Reproductions supplied by EDRS are the best that can be ... Science Education Standards v National...

ED 448 036

AUTHORTITLE

INSTITUTION

REPORT NOPUB DATENOTE

AVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

SE 064 328

Casaburri, Angelo A.; Gardner, Cathy A.Space Food and Nutrition: An Educator's Guide withActivities in Science and Mathematics.National Aeronautics and Space Administration, Washington,DC.

NASA-NNEG-1999-02-115-HQ1999-00-0060p.; Edited by Jane A. George. Guide produced for gradesK-8.

For full text: http://spacelink.nasa.gov/products.Guides - Classroom Teacher (052)MF01/PC03 Plus Postage.Elementary Secondary Education; *Experiential Learning;*Food; Science Activities; *Space Sciences

From John Glenn's mission to orbit Earth to theInternational Space Station program, space food research has met thechallenge of providing food that tastes good and travels well in space. Earlyfood dehydration was achieved by cutting meat, fish, and certain fruits intothin strips and drying them in sunlight. Rubbing food with salt or,soaking itin salt water, an early form of curing food, also helped preserve it. Latertechniques were developed for cooking, processing, preserving, and storingfood in sealed containers. With the developments of pasteurization andcanning, a much larger variety of foods could be stored and carried on longjourneys. More recently, refrigeration and quick-freezing have been used tohelp preserve food flavor and nutrients and prevent spoilage. While theseforms of packaged food products are fine for travel on Earth, they are notalways suitable for use on space flights. There are limitations to weight andvolume when traveling, and the microgravity conditions experienced in spacealso affect the food packaging. This guide provides in-depth informationabout preserving and packaging food for space. Also included are threeactivities for grades K-4 and five activities for grades 5-8. (ASK)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

A

A

A

SOB I

BESTCOPYAVAILABLE

. .

Educators Grades K-8

U S DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)his document has been reproduced as

received from the person or organizationoriginating it

Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

nuanne.41...sture

Rellytlratable

Space and Food NutritionAn Educator's Guide WithActivities in Science and Mathematics is available inelectronic format through NASA Space linkone of theAgency's electronic resources specifically developedfor use by the educational community.

The system may be accessed at the following address:http://spacelink.nasa.gov/products

SPACE FOODAND NUTRITION

An Educator's GuideWith Activities in

Science and Mathematics

National Aeronautics andSpace Administration

This publication is in the Public Domain and is not protected by copyright.Permission is not required for duplication.

EG-1999-02-115-HQ

Space Food and NutritionAn Educator's Guide With Activities in Science and Mathematics

Acknowledgments

National Aeronautics and Space AdministrationOffice of Human Resources and EducationEducation DivisionWashington, D.C.

Education Working GroupNASA Johnson Space CenterHouston, Texas

Writers

Angelo A. CasaburriAerospace Education Services ProgramNASA Johnson Space CenterHouston, Texas

Cathy A. GardnerDickinson Independent School DistrictDickinson, Texas

EditorJane A. George

Teaching From Space ProgramNASA HeadquartersWashington, D.C.

Special thanks to the followingcontributors and reviewers

Charles T. Bourland, Ph.D.

System Manager, Space Station FoodFlight Crew Support DivisionNASA Johnson Space Center

Debbie A. BrownISS Education LiaisonEducation Working GroupNASA Johnson Space Center

Gregory L. Vogt, Ed.D.Crew Educational Affairs LiaisonEducation Working GroupNASA Johnson Space Center

Karol L. Yeatts, Ed.D.1998 Einstein FellowMiami Dade County Public SchoolsMiami, Florida

5

Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ

Table of Contents

National Science Education Standards vNational Mathematic Standards viIntroduction

1

Mercury 2Gemini 3Apollo 4Skylab 5Apollo-Soyuz Test Project 6Space Shuttle 7International Space Station 8Food Systems Engineering Facility 9Types of Space Food 10Microgravity 11Classroom Activities 14

Activities for Grades K-41. Food Preparation for Space 152. Food Selection 173. Planning and Serving Food 20

Activities for Grades 5-84. Classifying Space Food 215. Ripening of Fruits and Vegetables 236. Mold Growth 257. How Much Is Waste? 308. Dehydrating Food for Space Flight 33

Appendices

Appendix A: Baseline Space Shuttle Food and Beverage List 34Appendix B: International Space Station Daily Menu Food List 37Appendix C: Gemini Standard Menu (4-day cycle) 41Appendix D: Space Shuttle Standard Menu (4 days of a 7-day menu) 42Appendix E: International Space Station Standard Menu (4-days of a 30-day menu) 43Appendix F: Space Tortilla Formulation (Recipe) 44Appendix G: USDA Food Guide Pyramid 45

References 46NASA On-Line Resources for Educators 47Educator Reply Card 49

6

Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ III

National Education Standards

TOT

Ru

National Science Education StandardsNational Research Council, 1996Grades K-8

FoodPreparationfor Space

FoodSelection

Planning andServing

Food

ClassifyingSpace Food

Ripening ofFruits and

Vegetables

Mold Growth How MuthIs Waste?

DehydratingFood for

Space Right

Science as InquiryAbilities necessaryto do scientificinquiry

Life ScienceMatter, energy, andorganization in livingsystems

Science in Personaland SocialPerspectives

Personal Health

Physical ScienceProperties of objectsand materials

Position and motionof objects

7

Space Food and Nutrition An Educators Guide With Activities in Science and Mathematics, EG-1999-02-115-HO V

National Mathematic Standards

National Mathematic StandardsNational Council of Teachers ofMathematics, 1988Grades K-8

FoodPreparationfor Space

FoodSelection

Planning andServing

Food

ClassifyingSpace Food

Ripening ofFruits and

Vegetables

Mold Growth How MuchIs Waste?

DehydratingFood for

Space Right

Computation 4 4 4 4 4

Measurement 4 4 4 4 4

Reasoning 4 4 4 4 4 4 4 4

Observing 4 -V 4 4 4 4 4 4

Communicating 4 4 4 4 4 4 4 Al

VI Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ

Introduction

From John Glenn's mission to orbit Earth to theInternational Space Station program, space foodresearch has met the challenge of providing food

that tastes good and travels well in space. To better under-stand this process, we can look back through history.Explorers have always had to face the problem of how tocarry enough food for their journeys. Whether thoseexplorers are onboard a sailing ship or on the SpaceShuttle, adequate storage space has been a problem. Foodneeds to remain edible throughout the voyage, and it alsoneeds to provide all the nutrients required to avoidvitamin-deficiency diseases such as scurvy.

Early in history, humans discovered that food wouldremain edible longer if it were dried and stored in a cooldry place until it was time to be consumed. Early fooddehydration was achieved by cutting meat, fish, and cer-tain fruits into thin strips and drying them in sunlight.Rubbing food with salt or soaking it in salt water, an early

form of curing food, also helped preserve it. Latertechniques were developed for cooking, processing, pre-serving, and storing food in sealed containers. With thedevelopments of pasteurization and canning, a much larg-er variety of foods could be stored and carried on longjourneys. More recently, refrigeration and quick-freezinghave been used to help preserve food flavor and nutrientsand prevent spoilage.

While these forms of packaged food products are fine fortravel on Earth, they are not always suitable for use onspace flights. There are limitations to weight and volumewhen traveling and the microgravity conditions experi-enced in space also affect the food packaging. Currently,there is limited storage space and no refrigeration. Tomeet these challenges, special procedures for the prepa-ration, packaging, and storing of food for space flightwere developed.

9

Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ 1

MercuryIn the early days of the space program, known asProject Mercury, space flights lasted from a fewminutes to a full day. Because of the short duration,

complete meals were not needed. The major meal wasconsumed prior to the flight. However, the Mercury astro-nauts did contribute to the development of space food.They tested the physiology of chewing, drinking, andswallowing solid and liquid foods in a microgravity envi-ronment. These first astronauts found themselves eatingbite-sized cubes, freeze-dried foods, and semi-liquids inaluminum toothpaste-type tubes. The food was unappe-

Early Project Mercury flight food: food tube and drybitesized snacks with a gelatin coating, which wasnecessary to control crumbling.

tizing, and there were problems when they tried to rehy-drate the freeze-dried foods.

The tube foods offered many challenges to food develop-ment. First, a method of removing the food from the tubewas needed. A small straw was placed into the opening.This allowed the astronauts to squeeze the contents fromthe tube directly into their mouths. This is similar todrinking your favorite soda from a straw, except that thefood was a thicker substance. Special materials weredeveloped to coat the inner surface of the aluminum tubesto prevent the formation of hydrogen gas as a result ofcontact between metal and the acids contained in somefoods, such as applesauce. This aluminum tube packagingoften weighed more than the food it contained. Becauseof this, a lightweight plastic container was developed forfuture flights.

During the later Mercury test flights, bite-sized foodswere developed and tested. These were solid foodsprocessed in the form of compressed, dehydrated bite-sized cubes. The cubes could be rehydrated by salivasecreted in the mouth as food was chewed. Foods floatingabout in a microgravity environment could damageequipment or be inhaled; therefore, the cubes were coat-ed with an edible gelatin to reduce crumbling. Thesefoods were vacuum-packed into individual serving-sizedcontainers of clear, four-ply, laminated plastic film forstorage. This packaging also provided protection againstmoisture, loss of flavor, and spoilage.

10

2 Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ

GeminiThe major advancements in food items during theGemini period were more variety and improvedpackaging. The dehydration process provided foods

that were similar in appearanceincluding color, taste,shape, and textureto freshly prepared food products.Some examples of the food flown on Gemini missionsincluded grape and orange drinks, cinnamon toasted breadcubes, fruit cocktail, chocolate cubes, turkey bites, apple-sauce, cream of chicken soup, shrimp cocktail, beef stew,chicken and rice, and turkey and gravy.

Gemini meal wrap.

wet

Sample types of food that have been dehydrated andpackaged In cellophane for use by Gemini astronauts.

Dehydration occurs naturally in warm climates, and incold climates, it is called freeze drying. Freeze-dryingtechniques in the space program consist of slicing, dicing,or liquefying prepared food to reduce preparation time.After the food has been cooked or processed, it is quick-frozen, then placed on drying trays and put into a vacuumchamber where the air pressure is reduced. Heat is thenapplied through heating plates. Under these conditions ofreduced pressure and increased temperature, the ice crys-tals in the frozen food boil off, and the water vapor that isleft is condensed back to ice on cold plates in the vacuumchamber. Because water is the only thing removed in thisprocess, the freeze-dried food has all the essential oilsand flavors. The texture is porous and can be easily rehy-drated with water for eating.

To rehydrate food, water was injected into the packagethrough the nozzle of a water gun. The other end of thepackage had an opening in which the food could besqueezed out of the package into the astronaut's mouth.Because of the size of the opening, food particle size waslimited. After the meal had been completed, germicidaltablets were placed inside the empty package to inhibitmicrobial growth on any leftovers.

The advantages of freeze-dried foods were paramount intheir development. The food is lightweight because thewater has been removed. The food has a longer shelf lifeand can be stored at room temperature. The food also hasflavors and textures more closely resembling that of theoriginal fresh food items.

