull the thread down through the eyelet, then through a drainage hole on the flower pot, before finally tying the string securely to the small screw to stop it unravelling. This should have pulled the swimming cap down to create a gravity well. 6. Spin a marble around the gravity well. The gravity well simulates the gravity field of the Earth. The marble represents a satellite. If the satellite, or marble, is travelling fast enough it can orbit around the centre of the gravity well. This centre represents the Earth. 7. Ask the Scouts to observe what happens as the marbles loses energy and its orbit distance decreases. They should see the speed of the marble increase. The force of gravity gets stronger with decreasing distance between the two objects. Therefore, a satellite orbiting closer to the Earth must travel faster to stay in orbit than a satellite in a higher orbit. 8. Your Scouts can also investigate the interaction of two gravity fields, such as between planets in our Solar System. Each marble makes its own depression on the gravity well and hence has its own gravitational field. By spinning two marbles in the gravity well, Scouts should see that the orbits of each marble are affected by the other marble. 9. T he dependence of gravity on mass can be demonstrated by lowering the depth of the gravity well. This illustrates a heavier planet than Earth. Activity 6 build a model of the solar system Solar System Credit: Nasa Introduction 1. Planet sizes in our solar system Our Solar System contains the Sun, its eight orbiting planets and other celestial bodies that are under the Sun’s gravitational pull, such as comets and asteroids. Mercury, Venus, Earth and Mars are the four terrestrial planets, with rocky, solid surfaces. Jupiter, Saturn, Uranus and Neptune are the gas giants. Comets originate from the Oort Cloud and Kuiper Belt, beyond Neptune, while most asteroids orbit in the region between Mars and Jupiter. Pluto is no longer described as a planet. In 2009 it was relabelled as a Kuiper Belt Object (KBO) or Plutoid. Show the relative size of the planets with this fruit, which you can lay out on a table: Equipment Needed • Fruit, as below • Toilet rolls • Pencil • Tape measure Mercury - Peppercorn Venus - Cherry tomato Earth - Cherry tomato Mars - Blueberry Jupiter - Watermelon Saturn - Large grapefruit Uranus - Apple Neptune - Lime Explain to the Scouts that if you included the Sun you’d need a fruit one million times larger than the cherry tomato representing Earth – and this is why it’s absent! page 7 • Astronautics Badge Activity Pack – Leader’s notes 2. Distances in our Solar System Now show the Scouts the relative distances between the planets and the sun. Draw the Sun as a 1 cm (diameter) circle and fix it to a spot in the corner of the HQ. All planets will be measured away from the sun according to the table below, and marked with single dots. Get your Scouts to unroll the toilet roll/till roll away from the ‘sun’, marking the planets as they go: Planet Number of toilet roll sheets from sun Number of toilet roll sheets from previous sun/planet Distance from sun (m) in HQ Actual distance from sun (km) Mercury 6 5 0.42 57,950,000 Venus 11 6 0.78 108,110,000 Earth 15 4 1.08 149,570,000 Mars 23 8 1.64 227,840,000 Jupiter 78 55 5.59 1,427,000,000 Saturn 140 62 10.25 2,870,300,000 Uranus 290 150 20.62 4,499,900,000 Neptune 450 160 32.33 5,913,000,000 Our Solar System extends far beyond after the last planet, Neptune. It includes the Oort Cloud and Kuiper Belt. To reach the edge of our Solar System you would need another 2,000 sheets of toilet roll. To add our nearest star, Proxima Centauri, you’d need another 1.4 million! Activity 7 Become a Mars scientist Introduction One day Mars scientists hope that real samples of Martian soil will be brought back to Earth. At the moment ESA scientists and engineers are working on the ExoMars mission to put a European rover on Mars. This rover will study the geology of Mars and look for signs of past or current lifeforms. Your Scouts can have a go at detecting life (microorganisms) in soil samples from Earth with the following activity. to extreme conditions where oxygen is absent, as on Mars. Sensitive techniques are used by scientists to detect minute quantities of gases that might indicate evidence (but not prove) that some form of life once existed on Mars. Equipment Needed This activity should show your scouts: • That microorganisms are living organisms too small to be seen. • That some microorganisms produce carbon dioxide if suitable nutrients are provided. • 2 tsps soil samples A-C (prepared in advance) • ¼ cup of sugar • Thermometer • Teaspoon • Warm water (45-50C) • Plastic cup or beaker Background Information to the Experiment Advance Preparation When scientists study very small samples of fossilised material, the characteristics of present or past life are very difficult to determine. The tests used by previous missions to Mars were based around the belief that life would cause changes in the air or soil, in a similar way to life on Earth. The missions did not detect the presence of life. The Scouts should not find evidence of life in the sample most like Martian soil (Sample B). One of several signs of life that scientists search for is the exchange of gases in respiration or fermentation, as modelled in this experiment. Here, the microorganism yeast is using sugar as a source of energy and is producing carbon dioxide. Most living things on Earth need oxygen to survive, but some organisms have adapted Make 3 samples of ‘Martian soil’ in sealable sandwich bags, labelled A, B ,C. Sample A Sample B (Martian) Sample C 2 tsps building sand 2 tsps rock salt 1 tsp table salt 1 tsp fine grit 1 tsp gravel 2 tsps building sand 2 tsps rock salt 1 tsp table salt 1 tsp fine grit 1 tsp gravel 1 tsp flour or talc 2 tsps building sand 1 tsp fine grit 1 tsp gravel 1 tsp flour or talc Packet of dried instant yeast NO SALT page 8 • Astronautics Badge Activity Pack – Leader’s notes Both this experiment and activity 8 are taken from the ‘Is Anyone Out There’ resource pack developed for the Aurora Programme by ESERO-UK, the UK Space Agency, and CIEC Promoting Science at the University of York. You should explain that scientists take great care when they draw conclusions from tests such as these. The presence of gas does not necessarily mean that life is present, but it’s a good indication. ESERO-UK, also known as the UK Space Education Office, aims to promote the use of space to enhance and support the teaching and learning of Science, Technology, Engineering and Mathematics (STEM) in schools and colleges throughout the UK. For more information visit www.esero.org.uk You should check that the water is no hotter than 50°C to avoid killing the yeast. If yeast is present, the Scouts should see the formation of carbon dioxide bubbles very quickly. The bag should begin to swell after about 20 minutes, and after an hour it should be well inflated. Why not set up the activity, do one of the others in the pack, and then come back and check an hour later? CIEC promotes science teaching in primary and secondary schools in the context of industry in the 21st century. For more information visit www.ciec.org.uk. Extension Mars Express exploring the red planet Credit: ESA - D. Ducros Safety notes, practical tips and guidance The Scouts could be encouraged to suggest further investigations to discover how different conditions may affect the growth of microorganisms. They may wish to try investigating the effects of light, temperature or different nutrients upon the growth of the yeast. Try doing the same experiment outside and inside your meeting place, where both light and temperature would be different. Martian Facts • Living things need water and food and the right conditions to survive. Mars is very cold, dry, dusty and windy. It has hardly any oxygen and has a third of Earth’s gravity. • Scientists believe that water existed on Mars 1 million years ago. Water may be present under the surface of Mars. • Microorganisms can live in very extreme places on Earth. They may once have lived on Mars. Most living things need oxygen but not all microorganisms do. • Microorganisms may produce gas when given water and food. Space scientists test soil samples for such materials. The Experiment Introduction Explain to your Scouts that they will be looking for evidence of the presence of life (microorganisms) in the soil and recording their observations. If life is present, adding warm water and sugar to each sample may result in the production of gas (carbon dioxide). Artist’s impression of the ExoMars Rover drilling for rock samples. Credit: ESA - D. Ducros Method The Scouts: 1. Dissolve 2 teaspoons of sugar in 30ml of warm water (45-50˚C) and quickly add this to the sample. 2. Press the bag to remove excess air before sealing the bag. 3. Ask them to mix the contents together by gently pressing the contents with their fingers, ensuring that the bag is completely sealed to prevent any escape of carbon dioxide should microorganisms be present. 