http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_human/cub_human_lesson01.xmllessontext/xmlIntegrated Teaching and Learning Program, atmospherebodyEarthgravityhuman bodymicrogravityradiationspacespace environment atmospheric pressureconvectionenergyenvironmentforcegravitymicrogravityradiationtemperaturevacuum

Students are introduced to the space environment, learning about the major differences between the environment on Earth and that of outer space (atmosphere, radiation, microgravity) — and the engineering challenges that arise because of these differences. To prepare students for the upcoming lessons on the human body, they are challenged to think about how their bodies would change and adapt in the unique environment of space.

Aerospace engineers study the space environment in order to ensure the health and safety of both astronauts and people on Earth. By studying this environment, engineers are able to design vehicles such as the space shuttle and International Space Station (ISS) which keep astronauts safe from the harsh elements of space for long periods of time. For example, engineers designed special tiles to provide protection from temperature extremes, constructed special exercise equipment to keep astronauts in shape, and even invented a pen that could write in the absence of gravity. In addition to keeping astronauts safe during spaceflight, understanding radiation can help diagnose and hopefully prevent cancer, cataracts and other detrimental effects to people on Earth.Describe the major differences between the environment of Earth and outer space. Describe some of the engineering challenges associated with spaceflight.Explain how the human body changes and adapts to its surrounding environment. 15TeachEngineering.orgTeresa EllisDenali LanderMalinda Schaefer ZarskeJanet Yowellhttp://www.nasa.gov/missions/shuttle/f_omdp3.htmlhttp://science.nasa.gov/headlines/y2002/16sep_rightstuff.htmhttp://www.nasa.gov/centers/johnson/news/releases/2004/J04-051.htmlhttp://spaceplace.jpl.nasa.gov/en/kids/galex/art.shtmlhttp://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.htmlLujan, Barbara F. and White, Ronald J. Human physiology in space: A curriculum supplement for secondary schools, National Aeronautics and Space Administration: Houston, TX, 1994.http://learn.arc.nasa.gov/planets/0/compare.htmlhttp://universe.nasa.gov/images/lifecycles/EM_Spectrum.jpghttp://hacd.jsc.nasa.gov/labs/biostatistics.cfmhttp://science.ksc.nasa.gov/mirrors/images/images/pao/STS1/10060380.jpghttp://media.nasaexplores.com/lessons/04-010/images/microgravity.jpghttp://www.nasaexplores.com/show2_articlea.php?id=02-008http://rst.gsfc.nasa.gov/Sect14/AtmosGraph.jpghttp://www.sandia.gov/media/NewsRel/NR2001/images/kc135tra.gifS11417F6International_Technology_Education_Association-ITEA_STL_StandardsTechnologyE. Technological advances have made it possible to create new devices, to repair or replace certain parts of the body, and to provide a means for mobility. 35S11416ECInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyK. Tools and machines extend human capabilities, such as holding, lifting, carrying, fastening, separating, and computing. 35S1142565ColoradoSciencea. Use evidence to develop a scientific explanation on how organisms adapt to their habitat 44S1142566ColoradoScienceb. Identify the components that make a habitat type unique 44S1142567ColoradoSciencec. Compare and contrast different habitat types 44United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-11-294Teacher