Adequate nutrient intake became a health concern withextended space flights in the Gemini program. Each crewmember was supplied with 0.58 kilograms of food perday. These included dehydrated juices, freeze-dried anddehydrated foods, and compressed, noncrumbling, bite-sized foods. These made up the three meals a day that theastronauts ate. Meals were planned in advance, and themenu was repeated every 4 days.


ApolloThe preparation, handling, and consumption ofspace foods during the Mercury and Gemini mis-sions provided valuable experience for the further

development of space foods for future space flights. TheApollo program used food packages similar to those usedon Gemini, but the variety of foods was considerablygreater. Rehydratable food was encased in a plastic con-tainer referred to as the "spoon bowl." Water was inject-ed into the package through the nozzle of a water gun.After the food was rehydrated, a pressure-type plastic zip-per was opened, and the food was removed with a spoon.The moisture content allowed the food to cling to thespoon, making eating more like that on Earth.

Another new package, the "wetpack" or thermostabilizedflexible pouch, required no water for rehydration becausewater content was retained in the food. There were twotypes of thermostabilized containers: a flexible pouch ofa plastic and aluminum foil laminate and a can with a fullpanel pullout lid. A disadvantage to the canned productswas the added weight, which was approximately fourtimes that of rehydratable foods. With these new pack-ages, Apollo astronauts could see and smell what theywere eating as well as eat with a spoon for the first timein space. This added enjoyment to the meals, which wasmissing in the earlier packages and products. The storagespace for the new packaging allowed for one week'sworth of rations for one astronaut to fit in a pressure-resistant container the size of three shoe boxes.

The Apollo missions to the Moon presented an enormouschallenge to space food. The Mercury feeding tube wasreintroduced as a backup food system. It contained a spe-cial formulation rather than the nat-ural food purees used duringMercury. On Apollo flights, foodsand drinks were reconstituted witheither hot or ambient (room temper-ature) water. Some of the foods con-sumed on Apollo were coffee, baconsquares, comflakes,'scrambled eggs,cheese crackers, beef sandwiches,chocolate pudding, tuna salad,

peanut butter, beef pot roast,spaghetti, and frankfurters.

Visit http://spacelink.nasa.gov/spacefood to see and download theApollo Food List.

These Apollo spoon bowl partsshow the complexity and engineer-ing that went into the earlier years

of space flight food packaging.

A close-up view of an Apollo spoon bowl packagebefore rehydration and opening. This package wascalled a "spoon bowl" to differentiate it from Geminiand early Apollo food packages, which required thatfood be squeezed from a tube directly Into the mouth.This type of package resulted in significant improve-ments in food consumption and crew comfort withfood. Not water was injected to rehydrate the food.The top of the container was opened with a pair ofscissors, and the meal was eaten with a spoon.

Apollo meal wrap.

coNTENTE LABEI.

BOOM BLANK

pool< VELCRO

APOLLO SPOON BOWL

VALVE ASEENALY

EMPTY PACKAGE WEIGHT 172g

BOOT

000

O

Pommy

GARIN'

RASHER

RETAINER

12 BEST COPY AVAILABLE4 Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ

Skylab

This Skylab food tray had individual recessed com-partments into which the canned food item wasplaced for heating. At meal time, the crew memberselected the meal and placed the items to bewarmed in the food tray.

Skylab Astronaut Owen K. Garrott eating in the Skylabdining area.

The dining experience on Skylab was unlike anyother space flight. The Skylab laboratory had afreezer, refrigerator, warming trays, and a table.

Eating a meal on Skylab was more like eating a meal athome. The major difference was the microgravity envi-ronment.

The supply of food onboard was sufficient to feed threeastronauts for approximately 112 days. The menu wasdesigned to meet each individual astronaut's daily nutri-tional requirements based on age, body weight, and antic-ipated activity. Each astronaut's caloric intake was 2,800calories a day. These nutritional requirements were part ofthe life science experiments conducted on Skylab.

Skylab foods were packaged in specialized containers.The rehydratable beverages were packaged in a collapsi-ble accordion-like beverage dispenser. All other foodswere packaged in aluminum cans of various sizes orrehydratable packages.

To prepare meals, the Skylab crew placed desired foodpackages into the food warmer tray. This was the firstdevice capable of heating foods (by means of conduc-tion) during space flight. Foods consisted of productssuch as ham, chili, mashed potatoes, ice cream, steak,and asparagus.

Visit http://spacelink.nasa.gov/space.food to see anddownload the Skylab Food List.

13

Space Food and Nutrition An Educators Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ 5

Apollo-Soyuz Test Project

American astronauts on the Apollo-Soyuz TestProject were provided meals similar to those con-sumed on Apollo and Skylab flights. Russian

meals were composed of foods packaged in metal cansand aluminum tubes. Their spacecraft had a small heatingunit onboard, and individual menus were selected foreach cosmonaut. In general, a meal consisted of meat ormeat paste, bread, cheese, soup, dried fruit and nuts, cof-fee, and cake.

01 4

Russian space food.

14

USSR SPACEFOOD


Space ShuttleFor the Space Shuttle program, a more Earth-likefeeding approach was designed by updating previ-ous food package designs and hardware items. Food

variety expanded to 74 different kinds of food and20 kinds of beverages. The changes were driven by therelatively large crews and regularly scheduled spaceflights. A standard Shuttle menu is designed around a typ-ical 7-day Shuttle mission. Astronauts may substituteitems from the approved food list to accommodate theirown tastes or even design their own menus, but theseastronaut-designed menus are checked by dietitians toensure that they provide a balanced supply of nutrients.

STS-7 SPAS view of Challenger

On the Shuttle, food is prepared at a galley installed in the

orbiter's middeck. This modular unit contains a water dis-penser and an oven. The water dispenserwhich can dis-pense hot, chilled, or ambient wateris used for rehydrat-ing foods, and the galley oven is used to warm foods to the

proper serving temperature. The oven is a forced-air con-vection oven and heats food in containers different in size,

shape, and material. A full meal for a crew of four can beset up in about 5 minutes. Reconstituting and heating thefood takes an additional 20-30 minutes. A meal tray is usedas a dinner plate. The tray attaches to the astronaut's lap bya strap or can be attached to the wall. Eating utensils con-sist of a knife, a fork, a spoon, and a pair of scissors to open

food packages. Many astronauts will tell you that one of the

most important things they carry in their pockets is a pairof scissors. They could not eat without them!

Weight and volume issues have always driven the designof any hardware to be taken into space. Food and bever-age packaging is no exception. As Shuttle mission lengthincreased, certain food and beverage packages required

Prepared foods on Shuttle food trays Velcroed tomiddeck stowage lockers.

modification. Rigid square rehydratable packages werebeing used but proved cumbersome and problematic onlonger missions. Packages made of a lighter flexiblematerial were developed and first tested on STS-44(1991). These Extended Duration Orbiter (EDO) pack-ages are made of flexible plastic and have a valve forinserting water. These eventually replaced the rigidsquare rehydratable packages on a permanent basis. Inaddition, a trash compactor was developed to reduce thevolume of the trash, and the new packages were designedto be compatible with the compactor.

Visit http://spacelink.nasa.govispace.food to see anddownload the Space Shuttle Food List and ShuttleStandard Menu.

STS-91 onboard view: Astronaut Dominic Gorie preparesa meal on the middeck of the Space Shuttle Discovery.Gado prepares to use the nearby galley to add water toone of the rehydratable packages.

15Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HO 7

International Space StationThe International Space Station (ISS) will becomeoperational on a full-time basis with a crew ofthree. Later, the crew size will grow to a maximum

of seven people. The crew will reside in the HabitationModule (HAB). Food and other supplies will be resup-plied every 90 days by the Multi-Purpose LogisticsModule (MPLM). The MPLM is a pressurized modulecarried in the Space Shuttle payload bay that is used totransport materials and supplies. The food systemdescribed here is for the completed ISS and will be con-siderably different from the Space Shuttle food system.But until 2004 when the HAB module is launched, ISSresidents will utilize a joint U.S.-Russian food

(Shuttle-Mir) system.

The fuel cells, which provide electrical power for theSpace Shuttle, produce water as a byproduct, which isthen used for food preparation and drinking. However, onthe ISS, the electrical power will be produced by solararrays. This power system does not produce water. Waterwill be recycled from a variety of sources, but that willnot be enough for use in the food system. Therefore, mostof the food planned for the ISS will be frozen, refrigerat-ed, or thermostabilized (heat processed, canned, andstored at room temperature) and will not require the addi-tion of water before consumption. Although many of thebeverages will be in the dehydrated form, concentratedfruit juices will be added to the beverages offered andwill be stored in the onboard refrigerator.

Similar to the Space Shuttle, the ISS beverage package ismade from a foil and plastic laminate to provide for alonger product shelf life. An adapter located on the pack-age will connect with the galley, or kitchen area, so thatwater may be dispensed into the package. This water willmix with the drink powder already in the package. Theadapter used to add water also holds the drinking strawfor the astronauts. The food package is made from amicrowaveable material. The top of the package is cut offwith a pair of scissors, and the contents are eaten with afork or spoon.

Visit http://spacelink.nasa.gov/space.food to see anddownload the ISS Food List.

Empty International Space Station food tray.

International Space Station food tray (frozen food)

=MI

;1

mai J

0111111e

""4".7.-

767r

101127_,

International Space Station frozen food storage:Food will be stowed in pullout drawers, which allowcomplete viewing of drawer contents. Lipped edgeson the food package Interface with the storage con-tainer, oven, and serving tray.

1 6

8 Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-Ha

Food Systems Engineering Facilityhe kinds of food the astronauts eat are not mysteri-ous concoctions but foods prepared here on Earth,with many commercially available on grocery store

shelves. Diets are designed to supply each crew memberwith all the recommended dietary allowances of vitaminsand minerals necessary to perform in the environment ofspace.

Foods flown in space are researched and developed in theFoods Systems Engineering Facility at NASA JohnsonSpace Center in Houston, Texas. Foods are tested for nutri-

tional value, how well they freeze dry, the storage andpackaging process, and of course taste. Astronauts areasked to taste test food items. They use a simple form torate the products on such things as appearance, color, odor,flavor, and texture. These components are rated using anumbering system. The Food Systems Engineering Facilityuses the astronauts' ratings to help design better space food.

Astronauts select their menu about 5 months before theyfly. For the ISS, they will choose 30-day flight menus.Crew members will store the food in the galley onboardthe Station.

The astronauts will use a special tray on the ISS to holdtheir food during preparation and eating. Because every-thing drifts in a microgravity environment, utensils andfood containers need to be held in place. Food trays willbe designed on the basis of the food packages that will beused on the ISS. These trays will be different from thoseused on the Space Shuttle because the ISS will have a

ra-

Four individuals participate In a cantaloupe "sensoryevaluation" at the Food Systems EngineeringFacility. This facility consists of several areas:Kitchen (shown), Freeze Drying Room, PackagingRoom, Analytical Laboratory, and Packaging,Fabrication, and Tasting Area.

table available; the Space Shuttle does not. The ISS traywill attach to the table.

From the beginning of human space travel, food has beenan important feature that has involved astronauts, techni-cians, and engineers. Because food is an important part oflife, it is imperative that the space food system is the bestit can be. Astronauts on the ISS cannot get into a car andgo down to the local grocery store if they do not like whatis for dinner. The supply of food must be nourishing andtasty so astronauts maintain their health during theirimportant stays in space.