4. The Scouts may document the gradual inflation of the bags, using drawings, video or photographs. Conclusion Get the Scouts to note down their observations in their activity books on page 11 and share their observations with the group. • Did the groups all have similar results? • Did anything that happened surprise them? • Can they explain what happened? page 9 • Astronautics Badge Activity Pack – Leader’s notes Activity 8 Make an Impact! Introduction Rocky planets such as Mars are often littered with craters: holes, usually circular in shape, made when a piece of rock (meteorite) or an icy/rock mixture (comet) from space crashes into the planet. In this activity, Scouts can learn about the impact of rock size, weight and velocity on a crater. The Hadley Crater on Mars Credit: ESA Equipment Needed • Tray half filled with sand • A variety of ‘meteorites’ (e.g. marbles, rubber balls, stones) • Tube for safely directing dropping/rolling ‘meteorites’ • Measuring device (see diagram on Activity sheet 8) • Ruler • Metre stick Activity The Scouts begin by investigating the effects of dropping various masses, such as marbles, into a tray of sand. The Scouts should be reminded to be careful when dropping objects. Using a tube through which to drop the objects would direct them safely onto the tray. Trays can be placed on the floor to allow the height of the drop to be increased safely. Encourage discussion about fair testing, how the speed, density and size of the projectile is important, and how and why this affects the size of the crater produced. Do the experiment again, but varying key factors. The only fair comparison is to change only one variable at a time; different sizes or mass of object should be dropped from the same height, or the same mass from different heights, and craters compared. Alternatively different heights could be used with the same mass of object. In reality, meteorites would break up into pieces and probably produce secondary craters, but in this experiment the objects dropped remain in the craters they produce. Extension The Scouts may suggest investigating dropping the masses at different angles rather than straight down or dropping rocks of similar mass but different sizes and shapes. They could also make meteorites from a material that will break on impact, such as damp sand. Activity 9 mission x train like an astronaut Mission X is an international educational programme designed by NASA and led in the UK by the UK Space Agency. It aims to inspire interest in science, nutrition and fitness in school students aged 8 – 12 years old by using astronauts as role models. It uses astronaut training to teach how good diet and exercise play an important role in human performance in space and on Earth. Like Scouts, astronauts have to be extremely fit and healthy. This programme provides some fantastic fitness and science resources that you could use to demonstrate fitness and health attributes to your group. More information an be found at: www. trainlikeanastronaut.org To sign your troop up to next year’s Mission X challenge please visit the UK Space Agency’s Mission X webpages. The following is an activity taken from the programme: Crew Assembly Follow the outlined procedure. The duration of this physical activity can vary, but will average 15-30 minutes per group. Split your Scout group into smaller groups or “crews” of two people. Location This activity will be best conducted indoors on a flat surface such as on a table or on the floor. page 10 • Astronautics Badge Activity Pack – Leader’s notes Equipment • Gloves – ideally gardening or cleaning gloves • Puzzle or construction toy such as lego. • Four jars • Spoon • Sand • Paper and pen • Paper for origami • Stopwatch Procedure 1. D ivide Scouts into teams (“crews”) and give them their challenge e.g. distribute puzzle or construction pieces. 2. Appoint a timekeeper per crew who will look after the stopwatch. 3. The timekeeper should time their crew to complete challenges, be it assembling the puzzle, constructing the toy, doing origami, spooning sand into jars or writing, e.g. their name with their left hand, as quickly and as accurately as they can. 4. The crew should then repeat the challenge while wearing the gloves. 5. The challenge could be repeated several times to see if times improve with practice, each member of the Group has a stint as ‘timekeeper’. 