17

Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HO 9

Types of Space FoodThere are eight categories of space food:

Rehydratable Food: The water is removed from

rehydratable foods to make them easier to store. Thisprocess of dehydration (also known as freeze drying) isdescribed in the earlier Gemini section. Water is replacedin the foods before they are eaten. Rehydratable itemsinclude beverages as well as food items. Hot cereal suchas oatmeal is a rehydratable food.

Thermostabilized Food: Thermostabilized foods areheat processed so they can be stored at room temperature.Most of the fruits and fish (tuna fish) are thermostabi-lized in cans. The cans open with easy-open pull tabs sim-ilar to fruit cups that can be purchased in the local gro-cery store. Puddings are packaged in plastic cups.

Intermediate Moisture Food: Intermediate moisturefoods are preserved by taking some water out of the prod-uct while leaving enough in to maintain the soft texture.This way, it can be eaten without any preparation. Thesefoods include dried peaches, pears, apricots, and beefjerky.

Natural Form Food: These foods are ready to eat andare packaged in flexible pouches. Examples include nuts,granola bars, and cookies.

Irradiated Food: Beef steak and smoked turkey are theonly irradiated products being used at this time. Theseproducts are cooked and packaged in flexible foil pouch-es and sterilized by ionizing radiation so they can be kept

Intermecilato Moisture Natural roan

Rehydratable

Beverage

Food on the Space Shuttle comes in several cate-gories. Represented here are: thermostabilized,intermediate moisture, rehydratable, natural form,and beverage.

at room temperature. Other irradiated products are beingdeveloped for the ISS.

Frozen Food: These foods are quick frozen to preventa buildup of large ice crystals. This maintains the originaltexture of the food and helps it taste fresh. Examplesinclude quiches, casseroles, and chicken pot pie.

Fresh Food: These foods are neither processed nor arti-ficially preserved. Examples include apples and bananas.

Refrigerated Food: These foods require cold or cooltemperatures to prevent spoilage. Examples includecream cheese and sour cream.

18


MicrogravityFood and how it is eaten and packaged have beengreatly affected by the unique microgravity environ-ment of space. A microgravity environment is one in

which gravity's effects are greatly reduced. Microgravityoccurs when a spacecraft orbits Earth. The spacecraft andall its contents are in a state of free-fall. This is why ahandful of candy seems to float through the Space Shuttlewhen it is released. The candy does not drop to the floorof the Shuttle because the floor is falling, too.

Because of this phenomenon, foods are packaged andserved to prevent food from moving about the SpaceShuttle or ISS. Crumbs and liquids could damage equip-ment or be inhaled. Many of the foods are packaged withliquids. Liquids hold foods together and, freed from con-tainers, cling to themselves in large drops because ofcohesion. It is similar to a drop of water on a piece of waxpaper. The only difference is that this drop of water ismoving about the microgravity environment of the SpaceShuttle. Special straws are used for drinking the liquids.They have clamps that can be closed to prevent the liq-uids from creeping out by the processes of capillaryaction and surface tension when not being consumed.

Microgravity also causes the utensils used for dining tofloat away. The knife, fork, spoon, and scissors are securedto magnets on the food tray when they are not being used.The effects of microgravity have had an enormous impacton the development of space food packaging, food selec-tion, and related food system requirements.

Astronaut Loren J. Shriver aboard STS-46 pursuesseveral floating chocolate candies on the flightdeck. Shriver is wearing a headset for communica-tion with ground controllers.

19


0

fa

ti

1. Shuttle galley.

2. Shuttle food tray top view.

3. Shuttle food tray bottom view, strapclosed.

4. Shuttle food tray bottom view, strapopen.

5. Shuttle rehydratable container compo-nents.

6. Shuttle stowage tray. Space Shuttlefood is stowed in labeled pulloutdrawers in the middeck. Drawer con-tents are covered with a mesh, whichallows top viewing of the drawer con-tents.

7. Shuttle galley. The Shuttle food galleyconsists of two parts: forced air con-vection oven and a rehydration stationwhere hot, cold, or ambient tempera.ture water can be dispensed.

8. Shuttle beverage packaging compo-nents.

9. Shuttle rehydratable food package.Top and bottom view of broccoli augratin. Label shows name, prepara-tion, and batch number. Bottom hasVelcro for attachment to the Shuttlefood tray.

10. Shuttle beverage containers.11. Astronaut Dr. Franklin R. Chang-Diaz

prepares a tortilla at the Shuttle foodgalley. u

S

O 0

2_,4

21

it

0

a

Classroom ActivitiesThese activities emphasize hands-on and coopera-tive involvement of students. Whenever possible,they make use of inexpensive and easily obtainable

materials and tools.

Activities for Grades K-4Activity 1: Food Preparation for SpaceActivity 2: Food SelectionActivity 3: Planning and Serving Food

Activities for Grades 5-8Activity 4:Activity 5:Activity 6:Activity 7:Activity 8:

Classifying Space FoodRipening of Fruits and VegetablesMold GrowthHow Much Is Waste?Dehydrating Food for Space Flight


Activity 1:Food Preparation for SpaceObjectiveThe students will measure the proper amounts and mixingredients of rehydratable foods and drinks.

Science StandardsScience as Inquiry: Abilities necessary to do scien-tific inquiry

Life Science: Matter, energy, and organization in liv-ing systems

Science in Personal and Social Perspectives:Personal health

Mathematics StandardComputationMeasurement

Helpful HintsHave students work in groups of four. For younger ele-mentary students, the ingredients can be premeasured orthe amounts can already be determined.

Nonfat dry milk does not have the thickness of wholemilk, which is usually used for instant pudding. Suggestto students that they add water in increments, mix, andrepeat this process until the desired consistency isachieved. (This may mean that as little as half of the sug-gested amount of water is needed.)

Materials Needed Per Group1 package instant pudding mix1 package instant drink crystalsSugar

Artificial sweetenerNonfat dry milkWaterStraws

Plastic spoons

Plastic zip-locking sandwich bags

BackgroundTravelers have known for a long time that condensingfood will make their journey easier. It is no different inthe space program. Hikers use rehydratable foods so theydo not have to carry very much weight with them. Thismakes it easier to travel. All weight going into space rais-es the fuel consumption at liftoff. It is important to elim-inate as much weight as possible. Because the fuel cellson the Space Shuttle produce water as a byproduct, wateris easily attainable. Therefore, taking foods along that canbe rehydrated with this water make sense because thisreduces the amount of weight on liftoff. The rehydratedfoods also take up much less space, and space is a valu-able commodity onboard the Space Shuttle.

Procedure for Rehydratable FoodRead the recipe label on the instant pudding. Calculatethe amount of dry mix ingredients necessary for a singleserving (weight 4" number in group). The recipe forinstant pudding calls for low-fat milk. Record the amountnecessary for a single serving. Read the recipe label onthe nonfat dry milk package, and calculate the amountnecessary for a single serving of instant pudding(amount ÷ number in group). Measure the dry instantpudding ingredient and the proper amount of nonfat drymilk, and place both into a zip-locking bag. Shake andstir the dry ingredients until thoroughly mixed. Pour thecorrect amount of water necessary to dissolve the mix-ture. Close the zip-locking bag, and knead the package inyour hands until thoroughly mixed.

Procedure for Rehydratable BeverageRead the recipe label on the instant drink package.Calculate the amount of dry mix ingredients necessaryfor a single serving (amount ÷ number of single serv-ings). Measure the dry ingredient, and place into a zip-locking sandwich bag. Calculate the amount of waternecessary for a single serving (amount ÷ number of sin-gle servings). Measure the amount of water, and pour intothe zip-locking bag. Close the zip-locking bag, and kneadthe package with your hands until thoroughly mixed.Calculate the amount of sugar or artificial sweetener foran individual serving and add.

23


Discussion1. What changes did you observe?2. Would the temperature of the water make a

difference?3. Why did you use a zip-locking bag as opposed

to a bowl?4. How would being in space affect the way you

eat and prepare food?

Extensions1. Have the students work together in groups to calculate

the amount of dry and liquid ingredients to make equalservings for the group.

2. Are the steps listed on the package the only possibleway for proper preparation? Have the students developan alternative way of mixing dry and liquid amounts.Compare the results with the method given on the box

label.3. The recipe suggests chilling before serving. How can you

eliminate refrigeration and still be able to serve it cold?

4. Use discussion questions for journal-writing topics.5. Design a space food packaging label. Prepare a package

label to include the following information: item name,manufactured date, instructions for preparing the item in

space (if needed), a bar code for computerized inventory or

conducting nutritional studies, and an expiration date.Labels include colored dots for crew member identifica-tion purposes:

Color Dot Standards TableRed CommanderYellow PilotBlue Mission Specialist 1

Green Mission Specialist 2Orange Mission Specialist 3Purple Mission Specialist 4 or

Payload Specialist 1

Brown Mission Specialist 5 orPayload Specialist 1

Labels also include the amount of water to rehydratefoods and the time and temperature needed to make it thebest possible meal.

Lastly, place a Velcro dot on the package for attachmentin microgravity. The Velcro "hooks" should be on theopposite side of the food package label.

AssessmentHave the students write procedures to make a rehydrat-able food and drink.

Food for Thought!Pure orange juice or whole milk cannot be dehydrated.Orange drink crystals, when rehydrated, just make orange"rocks" in water. There is a freeze-dried orange juice, butit is difficult to rehydrate. Still, some astronauts requestit. Whole milk does not dissolve properly. It floats aroundin lumps and has a disagreeable taste. Nonfat dry milkmust be used in space packaging. During the 1960's,General Foods developed a synthetic orange-flavoredjuice called Tang, which can be used in place of orangejuice. Today, this product is available in several differentflavors.

2 4


Activity 2:Food SelectionObjectiveThe students will determine the acceptability of foodproducts for space flight by participating in a sensorytaste panel.

Science StandardsScience as Inquiry: Abilities necessary to do scien-tific inquiryLife Science: Matter, energy, and organization in livingsystems

Science in Personal and Social Perspectives: Personalhealth

Physical Science: Properties of objects and materials

Mathematics StandardComputation

Helpful Hints1. If a food is disliked, delete that item from

the list.

2. Students should not discuss the foods with groupmembers while tasting the foods. Students should dotheir own evaluations and then compare.

3. If necessary, use water and crackers between samplesto remove prior tastes.

4. Many of these foods can be found at the local grocerystore.

Materials NeededTray

Paper platesFood samples (from menu list in appendix)Drink samples (from menu list in appendix)Water

Crackers

Taste Panel Evaluation FormTaste Panel Procedure and Descriptive Comments Form

BackgroundAstronauts select their menu for space about 5 monthsbefore they fly. For the Space Shuttle, they select a menuthat will serve them through the duration of their flight.For the ISS, they will choose a 30-day flight menu. Thesefoods will be stored in the galley. A special taste panel isset up for the astronauts to taste a variety of foods when

they are selecting their menus. This lets the astronautsknow whether they like the food before going into space.Foods are tested for appearance, color, odor, flavor, andtexture. It does not help astronauts to take foods intospace if they will not eat them. This taste panel helpsfacilitate the selection of a desirable menu and reducesthe amount of waste from unacceptable, uneaten, or par-tially eaten portions.

ProcedurePlace the students into groups. These groups will beknown as the expert groups, and each group should beassigned a type of space food. Each group will be respon-sible for tasting a variety of foods from their particulargroup. They will fill out the Taste Panel Evaluation Form,rating the appearance, color, odor, flavor, and texture. Thestudents will rate these items using the numerical scoreslisted on the bottom of the form.

Each group will total the scores given each food and listthem on the form. If an item receives a score of 6 or less,comments should be listed to explain the low score. Allother items should be described by their good qualities.Brainstorm a list of descriptive words that can be used.

Discussion1. Which space food would you prefer to take with

you into space?2. In each food type, which item received the highest

score? Why?3. In each food type, which item received the lowest

score? Why?

4. Why do you think it is important that you test thefoods before you take them into space?

Extensions1. Have the students use the evaluation forms to

choose a meal of their choice.2. Use the descriptive words from the Taste Panel

Evaluation Form to write a paragraph about thefoods you have tested.

AssessmentWhen all of the tasting, evaluating, and computing havebeen done, each group should prepare a short presenta-tion to share with the class about their findings.

25Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HO 17

Taste Panel Evaluation Form

Appearance

Color

Odor

Flavor

Texture

Overall

Comments

High Scores:

9-Like Extremely8-Like Very Much7-Like Moderately

Mid Scores:

6-Like Slightly5-Neither Like nor Dislike4-Dislike Slightly

26

Low Scores:

3-Dislike Moderately2-Dislike Very Much1-Dislike Extremely


Taste Panel Procedure andDescriptive Comments FormThe following guidelines should be followed when rating a food product on the Taste Panel:

1. Emphasis is on the quality of the food product rather than on personal preferences such as likes and dislikes.2. If you absolutely dislike the food product because of personal preferences, do not rate it.3. If a product is rated below a 6 for any category, then note the reason in the space provided.4. The overall rating is your overall general impression of the product, which is not necessarily an average of the other

categories, but should be consistent with them.5. Do not talk with other panelists during evaluations.

6. Refrain from smoking, eating, or drinking for 60 minutes prior to panels.7. If necessary, use water or crackers between samples to clear the palate.8. If you have a question regarding the Taste Panel, ask the person conducting the panel.

Descriptive CommentsHere is a list of descriptive terms that can be used to describe an attribute of a food and be an aid for food development.You may use the list below to describe attributes of a food sample. A score of 6.0 or below should have some descrip-tive comment that will explain a low score.

Taste/Order Texture Color/AppearanceBitter Crisp DullSweet Soft LustrousSour Hard SparklingSalty Stringy BrightOxidized Tough LightRancid Chewy DarkStale Firm GreasyTasteless Fine GlossyMetallic Grainy CloudyFlat Gummy OldMusty Lumpy PaleYeasty MushyFloral Pasty

RubberyStickyStiffTender

GreasyJuicy

2l


Activity 3:Planning and Serving FoodObjectiveThe students will plan a 5-day flight menu and design afood tray that can be used in space.

Science StandardsScience as Inquiry: Abilities necessary to

do scientific inquiryLife Science: Matter, energy, and organizationin living systemsScience in Personal and Social Perspectives:Personal healthPhysical Science: Position and motion of objects

Mathematics StandardComputation

Helpful Hints1. For K-1 students, food pictures from magazines and

ads can be used to plan the menu. The students mayalso cut and paste pictures to construction paper tosimulate the Space Shuttle food tray.

2. Some possible materials that can be used to build thefood trays are boxes, cardboard, hook and loop tape(Velcro), magnets, foil, wood, construction paper, andglue. Encourage students to be creative in their designs.

MaterialsUSDA Food Pyramid Guide (Appendix G)Food group and suggested daily servings chart

(Activity 4)

BackgroundAstronauts use special trays in space because of the spe-cial microgravity environment. These trays are designedto hold everything in place while food is being preparedand eaten. On the Space Shuttle, the trays used havestraps on the back so that the astronauts can attach themto either the wall or their leg in order to hold them inplace. They also have hook and loop tape on them toattach to the foods and drink packages; utensils are heldin place with magnets. The ISS food tray has compart-ments to hold special bowl-like containers. They snapinto place and hold the food in the tray. These containersare similar to single-serving frozen food dishes that canbe found in the grocery store. The only difference is that

they are made of a hard plastic instead of aluminum orcardboard.

ProcedureThe students will plan a nutritionally balanced 5-daymenu for astronauts. It is important that astronautsreceive the recommended daily caloric intake so they canmaintain their energy level and good health. Use the FoodPyramid Guide in the appendix to nutritionally balancethe meals. Using the recommended food group and sug-gested daily servings chart listed in Activity 4, choosefoods that will fulfill the recommended daily allowancesfor the astronauts.

The students will design and build a tray to hold theirmeals. To help the astronauts eat their meals on the SpaceShuttle, a special tray has been devised to help hold thedifferent food types and packages in place. This preventsfood from drifting in a microgravity environment.

Discussion1. What types of problems might you face while trying to

eat in space?2. Are there other ways to serve space food?3. Why is it important for astronauts to receive the rec-

ommended daily caloric and nutritional intake?

ExtensionsHave the students plan and prepare a space food lunch-eon. The food trays the students designed and built willbe used. The menu for the day will be selected from theInternational Space Station Daily Menu Food List. Theschool administration should be invited as well as com-munity leaders and parents. Remember to invite the localmedia.

Students can cut food pictures from actual food contain-ers and place rehydratables in zip-locking bags for SpaceShuttle food. For ISS frozen foods, food pictures fromfrozen food packages can be cut to fit the recycled plas-tic frozen food containers. Foam core or plaster of pariscan be used to give the package actual weight.

AssessmentEvaluate each food tray for design and usability. Verify that

the meals planned are nutritionally balanced.


Activity 4:Classifying Space FoodObjectiveTo classify the space food manifested on the SpaceShuttle or International Space Station food lists into themajor food groups found in the Food Pyramid Guide.

Science StandardsScience as Inquiry: Abilities necessary to do scientif-ic inquiryScience in Personal and Social Perspectives:Personal health

Materials NeededBaseline Space Shuttle Food and Beverage List

(Appendix A)

International Space Station Daily Menu Food List(Appendix B)

USDA Food Guide Pyramid(Appendix G)

BackgroundThe Food Guide Pyramid has been established to helppeople maintain a diet that is adequate in nutritionalvalue. Maintaining good health in space is important, andto help do this, a good diet is imperative. Balanced mealsof good nutritional food will help ensure that the astro-nauts will be able to perform their jobs in space.

The U.S. Department of Agriculture (USDA) has maderecommendations for a healthy diet. Foods are groupedaccording to the nutrients they provide. Many foods, suchas corn, are hard to place into a specific group. Sweetcorn can be counted as a starchy vegetable, but corn tor-tillas are in the grain group. Dry beans and peas(legumes) can be counted as either a starchy vegetable ora meat.

The following is a web site that can be used to obtainmore indepth information about the Food Guide Pyramidand nutrition:

http://www.usda.gov/fcs/cnpp/using.htm

Food Groups andSuggested Daily Servings Chart

Food Groups Suggested Daily ServingsGrain 6 to 11 servings(Bread, Cereal,Rice, and Pasta)Fruit 2 to 4 servingsVegetable 3 to 5 servingsMeat 2 to 3 servings(Meats, Poultry,Fish, Eggs, and Nuts)Dairy 2 to 3 servings(Milk, Yogurt,

and Cheese)Oil Use sparingly(Fats and Sweets)

ProcedureUsing the Baseline Space Shuttle Food and Beverage Listor the International Space Station Daily Menu Food List,classify the foods into the major groups as shown above.

Discussion1. Which foods did you find that can fit into more than

one food group?2. In your opinion, which food group had the better

selection of foods?3. Why is it important to maintain good health in space?4. How does a balanced diet maintain good health?

2 9


Extensions1. Have the class design their own ISS food menu for a

30-day crew rotation or Space Shuttle food menu for a7-day rotation. Have them analyze how many times aparticular food or drink item was served and if someitems were served in combination with another (suchas fish always served with french fries). Avoid monot-onous or repetitive selection by increasing the varietyof food choices.

2. Using a computer, create a data base file. Design adata base template that includes fields such as day (1,

2, 3, etc.), meal (breakfast, lunch, dinner, and apossible snack), and the six major food groups (grain,vegetable, fruit, dairy, meat, and oil). Enter the infor-mation from the menus and determine which mealsare balanced ones by searching for any empty fields inthe food groups.

AssessmentThe students will compare and contrast their findings.

30


Activity 5:Ripening of Fruits and VegetablesObjectivesCompare and contrast the rate of ripening of fruits andvegetables when exposed to air and the effect of using achemical inhibitive on that rate of ripening.

Measure the exposed surface area of ripened fruits andvegetables.

Science StandardScience as Inquiry: Abilities necessary to do scientif-ic inquiryLife Science: Matter, energy, and organization in liv-ing systemsScience in Personal and Social Perspectives:Personal health

Mathematics StandardMeasurement

Materials NeededDistilled waterFruits such as apples and bananasVegetables such as carrots and celery sticksVitamin C tabletsSmall deep plastic bowlsKnifeLarge spoonsPaper plates

the absence of a refrigerator and must be consumedwithin the first 7 days of flight. Carrots and celerysticks are the most perishable items in the fresh foodlocker and must be consumed within the first2 days of flight.

Onboard the ISS, refrigerators will be present, and refrig-erated foods for the Station will include fresh and fresh-treated fruits and vegetables. Certain types of fruits andvegetables can have an extended shelf life of up to 60 days.

When certain fruits or vegetables are sliced open andexposed to air, the exposed cut surface turns brown incolor. There are a number of processing techniques thatcan be employed to fresh-treat fruit and vegetables: irra-diation, a wax coating, an ethylene inhibitor (ethylene isa plant hormone that causes ripening), controlled atmos-phere packaging, modified atmosphere packaging, andthe use of a chemical inhibitive.

This activity focuses on one of these processesthe useof a chemical inhibitiveas a way of packaging slicedfruits and vegetables as a single-serving, nonwaste fooditem. Slicing eliminates the weight and waste of a coreand peelings.

Some foods are easily browned, such as bananas, apples,pears, and peaches. You can protect fresh fruit frombrowning by keeping it from being exposed to air.

Another way is by treating the food with vitamin C.

ProcedureBACKGROUND 1.

Food for the Space Shuttle is packaged and stowed infood lockers at Johnson Space Center in Houston,Texas, approximately a month before each launch and iskept refrigerated until shipped to the launch site. About 2.3 weeks before launch, the food lockers are sent to 3.

Kennedy Space Center in Florida. There, they arerefrigerated until they are installed in the Shuttle2 to 3 days prior to launch. Besides the meal and sup- 4.plemental pantry food lockers, a fresh food locker ispacked at Kennedy and installed on the Shuttle 18 to 5.