6. O ther ‘crews’ can observe and mark how well and in what time the different ‘crews’ completed their challenges. Ask your Scouts to consider the following questions: a. How did their timings compare between wearing gloves and not wearing gloves? b. Was their task easier when they worked as a crew or as an individual? c. How did their completion times improve over time with practice? d. In what other ways could their crew improve on their timings for the challenges? e. How well did their crew communicate and how could they improve that communication? f. What challenges would an astronaut face trying to assemble an object in space? BE FIT IN SPACE Astronauts must go through rigorous training to get in shape for being in space. It takes many NASA team members working together to help train astronauts for the challenges of space. Teamwork is essential and all NASA team members, whether in space or on Earth, work together to make sure each mission is successful. Astronauts are required to put many objects and devices together as part of their missions. Sometimes large objects in space, such as satellites or the Hubble Space Telescope, are already assembled but require repairs. There are also small objects that astronauts must manipulate during the assembly of the International Space Station (ISS). Sometimes astronauts have to do space walks, or ExtraVehicular Activities (EVAs), to accomplish these tasks. When assembling or maintaining objects in space, astronauts must have good dexterity and hand-eye coordination and work as a team. They must also be able to manipulate tools and objects while wearing a pressurized spacesuit that includes gloves over their hands. These gloves, worn to protect astronauts from the space environment, can be thick and bulky. They are made so astronauts on an EVA can move their fingers as easily as possible. A piece called a bearing connects the glove to the sleeve, allowing the wrist to turn. They must learn to work with their gloves on to handle both large and small objects. To help prepare astronauts for working in a spacesuit and manipulating objects during an EVA, they train in the Neutral Buoyancy Lab (NBL). The NBL is a large pool containing equipment and mock-ups similar to what an astronaut would experience in space. The NBL is 40 feet deep, 202 feet long, 102 feet wide, and contains 6.2 million gallons of water. It is primarily used to train astronauts for EVAs by simulating microgravity conditions. Astronauts work with certified divers who are instructors at the NBL. These NBL instructors train suited astronauts how to open hatches, use tools, and move in a simulated weightless environment. Dexterity and hand-eye coordination play a major role in performing the training tasks effectively. During NBL training the EVA astronaut wears a training version of the EVA spacesuit designed to be worn underwater. Astronauts only have 6-7 hours of life support during an EVA, so timing, efficiency and teamwork is very important while working in space. As astronauts practice manipulating tools quickly and accurately in their spacesuits they are improving their dexterity and hand-eye coordination for a space mission. One of the selection tasks for Japanese Astronauts is to create thousands of origami cranes to check their patience, attention to detail, and dexterity. page 11 • Astronautics Badge Activity Pack – Leader’s notes Activity 10 Launch a rocket! Launching a rocket really isn’t rocket science. share the same insurance scheme which will insure you for £5 million and costs only £10 for a year’s membership. Before you even get started, see if your Scouts can identify the different parts of the rocket by labelling the diagram in their activity books on page 15. You can also copy the rocket safety code provided in these notes on pages 25 and 26 and give it out or pin it up in HQ. United Kingdom Rocketry Association www.UKRA.org.uk Model Rocket Motors Model rocket motors are small cardboard tubes containing black powder (gunpowder) propellant. Nose cone Like any engines, when these are ignited, they produce thrust and boost the rocket into the sky. After the propellant is used up, the delay is activated and the rocket runs for a few more seconds before the recovery system is activated. Guidance Payload Fuel Oxidant Propulsion System Propellent injection pump ‘Estes’ motors are the most popular of these and are available in most specialist model stores. Kit Rockets A kit rocket is a great way to start out if you have never launched a rocket before. They usually come with instructions and are designed to fly well. You can buy kits and motors from any model shop. Unlike rocket motors, there are several organisations that design rocket kits and these are usually perfectly safe to use. Kit for Launching a Rocket Fin Fin Nozzle Launch pad and controller (The usual starter model is an ‘Estes Electron Beam’ but you can save a lot of money by making one yourself) Making the Launch Controller This is a simple circuit, and a suitable side-project for a Scout. Equipment needed for the launch pad and controller We advise that before you try to design a