24 hours before launch. The fresh food locker containstortillas, fresh bread, breakfast rolls, fresh fruits such as 6.

apples, bananas, and oranges, and fresh vegetables suchas carrots and celery sticks. During space flight, fresh 7.

fruits and vegetables have a short shelf life because of

Pour water into two small deep bowls. Dissolve a vita-min C tablet into one, and leave the second as plainwater. Label the first one "Vitamin C" and the second"Plain Water."Cut a piece of fruit into six equal wedges.Place two wedges into each of the prepared liquids. Becareful that each wedge is completely immersed in theliquid for about 10 minutes.Remove each wedge with a spoon, and place on sepa-rately labeled paper plates.Place the last two wedges on a paper plate labeled"Untreated."

Arrange the piece so that all of the cut surfaces areexposed to air.

Repeat steps 2 through 6 with each fruit and vegetablebeing tested.

31Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ 23

8. Let all three plates sit for an hour, and observe for anybrowning.

9. Using a variety of tools (ruler, square centimeter graphpaper, foil, etc.) to measure the brown, exposed area ofthe fruits and vegetables.

Discussion1. Which fruit and which vegetable turned browner than

the others?2. Which fruit and which vegetable did not turn as brown

as the others?3. Can you think of another chemical inhibitive that

could be used to preserve fruits and vegetables?4. What would be the best way to pack fruits and vegeta-

bles for space flight?

Extensions1. Does the amount of vitamin C in the water affect the

rate that fruit and vegetables will turn brown? Test this

hypothesis by using one-half tablet, one tablet, and twotablets of vitamin C in the water.

2. Will temperature affect the rate of browning on fruitsand vegetables? Try the experiment again, but thistime place them in the refrigerator and in a warm darkplace for the same amount of time.

3. Lemon juice is a common ingredient listed in recipesfor fruit pies. Repeat the experiment again to deter-mine whether lemon juice has an effect on browning.

4. Use a vacuum pump to keep fresh fruit from beingexposed to air (vacuum sealing). Observe the rate ofbrowning.

5. Slicing, coring, and peeling are techniques for provid-ing single servings and eliminating waste. Determinethe amount of weight and volume reduced by slicing,coring, and peeling apples and oranges.

AssessmentThe students will present their findings to the class.Classroom graphs and charts may be used to illustrate infor-

mation learned.

32


Activity 6:Mold GrowthObjectiveAfter observing mold growth on different types of bread,measure and record the growth rate.

Science StandardsScience as Inquiry: Abilities necessary to do scientif-ic inquiryLife Science: Matter, energy, and organization in liv-ing systemsScience in Personal and Social Perspectives:Personal Health

Mathematics StandardMeasurement

Materials NeededVariety of breads (such as white, brown, whole wheat,

rye, and sourdough) with and without preservativesVariety of tortillas (such as flour and corn) with and with-

out preservativesPlastic zip-locking sandwich bags (16.5 cm x 14.9 cm)Marking penTape

KnifeMetric rulerTransparent centimeter grid sheetLarge tray

Student Data Sheets

BackgroundFlour tortillas have been a favorite bread item for spaceflight since 1985.* Tortillas are an acceptable bread sub-stitute because of ease of handling and reduced crumbgeneration in microgravity. Frankfurters and peanut butterand jelly are some of the foods and spreads used with thetortillas to make sandwiches. The tortillas are also used asa bread accompaniment to many of the food entrees suchas beef tips in gravy and ham slices. The Space Shuttlegalley does not have refrigeration for food storage; hence,all foods are stowed in locker trays at room temperature.Spoilage problems are encountered with commercial tor-tillas on space flight missions longer than 7 days.

Molds are naturally present nearly everywhere in ourenvironment. In nature, molds are needed to break down

substances such as leaves and result in organic matter thatenriches soil. When present in foods, however, moldsmay grow and cause an unsightly appearance and unap-pealing and unusual flavors. Some molds are capable ofproducing toxins, which are hazardous to human health.Dampness, warmth, oxygen, favorable pH, and theabsence of light result in the optimum growth conditionsfor yeast, mold, and pathogenic bacterial growth. As mis-sion length has increased, the need to develop a tortillathat is shelf stable at room temperature has become essen-tial. A tortilla with a shelf life of 6 months was developed.

Foods and beverages are processed with preservatives toinhibit the growth of molds naturally present. The devel-opment of a shelf-stable tortilla for space flight requiredreducing the amount of available water, lowering the pHto prevent bacterial growth, and packaging in an oxygen-free environment to prevent mold growth. See the SpaceTortilla Formulation (Recipe) in Appendix F.

Procedure1. Measure and cut each bread and tortilla sample into a

10 x 10 cm square.2. Cut a 5 x 5 cm square of paper, and dampen

with water. Place into a numbered zip-locking sand-wich bag.

3. Place each sample on dampened paper in the bag, andseal with a little air left in the bag. Tape the zip-locking seal as a safety measure.

4. List the ingredients from the information label on thefood package wrapper. Identify flours, yeast, andpreservatives. Label the package.

5. Place the labeled samples on a large tray tominimize handling. Keep the samples in a warm, darkplace.

6. Make daily observations of any mold growth atthe same time each day. Make observations ofthe types of mold present by noting the colorand appearance of the molds and the rate ofmold growth.

7. Measure the amount of mold surface area growth byplacing a transparent centimeter grid overthe sample.

8. Record your data on the Student Data Sheets.9. Examine the mold with a stereo microscope or

magnifier.

Caution: Molds should be handled carefully. Do not

Tortillas were requested as part of the food manifest by Astronaut Rodolfo Neri Vela (Mexico), Payload Specialist,STS-61B, 1985.


open the zip-locking plastic bag, and do not removethe mold samples from the zip-locking plastic bags.The spores, which is how mold is dispersed, mayspread throughout the classroom and could causeallergic reactions.

Discussion1. Which bread type(s) exhibited more mold growth over

a long period of time?2. On which bread type did mold first appear?3. Were there any breads that had no mold growth? Why?4. What was the difference between the tortilla and the

bread as far as mold growth?5. Molds vary in color and appearance. Many are white

and resemble cotton while others are green, brown,black, pink, or gray. While some molds will grow on awide variety of foods, others grow best on fresh fruitsor vegetables. Describe the mold(s) that appeared onthe bread products.

ExtensionsRepeat the experiment, and change the variables.

1. Place some bread samples in the dark, and exposeother identical pieces in the light.

2. Place some bread samples in a cool place (refrigera-tor), and expose other identical samples in a warmplace.

3. Repeat the experiment with other types of major foodgroups that have flown in space. The Space Shuttlefresh food locker contains crew-determined fooditems such as oranges, apples, carrots, and celerysticks. Try a fresh fruit such as an orange or apple, afresh vegetable such as a carrot or celery stick, and amilk group item such as a natural cheese.

4. Observe which colors of molds grow on a variety offoods and which mold colors are more specific to acertain food group.

5. Compare the space flight shelf stable tortilla formula-tion (listed in Appendix F) with the ingredients listedon a grocery store tortilla package wrapper or in a tor-tilla recipe you find in a cookbook for an Earth-basedtortilla.

AssessmentConduct a classroom discussion about the findings, andcollect the completed Student Data Sheets. Have the stu-dents graph their data.

34


Metric Area Grid Template

This 15 x 20 cm gridded sheet can be used to make transparencies, which can be placed on any object and used to meas-ure how many square centimeters the object contains.


Student Data SheetName

MOLD GROWTH DATA RECORD SHEET

Kind of Bread Sample # Preservative (yes / no)

Time Mold surface Daily(Day) area (cm) Observations

1

2

3

4

5

6

7

8

9

10

Ingredients List:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1 1 .

12.

13.

14.

Ingredients Identification Key:

Flour (F)Preservative (P)

Yeast (Y)

36

28 Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-H0


Mold Growth Data Line Graph

Time(Day)

InstructionsPlot surface mold area growth vs. time.Plot data from each sample onto the line graph.Use a different color for each sample recorded on the graph.Indicate on the graph whether the sample is with or without preservatives.If there are preservatives, state the number of different preservatives present.

Conclusions

37


Activity 7:How Much Is Waste?ObjectiveMeasure the mass and volume of a food package beforeand after repackaging for space flight, and determine theusable and waste portions of food selected for space flight.

Science StandardsScience as Inquiry: Abilities necessary to do scientif-ic inquiry.Physical Science: Properties and changes of proper-ties of matter.

Mathematics StandardComputationMeasurement

Materials NeededCommercial food box such as a cereal boxUnshelled nuts: almond, cashew, macadamia, peanutFresh fruits: apple, grapefruit, lemon, orangeMetric balanceWeightsPlastic zip-locking snack and sandwich bagsMetric rulersCalculatorsStudent Data Sheets

BackgroundThe original design of the space food packaging forProjects Mercury, Gemini, and Apollo was light in weightand easily handled in microgravity, and it required mini-mum storage space. These specifications fit the prime lifesupport design requirements for all spacecraft systems:minimum weight and volume, minimum power usage, reli-

ability, ease of maintenance, environmental compatibility,integration with other systems, and crew compatibility.

As spacecraft design improved, allowing for longer flightdurations and larger crew and cargo capabilities, the foodmanifest greatly improved. For instance, the SpaceShuttle and ISS food lists contain nuts, shelled to reducewaste and mess. In addition, the lists also contain fruitsand fruit juices. These fruits may be whole or presliced to

reduce waste and mess.

Because of the increasing problem of orbital debris, theonly substance dumped on orbit into space is excesswater, a byproduct of electrical power generated from theSpace Shuttle fuel cells. Onboard waste containment is aconcern for space flight. A trash compactor is on theSpace Shuttle and is also planned for the ISS to reducethe bulk of waste products.

ProcedurePart 1. Minimize the Mass of a Grocery Store Package1. Weigh the package.2. Calculate the mass and volume of the food package.3. Open the package, remove the contents, and place

them in a plastic zip-locking sandwich bag, removingas much air from the package as possible.

4. Weigh the new package.5. Determine the volume of the new package.6. Calculate the percentage of mass loss.7. Calculate the percentage of volume loss.

Part 2. Determine the Usable and Waste Portions of10 NutsNote: Use 10 nuts, and divide by 10 to come up with theamount for 1 nut.1. Weigh 10 nuts.2. Shell the nuts, and weigh the edible portion.3. Collect the shells, and weigh the nut shells.4. Calculate the percentage that is edible.5. Calculate the percentage of waste.

Part 3. Determine the Edible and Waste Portions ofa Fruit1. Weigh the fruit.2. Peel and core the fruit.3. Weigh the edible portion of the fruit.4. Weigh the peel and core of the fruit.5. Calculate the percentage that is edible.6. Calculate the percentage that is waste.

Discussion1. Did the packaging make that much of a difference in

weight? In volume?2. After removing the parts of food that would not be

eaten, did the weight decrease significantly?3. Which food product lost the most weight? Was it

because of packaging or waste portions of the food?

38


Extensions1. Have the students find other types of food that con-

tain waste portions.2. Fruit juices are manifested for the ISS. Extract juice

from selected fruit(s) and calculate the amount of juice

available:

% juice = liquid mass/total mass x 100

AssessmentCollect the completed Student Data Sheets, and determinewhether the mathematical computations are correct.Through classroom discussion, determine usable andunusable portions of foods.

39



PART 1. MINIMIZE THE MASS OF A GROCERY STORE PACKAGE

Calculate the percentage of mass loss:% Package Mass Loss = store pack mass space pack mass

store pack mass

Calculate the percentage of volume loss:% Package Volume Loss = store pack volume space pack volume

store pack volume

X100

X 100

PART 2. DETERMINE THE USABLE AND WASTE PORTIONS OF 10 NUTS

Calculate the percentage of the edible portion:% Edible = edible mass

total mass X 100

Calculate the percentage of the waste portion:% Waste = shell mass

total mass X 100

PART 3. DETERMINE THE EDIBLE AND WASTE PORTIONS OF A FRESH FRUIT

Calculate the% Edible =

Calculate the% Waste =

percentage of the edible portion of the fresh fruit:edible masstotal mass X 100

percentage of the waste portion of the fresh fruit:peel + core masstotal mass X 100

40


Activity 8:Dehydrating Food for Space FlightObjectiveDetermine the percentage of water reduction by dehy-drating fresh food items.

Science StandardsScience as Inquiry: Abilities necessary to do scientif-ic inquiryScience in Personal and Social Perspectives:Personal Health

Mathematics StandardsMeasurementComputation

Materials NeededVegetables: fresh green beansFruits: fresh apples, peaches, grapes, strawberries, or

bananasFood dehydratorBalanceWeights

Plastic zip-locking sandwich bags

BackgroundFreeze-drying and other drying methods remove most ofthe water in foods. This food type (once rehydrated) pro-vides a more solid-type diet and adds variety to the spaceflight menu.

Onboard the Space Shuttle, dehydrated foods and drinksmake up a significant part of the menu selection. Themajor reason for using these dehydrated foods and drinksis because water is produced by the fuel cells as a byprod-uct, making water abundantly available for Space Shuttlefood preparation. A significant weight reduction isachieved by rehydratable food and drinks.

For the ISS, electrical energy requirements are best metby using a renewable energy source. Solar arrays, whichconvert solar energy into electrical energy, do not pro-duce water as a byproduct. The ISS food manifest hasreduced the amount of food rehydratables significantly.Drinks, however, are still best handled in a rehydratablepackage for storage ease.

Procedure1. Weigh the fruit or vegetable.2. Cut up the food into small slices or pieces.3. Place in the food dehydrator, and dehydrate.4. Remove from the dehydrator, and allow to cool

before weighing by placing in a plastic sandwichbag (so no moisture will be reabsorbed).

5. Weigh dehydrated food, being careful to subtractthe weight of the empty zip-locking plastic bag.

6. Calculate the percentage of moisture lost in thefood sample using the equation:

% Moisture Loss = original mass dehydrated mass x 100original mass

ExtensionExplore the rehydratability of different commercial foodproducts obtained from camping of grocery stores. Weigha known amount of dehydrated food, and place in a con-tainer of ambient water. Allow the food to completelyrehydrate. Remove the food from the container, and blotdry. Weigh the rehydrated food product, and calculate thepercentage of rehydration:

% Rehydration = gain in mass + original massx 100

original mass

AssessmentThe students will write procedures for dehydrating fruitand vegetables.

41


Appendix A:Baseline Space ShuttleFood and Beverage List

Abbreviations Chicken, Teriyaki (R)

A/S Artificial Sweetener(B) Beverage Cookies,(FF) Fresh Food Butter (NF)

(IM) Intermediate Moisture Shortbread (NF)(I) Irradiated(NF) Natural Form Crackers, Butter (NF)

(R) Rehydratable(T) Thermostabilized

Beef w/BBQ Sauce (T)Beef, Dried (IM)Beef Patty (R)Beef Steak (I)Beef Stroganoff w/Noodles (R)Beef, Sweet 'n Sour (T)Beef Tips w/Mushrooms (T)

Eggs,

Scrambled (R)Mexican Scrambled (R)Seasoned Scrambled (R)

Frankfurters (T)

Fruit,

Apple, Granny Smith (FF)

Bread (FF) Apple, Red Delicious (FF)Applesauce (T)

Breakfast Roll (FF) Apricots, Dried (IM)Banana (FF)

Brownies (NF) Cocktail (T)Orange (FF)

Candy, Peach Ambrosia (R)Coated Chocolates (NF) Peaches, Diced (T)Coated Peanuts (NF) Peaches, Dried (IM)

Gum (NF) Pears, Diced (T)Life Savers (NF) Pears, Dried (IM)

Pineapple (T)

Cereal, Strawberries (R)

Bran Chex (R) Trail Mix (IM)Cornflakes (R)Granola (R) Granola Bar (NF)Granola w/Blueberries (R)Granola w/Raisins (R) Ham (T)Grits w/Butter (R) Ham Salad Spread (T)Oatmeal w/Brown Sugar (R)Oatmeal w/Raisins (R) Jelly,

Rice Krispies (R) Apple (T)Grape (T)

Cheddar Cheese Spread (T)

Chicken,Chicken, Grilled (T)Chicken Salad Spread (T)Chicken, Sweet 'n Sour (R)

Macaroni and Cheese (R)

Noodles and Chicken (R)

42


Nuts,

Almonds (NF)Cashews (NF)Macadamia (NF)Peanuts (NF)Trail Mix (IM)

Peanut Butter (T)

Potatoes au Gratin (R)

Puddings,

Green Beans/Mushrooms (R)Italian (R)Spinach, Creamed (R)Tomatoes and Eggplant (T)

Beverages (B)

Apple Cider

Cherry Drink w/A/S

CocoaBanana (T)Butterscotch (T) Coffee,Chocolate (T) BlackTapioca (T) w/A/SVanilla (T) w/Cream

w/Cream and A/SRice and Chicken (R) w/Cream and Sugar

Rice Pilaf (R) w/SugarCoffee (Decaffeinated),

Salmon (T)Blackw/A/Sw/Cream

Sausage Patty (R) w/Cream and A/Sw/Cream and Sugar

Shrimp Cocktail (R) w/SugarCoffee (Kona),

Soups, BlackChicken Consomme (B) w/A/S

Mushroom (R) w/Cream

Rice and Chicken (R) w/Cream and A/Sw/Cream and Sugarw/Sugar

Spaghetti w/Meat Sauce (R)

Tortillas (FF)

Tuna,

Turkey,

Tuna (T)Tuna Salad Spread (T)

Turkey Salad Spread (T)Turkey, Smoked (I)Turkey Tetrazzini®

Vegetables,

Asparagus (R)Broccoli au Gratin (R)Carrot Sticks (FF)Cauliflower w/Cheese (R)Celery Sticks (FF)Green Beans and Broccoli (R)

Grape DrinkGrape Drink w/A/S

Grapefruit Drink

Instant Breakfast,ChocolateStrawberryVanilla

LemonadeLemonade w/A/S

Lemon-Lime Drink

Orange DrinkOrange Drink w/A/SOrange-Grapefruit DrinkOrange JuiceOrange-Mango DrinkOrange-Pineapple Drink


Peach-Apricot Drink

Pineapple Drink

Strawberry Drink

Tea,Plainw/A/Sw/Creamw/Lemonw/Lemon & A/Sw/Lemon & Sugarw/Sugar

Tropical PunchTropical Punch w/A/S

Condiments

Catsup (T)Mayonnaise (T)Mustard (T)Pepper (Liquid)Salt (Liquid)Tabasco Sauce (T)Taco Sauce (T)

44


Appendix B:International Space StationDaily Menu Food ListRefrigerated

Dairy

CheeseCheese slicesCream cheeseSour creamYogurt, fruit

Fruits

AppleGrapefruitKiwiOrangePlum

Frozen

Meat and Eggs

Beef:

Beef, brisket, BBQBeef, enchilada with spanish riceBeef, fajitaBeef, pattyBeef, sirloin tips with mushroomsBeef, steak, bourbonBeef, steak, teriyakiBeef, stir fried with onionBeef, stroganoff with noodlesLuncheon meatMeat loaf with mashed potatoes and gravy

Lamb:

Lamb, broiled

Poultry:

Chicken, bakedChicken, enchilada with spanish riceChicken, fajitaChicken, grilledChicken, oven fried

Chicken, pot pieChicken, stir fried with diced red pepperChicken, teriyaki with spring vegetablesDuck, roastedMeatball, porcupine (turkey)

Pork:

BaconBacon, CanadianHam, baked with candied yamsPork, chop, baked with potatoes au gratinPork, sausage, pattiesPork, sweet and sour with rice

Seafood:

Fish, bakedFish, grilledFish, sautéedLobster, broiled tailsScallops, bakedSeafood, gumbo with riceShrimp, cocktailTuna, noodle casserole

Eggs:

Egg, omelet, cheeseEgg, omelet, vegetableEgg, omelet, hamEgg, omelet, sausageEgg, omelet vegetable and hamEgg, omelet, vegetable and sausageEggs, scrambled with bacon, hash browns sausageQuiche, vegetableQuiche, lorraine

Pasta mixtures:

Lasagna, vegetable with tomato sauceNoodles, stir frySpaghetti with meat sauceSpaghetti with tomato sauceTortellini with tomato sauce, cheese

45


Other: Rice:

Egg rolls Fried

Enchilada, cheese with Spanish rice Mexican/SpanishPizza, cheese White

Pizza, meatPizza, vegetable Starchy Vegetables

Pizza, supremeCorn, whole kernel

Fruit Potato, bakedPotatoes, escalloped

Apples, escalloped Potatoes, oven fried

Peaches, sliced with bananas, blueberries Potatoes, mashed

Peaches with bananas, grapes, strawberries Yams, candied

Strawberries, sliced Succotash

Squash corn casserole

SoupsVegetables

Beef, stewBroccoli, cream of Asparagus tips

Chicken, cream of Beans, green

Chicken noodle Beans, green with mushrooms

Mushroom, cream of Broccoli au gratin

Won ton BroccoliCarrot coins

Grains Cauliflower au gratinChinese vegetables, stir fry

Biscuits Mushrooms, fried

Bread Okra, fried

Cornbread Peas

Dinner roll Peas with carrots

Garlic bread Squash, acorn with apple sauce and cinnamon

Sandwich bun, wheat/white Zucchini, spears, friedToast, wheat/whiteTortilla Desserts

Breakfast items: Cakes:

Cinnamon roll Angel food cake

French toast Brownie, chocolate

Pancakes, buttermilk Chocolate fudge

Pancakes, apple cinnamon Shortcake

Waffles Yellow cake with chocolate frosting

Pasta: Dairy:

Fettuccine alfredo Ice cream, chocolate

Macaroni and cheese Ice cream, strawberry

Spaghetti Ice cream, vanillaYogurt, frozen

6


Pies and Pastry: Soups

Cheesecake, chocolate ChiliCheesecake, plain Clam chowderCobbler, peach Egg dropPie, apple Miso, JapanesePie, coconut cream VegetablePie, pecanPie, pumpkin Desserts

Beverages Pudding, butterscotchPudding, chocolate

Apple juice Pudding lemonGrape juice Pudding, tapiocaGrapefruit juice Pudding, vanillaLemonadeOrange juice Condiments