rocket with Scouts, you should build one yourself. This material was produced by Jon London of Out of This World rocketry (www.out-world.co.uk). The Basics A model rocket uses gunpowder to fly anywhere from 10-1,000 metres into the air, and then land again using a parachute. Used incorrectly they may be dangerous, used correctly they can be a very exciting science activity! • 5-10 metres of dual-core wire • solder • 2x crocodile clips • 1 button • battery (9-12V) • 1 sturdy plastic box, big enough for the battery & mounting the button (eg an airtight food box) Tools needed Legal Issues • Multimeter • Soldering iron • Drill It is legal to launch a small rocket in the UK without insurance, but inadvisable unless you are on private land. The only way to get cheap insurance is to become a member of the United Kingdom Rocketry Association, or the British Model Flying Association. They Drill a hole in the lid of the box, and mount the button. Drill a hole in the side of the box and feed one end of the dual core wire inside. Secure the wire so that it will not disconnect if pulled. page 12 • Astronautics Badge Activity Pack – Leader’s notes Securely mount your battery inside the box. The battery is usually 9V, but 12v batteries can be preferable instead. DO NOT USE A CAR BATTERY as the amperage is such that you will melt the wires if there is a short circuit. Find the approximate centre of the field you will be launching in. If there is a chance your rocket will land outside the field, do not attempt to do it. Attach the button, the leads and the battery in order so that the leads are live when the button is pushed down. At the end of the leads attach crocodile clips, and use them to attach to the igniter in the bottom of the rocket motor (see Model Rocket Motors). 5 metres When you press the button, the crocodile clips will be live, the igniter will fire, and the rocket will fly. Making the launch pad This is even easier, with a basic launchpad simply a pole stuck in grass. You need a metal pole, to be held vertical, thin enough to fit inside the launch lugs you are using. A common pole is 3-4mm diameter and 1 metre tall. Safe Launch Don’t allow anyone to be within at LEAST 5 metres of the rocket when it is about to take off. Children should be kept 15-20 metres away from the launch site and Scouts reminded of the fireworks safety code. Do not attempt to angle the launcher into the wind or in any way launch on a very windy day. It could blow straight back at you! Always launch straight up. Model Rocketry Safety http://www.wikihow.com/Launch-a-Model-Rocket-Safely Short UKRA Safety Code If there are any differences between this document and the full version of the UKRA Safety Code, then the full version of the UKRA Safety Code should be followed. The full version of the Safety Code is available from UKRA (please see the UKRA Contact Page). 1 General Rules 1.1 Safety Safety is the concern of all members. Members causing serious damage / injury to third parties, livestock, vehicles or property whilst involved in Rocketry of any kind must report the incident in full to the Safety Committee, even if the UKRA codes of practice were not in force at the time of the incident. 1.2 Payloads No UKRA member’s rocket will ever carry live animals or any payload that is intended to be flammable, explosive, or harmful. 2 Equipment 2.1 The Rocket All rockets flown under this safety code shall be made of lightweight materials such as paper, wood, rubber or plastic. The range safety officer must be satisfied that the rocket is flight worthy and sufficiently robust to survive launch, aerodynamic, and recovery system loads. All rockets must use a recovery system that will return it safely to the ground so it may be flown again. 2.2 Motors The motor must only be used in the manner recommended by the manufacturer. It is not permissible to alter the rocket motor, its parts or its ingredients in any. 2.3 Igniters The Safety Officer must be satisfied with the igniter system that is connected to the rocket motor. Wherever practical igniters should not be installed in a motor until at the launch pad. 2.4 Weight & Power Any rocket must not have a mass greater than the manufacturer’s recommended maximum lift-off mass for the motors used. 2.5 Launch Controller The launch controller must include a safety key to immobilise the system when removed. This key should only be in place at the time of the launch and is to be removed immediately after an ignition attempt, especially in the event of a misfire. 