Condiments Barbecue sauceCatsup

Margarine Chili con quesoGrated cheese Cocktail sauce

Cranberry sauceCereals Dill pickle chips

Dips, beanHot cereal: Dips, onion

Dips, ranchOatmeal HoneyCream of wheat Horseradish sauceGrits Jelly, assorted

Lemon juiceMayonnaise

Thermostabilized MustardMustard, hot Chinese

Fruit Orange marmaladePeanut butter (chunky, creamy, whipped)

Applesauce Picante sauceFruit cocktail Sweet and sour saucePeaches Syrup, maplePears Taco saucePineapple Tartar sauce

Salads Beverages

Chicken salad Fruit juices:Tuna saladTurkey salad Cranberry

Cranberry appleVegetable: Cranberry raspberry

Gatorade, assortedBean salad, three PineapplePasta salad Pineapple grapefruitPotato salad, German TomatoSauerkraut V-8

'

4 7Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ 39

Milk: Nuts:

Skim Almonds

Low fat CashewsChocolate (low fat or skim) MacadamiaWhole Peanuts

Natural Form

Fruit

Apples, driedApricots, driedPeach, driedPear, driedPrunesRaisinTrail mix

Grains

Animal crackersCereal, coldChex mixCrackers, assortedBaked chips, tortillasBaked chips, potatoPretzelsGoldfishTortilla chipsPotato chipsRye krisp, seasoned

Desserts

Cookies:

Candy:

Candy-coated chocolatesCandy-coated peanutsLifesavers

Gum (sugar free)

Eva Food

In-suit fruit bar

Rehydratable

Beverages

Apple ciderCherry drinkCocoaCoffee (assorted)Grape drinkGrapefruit drinkInstant breakfast, chocolateInstant breakfast, vanillaInstant breakfast, strawberryOrange drinkOrange mango drinkOrange pineapple drinkTea (assorted)Tropical punch

ButterChocolate chipFortune Irradiated MeatRice krispies treatShortbread Beef steak

Smoked turkey

Snacks

Beef jerky

48


Appendix C:Gemini Standard Menu (4-day cycle)

Day 1, 5.9

Meal APeachesBadon Squares (8)Cinnamon Toast Bread

Cubes (4)Grapefruit DrinkOrange Drink

Meal BSalmon SaladChicken and RiceSugar Cookie Cubes (4)CocoaGrape Punch

Meal CBeef and PotatoesCheese Cracker

Cubes (4)Chocolate PuddingOrange-Grapefruit Drink

Day 2. 6, 10

Meal AFruit CocktailSugar-Coated ComflakesBacon Squares (8)Grapefruit DrinkGrape Drink

Meal BPotato SoupChicken and VegetablesTuna SaladPineapple Fruitcake (4)Orange Drink

Meal CSpaghetti and Meat

SauceHam and PotatoesBanana PuddingPineapple-Grapefruit

Drink

Day 3, 7, 11

Meal APeachesBacon Squares (8)Strawberry Cubes (4)CocoaOrange Drink

Meal BCream of Chicken SoupTurkey and GravyButterscotch PuddingBrowniesGrapefruit Drink

Meal CPea SoupBeef StewChicken SaladChocolate Cubes (4)Grape Punch

49

Day 4, 8

Meal AFruit CocktailSausage PattiesBacon Squares (8)CocoaGrape Drink

Meal BPotato SoupPork and Scalloped

Potatoes

Apple SauceOrange Drink

Meal CShrimp CocktailChicken StewTurkey Bites (4)Dry Fruitcake (4)Orange-Grapefruit Drink


Appendix D:Space Shuttle Standard Menu(4 days of a 7-day menu)

Day 1 Day 2 Day 3 Day 4

Meal A Meal A Meal A Meal ADried Peaches Dried Pears Dried Apricots Dried PeachesCornflakes Beef Patties Breakfast Roll Bran ChexOrange-Pineapple Drink Scrambled Eggs Chocolate Instant Drink Orange-Mango DrinkCocoa Vanilla Instant Breakfast Grapefruit Drink Cocoa

Orange JuiceMeal B Meal B Meal BHam Meal B Turkey Salad Spread Dried beefCheese Spread Peanut Butter Tortilla x2 Cheese SpreadTortilla x2 Apple or Grape Jelly Peaches Applesauce

Pineapple Tortilla x2 Granola Bar Peanuts

Cashews Fruit Cocktail Lemonade Tropical PunchStrawberry Drink Trail Mix

Peach-Apricot Drink Meal C Meal CMeal C Spaghetti w/Meat Sauce Teriyaki Chicken

Chicken a la King Meal C Italian Vegetables Rice and ChickenTurkey Tetrazzini Frankfurters Butterscotch Pudding Green Beans andCauliflower w/Cheese Macaroni and Cheese Orange Drink BroccoliBrownie Green Beans w/Grape Drink Mushrooms

Peach AmbrosiaTropical Punch

50

42 Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HO

Appendix E:International Space Station Standard Menu(4 days of a 30-day menu)

Day 1 Day 2 Day 3 Day 4

Meal A Meal A Meal A Meal AEggs Scrambled Cereal, cold French Toast Cereal, hot

w/Bacon, Hash Yogurt, fruit Canadian Bacon Cinnamon RollBrowns, Sausage Biscuit Margarine Milk

Toast Margarine Syrup Grape JuiceMargarine Jelly, assorted Orange Juice Coffee/Tea/CocoaJelly, Assorted Milk Coffee/Tea/CocoaApple Juice Cranberry Juice Meal BCoffee/Tea/Cocoa Coffee/Tea/Cocoa Meal B Quiche Lorraine

Cheese Manicotti w/ Seasoned Rye KrispMeal B Meal B Tomato Sauce Fresh OrangeChicken, oven-fried Soup, cream of broccoli Garlic Bread Cookies, ButterMacaroni and Cheese Beef Patty Berry MedleyCorn, whole kernel Cheese Slice Cookie, shortbread Meal CPeaches Sandwich Bun Lemonade Soup, won tonAlmonds Pretzels Chicken TeriyakiPineapple-Grapefruit Cried Apples Meal C Chinese Vegetables, stir-

Juice Vanilla Pudding Turkey Breast, sliced fryChocolate Instant Mashed Sweet Potato Egg Rolls

Meal C Breakfast Asparagus Tips Hot Chinese MustardBeef Fajita Cornbread Sweet 'n Sour SauceSpanish Rice Meal C Margarine Vanilla Ice CreamTortilla Chips Fish, sautéed Pumpkin Pie Cookies, fortunePicante Sauce Tartar Sauce Cherry Drink TeaChili con Queso Lemon JuiceTortilla Pasta SaladLemon Bar Green BeansApple Cider Bread

MargarineAngel Food CakeStrawberriesOrange-Pineapple Drink

51

Space Food and Nutrition An Educators Guide With Activities in Science and Mathematics, EG-1999-02-115-HQ 43

Appendix F:Space Tortilla Formulation (Recipe)

Preparation:

Ingredients % by Mass

Wheat 61.79

Water 26.58

Glycerin 4.02

Shortening 3.71

Mono/Diglycerides 1.24

Salt 0.99

Baking Powder 0.87

Dough Conditioner 0.31

Fumaric Acid 0.19

Potassium Sorbate 0.15

Carboxymethyl Cellulose 0.12

Calcium Propionate 0.03

100.00%

1. Dry ingredients are combined in a mixer using the wire beater attachments on a stir setting for 1 minute.2. Shortening and mono/diglycerides are then added and blended to cornmeal consistency. Mix about 3-5 minutes

using the wire beater attachment on speed 2.3. Fumaric acid and potassium sorbate are weighed separately, added to 100 ml water, and set aside.4. Glycerin and the remainder of water are combined and added to the mix using the dough hook attachment.5. The fumaric acid and potassium sorbate solution is added to the dough and mixed on speed 2. Mix for about

10 minutes.6. After mixing, allow the dough to rest 5 minutes, and then divide into 32 equal portions using a dough divider.7. Round each individual piece by hand, place into muffin pans, and cover with plastic wrap.8. Place into a 35.5-degree Celsius proofing chamber for 1 to 2 hours.9. Dust each dough ball lightly with flour, and then form in a tortilla press.

Cooking:10. Place pressed tortilla in a preheat frying pan (190-204 degrees Celsius).11. When uncooked surface begins to bubble, flip tortilla to cook the other side.12. After both sides are baked, remove tortillas to a cool surface lined with waxed paper and allow to cool. Turn the tor-

tillas to prevent condensation from forming between the waxed paper and the tortilla.

Packaging:13. After cooling to room temperature, two tortillas are folded in half and placed in a three-ply foil laminate pouch

(outside diameter: 6 1/2 X 8 1/8").14. Insert an oxygen absorber into each pouch before the sealing operation.15. Place the filled pouch in a vacuum seal chamber and back-flush with nitrogen three times and seal at 10 in.

Hg vacuum.

52

44 Space Food and Nutrition An Educator's Guide With Activities in Science and Mathematics, EG-1999-02-115-HO

Appendix G:USDA Food Guide Pyramid

Fats, Oil & SweetsUSE SPARINGLY

Milk, Yogurt &Cheese Group2-3 SERVINGS

Vegetable Group3-5 SERVINGS

KEYFat (naturally occurring and added)

12 Sugars (added)

These symbols show fats and added sugars in foods.

Meat, Poultry, Fish, Dry Beans,Eggs & Nuts Group

2-3 SERVINGS

Fruit Group2-4 SERVINGS

Bread, Cereal,Rice & Pasta

Group2-4

\--e) ERVINGS

Source: U.S. Department of Agriculture/Department of Health and Human Services

53


References

Andrews, Sheila Briskin, and Audrey Kirschenbaum,Living In Space, Book I, EP-222, NASA, Washington, DC,

1987.

Andrews, Sheila Briskin, and Audrey Kirschenbaum,Living In Space, Book II, EP-223, NASA, Washington, DC,

1987.

NASA, "Space Shuttle Food Systems," NASA Facts, NF-150/1-86, 1986.

Hartung, T.E., et. al., "Application of Low Dose Irradiation to

a Fresh Bread System for Space Flights," Journal of FoodScience 38 (1973): 129-132.

Visit http://www.jsc.nasa.gov/pao/factsheets/#NP todownload the following NASA Publication and FactSheet:

NASA, "Food for Space Flight," NASA Facts, NP-1996-07-007-JSC, Johnson Space Center, Houston, TX, July1996.

NASA, "Living in the Space Shuttle," NASA Facts,FS-1995-08-001-JSC, Johnson Space Center, Houston,TX, June 1996.