3 The Launch Site 3.1 Safety Officer The Safety Officer has authority over and above all other persons present at the Launch Site and has the power to delay or cancel any launch until satisfied that it can proceed safely. page 13 • Astronautics Badge Activity Pack – Leader’s notes 3.2 Personnel Only UKRA members may approach nearer the rocket than the minimum Safe Distance during or after an igniter is being / has been installed into the Rocket Motor(s). Members may only approach nearer than the Safe Distance with the approval of the Safety Officer. 3.2.4 Safe Distance Table All persons, except those required for the launch of a rocket should kept at least the given minimum distance from the Rocket Motor during / after igniter installation. 3.2.1 Spectators All spectators / onlookers / press at a UKRA launch must be kept at least the minimum Safe Distance away from the launch area as determined by the total impulse of the Rocket Motor(s) according to the Safe Distance Table. 4 Flying 3.2.2 Minders Any persons at the launch site who cannot watch the rocket, e.g. due to their monitoring of equipment must be protected; either by a physical safety barrier or by persons beside them who can watch the rocket and issue a warning or take protective action. 4.2 Launching A clearly audible countdown of at least five seconds must be given, either by the launch person, the Safety Officer or any person recognised by all present as responsible for the countdown and authorised by the Safety Officer. 3.2.3 Visual Rule All persons at the launch site should be aware that for their own safety they must keep their eyes on the rocket from at least two seconds before launch until either the rocket lands or until visual contact is lost. 4.3 Misfires If a Rocket suffers a misfire, no one may approach the Launch Pad until waiting for, one minute after this time the Safety Officer should give permission for one person to approach the Rocket. 4.1 Launch Permission Before launching, a UKRA member must obtain the permission to launch from the range Safety Officer. Useful Information Space Port Visits Space Careers There are lots of venues in the UK which you can visit with your Scouts to learn more about space. These include: Only a handful of people have ever become astronauts. But the UK space sector employs more than 28,900 people. That means that your Scouts could play a crucial role in studying and exploring space and ensuring that we all benefit from it. 1. National Space Centre in Leicester - www.spacecentre.co.uk/ 2. Amargh Planetarium in Northern Ireland - www.armaghplanet.com/ 3. Royal Observatory Greenwich - www.rmg.co.uk/royal-observatory/ 4. Royal Observatory Edinburgh - www.roe.ac.uk/vc 5. Spaceport on the Wirral - www.spaceport.org.uk/ 6. Jodrell Bank Discovery Centre near Cheshirehttp://www.jodrellbank.net/ For a full list visit: www.esero.org.uk and head to “Teacher Support”. Credit: ESA/Guus Schoonewille Careers in the space sector include: • Engineers - both mechanical and electrical, to design and build spacecraft and instruments • Researchers - in physics, geology, climatology, biology, vulcanology and many more subjects, designing experiments and using space data to learn more about the Earth, ourselves and the Universe • Machinists - making high precision spacecraft components • IT and software experts - developing software to control and monitor spacecraft • Animators, writers and web developers – illustrate and explain what our missions do • Business people (industry and government) – help plan and pay for space missions and projects • Educators – teach science, maths, engineering and technology to teachers and students. For information about careers in the space sector visit the UK Space Agency’s Careers webpages: http://www.bis.gov.uk/ukspaceagency/careers/ You can also find out about work experience, apprenticeships, university courses and graduate schemes. Why not introduce your Scouts to some characters who work in the space sector through out “I Work in Space” videos and text profiles: http://www.bis.gov.uk/ukspaceagency/careers/i-work-in-space page 14 • Astronautics Badge Activity Pack – Leader’s notes Sign up to space:uk For all the latest news on how the UK is getting involved in space why not sign up to the UK Space Agency’s magazine, space:uk. It’s free to subscribe and the magazine is issued triannually. It also includes an “Ask the Experts” section where your Scouts can pose questions to space experts. Want the most up to date information about space? Follow the UK Space Agency: @spacegovuk To subscribe, simply fill in the online form at: bis.gov.uk/ukspaceagency/publications spacegovuk channel UK Space Agency page Questions? E-mail: [email protected] page 15 • Astronautics Badge Activity Pack – Leader’s notes