Please visit http://spacelink.nasa.gov/space.food for awealth of information on the NASA space food program.Also visit NASA Spacelink (http://spacelink.nasa.gov) tofind the following food lists as well as other informationrelated to the NASA space food program:

Apollo Food and Beverage ListSkylab Food and Beverage List

54


NASA Resources for Educators

NASA's Central Operation of Resources forEducators (CORE) was established for the nation-al and international distribution of NASA-

produced educational materials in audiovisual format.Educators can obtain a catalog and an order form by oneof the following methods:

NASA CORELorain County Joint Vocational School15181 State Route 58Oberlin, OH 44074-9799Phone: (440) 775-1400Fax: (440) 775-1460E-mail: [email protected] Page: http://spacelink.nasa.gov/CORE

Educator Resource Center NetworkTo make additional information available to the educationcommunity, the NASA Education Division has createdthe NASA Educator Resource Center (ERC) network.ERC's contain a wealth of information for educators:publications, reference books, slide sets, audio cassettes,videotapes, telelecture programs, computer programs,lesson plans, and teacher guides with activities.Educators may preview, copy, or receive NASA materialsat these sites. Because each NASA Field Center has itsown areas of expertise, no two ERC's are exactly alike.Phone calls are welcome if you are unable to visit theERC that serves your geographic area. A list of the cen-ters and the regions they serve includes:

AK, AZ CA, HI, ID, MT, NV OR, UT, WA, WYNASA Educator Resource CenterMail Stop 253-2NASA Ames Research CenterMoffett Field, CA 94035-1000Phone: (650) 604-3574

CT, DE, DC, ME, MD, MA, NH, NJ, NY, PA, RI, VTNASA Educator Resource LaboratoryMail Code 130.3NASA Goddard Space Flight CenterGreenbelt, MD 20771-0001Phone: (301) 286-8570

CO, KS, NE, NM, ND, OK, SD, TXJSC Educator Resource CenterSpace Center HoustonNASA Johnson Space Center1601 NASA Road OneHouston, TX 77058-3696Phone: (281) 483-8696

FL, GA, PR, VINASA Educator Resource LaboratoryMail Code ERLNASA Kennedy Space CenterKennedy Space Center, FL 32899-0001Phone: (407) 867-4090

KY, NC, SC, VA, WV

Virginia Air and Space MuseumNASA Educator Resource CenterNASA Langley Research Center600 Settler's Landing RoadHampton, VA 23669-4033

Phone: (757) 727-0900 x 757

IL, IN, MI, MN, OH, WINASA Educator Resource CenterMail Stop 8-1John H. Glenn Research Center at Lewis Field21000 Brookpark RoadCleveland, OH 44135-3191Phone: (216) 433-2017

AL, AR, IA, LA, MO, TN

U.S. Space and Rocket CenterNASA Educator Resource Center forNASA Marshall Space Flight CenterP.O. Box 070015Huntsville, AL 35807-7015Phone: (205) 544-5812

MSNASA Educator Resource CenterBuilding 1200NASA John C. Stennis Space CenterStennis Space Center, MS 39529-6000Phone: (228) 688-3338

NASA Educator Resource CenterJPL Educational OutreachMail Stop 601-107NASA Jet Propulsion Laboratory4800 Oak Grove DrivePasadena, CA 91109-8099Phone: (818) 354-6916

CA cities near the centerNASA Educator Resource CenterNASA Dryden Flight Research Center45108 N. 3rd Street EastLancaster, CA 93535Phone: (805) 948-7347

55


VA and MD's Eastern ShoresNASA Educator Resource LabEducation ComplexVisitor Center Building J-1NASA Wallops Flight FacilityWallops Island, VA 23337-5099Phone: (757) 824-2297/2298

Regional Educator Resource Centers (RERC's) offermore educators access to NASA educational materials.NASA has formed partnerships with universities, muse-ums, and other educational institutions to serve asRERC's in many states. A complete list of RERC's isavailable through CORE, or electronically via NASASpace link at http://spacelink.nasa.gov

NASA's Education Home PageNASA's Education Home Page serves as a cyber-gatewayto information regarding educational programs and serv-ices offered by NASA for educators and students acrossthe United States. This high-level directory of informa-tion provides specific details and points of contact for allof NASA's educational efforts and Field Center offices.

Educators and students utilizing this site will have accessto a comprehensive overview of NASA's educational pro-grams and services, along with a searchable programinventory that has cataloged NASA's educational pro-grams. NASA's on-line resources specifically designedfor the educational community are highlighted, as well ashome pages offered by NASA's four areas of research anddevelopment (including the Aero-Space Technology,Earth Science, Human Exploration and Development ofSpace, and Space Science Enterprises).

Visit this resource at the following address:http://education.nasa.gov

NASA SpacelinkNASA Spacelink is one of NASA's electronic resourcesspecifically developed for the educational community.Spacelink is a "virtual library" in which local files andhundreds of NASA World Wide Web links are arranged ina manner familiar to educators. Using the Spacelinksearch engine, educators can search this virtual library tofind information regardless of its location within NASA.Special events, missions, and intriguing NASA web sitesare featured in Spacelink's "Hot Topics" and "CoolPicks" areas.

Spacelink is the official home to electronic versions ofNASA's Educational Products. NASA educator guides,educational briefs, lithographs, and other materials arecross-referenced throughout Spacelink with related topicsand events. Spacelink is also host to the NASA TelevisionEducation File schedule. NASA Educational Productscan be accessed at the following address:http://spacelink.nasa.gov/products

Educators can learn about new NASA EducationalProducts by subscribing to Spacelink EXPRESS.Spacelink EXPRESS is an electronic mailing list thatinforms subscribers quickly by e-mail when new NASAeducational publications become available on Spacelink.

Spacelink may be accessed at the following address:http://spacelink.nasa.gov

Join the NASA Spacelink EXPRESS mailing list toreceive announcements of new NASA materials andopportunities for educators. Our goal is to inform you asquickly as possible when new NASA educational publi-cations become available on Spacelink:http://spacelink.nasa.gov/xh/express.html

NASA Television (NTV)NASA Television (NTV) features Space Shuttle missioncoverage, live special events, interactive educational liveshows, electronic field trips, aviation and space news, andhistorical NASA footage. Programming has a 3-hourblockVideo (News) File, NASA Gallery, andEducation Filebeginning at noon Eastern and repeatedthree more times throughout the day.

The Education File features programming for teachersand students on science, mathematics, and technology,including NASA. . . On the Cutting Edge, a series of edu-cational live shows. Spacelink is also host to the NTVEducation File schedule at: http://spacelink.nasa.gov/NASA.News/

These interactive live shows let viewers electronicallyexplore the NASA Centers and laboratories or anywherescientists, astronauts, and researchers are using cutting-edge aerospace technology. The series is free to registerededucational institutions. The live shows and all otherNTV programming may be taped for later use.

6


NTV Weekday Programming Schedules(Eastern Times)

For more information on the educational live shows,contact:

Video File NASA Gallery Education File NASA. . . On the Cutting Edge12-1 p.m. 1-2 p.m. 2-3 p.m. NASA Teaching From Space Program3-4 p.m. 4-5 p.m. 5-6 p.m. 308-A, Watkins CITD Building6-7 p.m. 7-8 p.m. 8-9 p.m. Oklahoma State University9-10 p.m. 10-11 p.m. 11-12 p.m. Stillwater, OK 74078-8089

E-mail: [email protected] feeds preempt regularly scheduled programming.Check the Internet for program listings at:http://www.nasa.gov/ntv/NTV Home Pagehttp://www.nasa.gov/Select "Today at NASA" and"What's New on NASA TV?"http://spacelink.nasa.gov/NASA.News/Select"TV Schedules"

Via satelliteGE-2 Satellite, Transponder 9C at 85degrees West longitude, vertical polarization, with a fre-quency of 3880.0 megahertz (MHz) and audio of 6.8MHzor through collaborating distance learning net-works and local cable providers.

For more information on NTV, contact:NASA TVNASA HeadquartersCode P-2Washington, DC 20546-0001Phone: (202) 358-3572

How to Access NASA's EducationMaterials and Services,EP-1998-03-345-HQThis brochure serves as a guide to accessing a variety ofNASA materials and services for educators. Copies areavailable through the ERC network, or electronically viaNASA Space link. NASA Space link can be accessed atthe following address: http://spacelink.nasa.gov

57


NATIONAL AERONAUTICS AND SPACE ADMINISTRATIONEDUCATION DIVISIONMAIL CODE FEWASHINGTON DC 20546-0001

II..I,II

Please PlaceStamp HerePost Office

Will Not DeliverWithout Proper

Postage

Fold along line and tape closed.

Spa

ce F

ood

and

Nut

ritio

nA

n E

duca

tor's

Gui

de in

Sci

ence

and

Mat

hem

atic

s

ED

UC

AT

OR

RE

PLY

CA

RD

To

achi

eve

Am

eric

a's

goal

s in

Edu

catio

nal E

xcel

lenc

e, it

is N

AS

A's

mis

sion

tode

velo

p su

pple

men

tary

inst

ruct

iona

l mat

eria

ls a

nd c

urric

ula

in s

cien

ce, m

ath-

emat

ics,

and

tech

nolo

gy. N

AS

A s

eeks

to in

volv

e th

e ed

ucat

iona

l com

mun

ityin

the

deve

lopm

ent a

nd im

prov

emen

t of t

hese

mat

eria

ls. Y

our

eval

uatio

n an

dsu

gges

tions

are

vita

l to

cont

inua

lly im

prov

ing

NA

SA

edu

catio

nal m

ater

ials

.

Ple

ase

take

a m

omen

t to

resp

ond

to th

e st

atem

ents

and

que

stio

ns b

elow

.Y

ou c

an s

ubm

it yo

ur r

espo

nse

thro

ugh

the

Inte

rnet

or

by m

ail.

Sen

d yo

urre

ply

to th

e fo

llow

ing

Inte

rnet

add

ress

:

http

: //e

hb2

.gsf

c.na

sa.g

ov /e

dcat

s /e

duca

tor

guid

e

You

will

then

be

aske

d to

ent

er y

our

data

at t

he a

ppro

pria

te p

rom

pt.

Oth

erw

ise,

ple

ase

retu

rn th

e re

ply

card

by

mai

l. T

hank

you

.

1.W

ith w

hat g

rade

s di

d yo

u us

e th

e ed

ucat

or g

uide

?N

umbe

r of

Tea

cher

s/F

acul

ty:

K-4

5-8

9-12

Com

mun

ity C

olle

ge

Col

lege

/Uni

vers

ity -

Und

ergr

adua

teG

radu

ate

Num

ber

of S

tude

nts:

K-4

5-8

9-12

Com

mun

ity C

olle

ge

Col

lege

/Uni

vers

ityU

nder

grad

uate

Gra

duat

e

Num

ber

of O

ther

s:

Adm

inis

trat

ors/

Sta

ffP

aren

ts

Gen

eral

Pub

licC

ivic

Gro

ups

Pro

fess

iona

l Gro

ups

Oth

er

2. W

hat i

s yo

ur h

ome

5- o

r 9-

digi

t zip

cod

e?

3. T

his

is a

val

uabl

e ed

ucat

or g

uide

?

Str

ongl

y A

gree

Agr

eeN

eutr

alD

isag

ree

Str

ongl

y D

isag

ree

4.I e

xpec

t to

appl

y w

hat I

lear

ned

in th

is e

duca

tor

guid

e.

Str

ongl

y A

gree

Agr

eeN

eutr

alD

isag

ree

Str

ongl

y D

isag

ree

5. W

hat k

ind

of r

ecom

men

datio

n w

ould

you

mak

e to

som

eone

who

ask

s ab

out t

his

educ

ator

gui

de?

Exc

elle

ntG

ood

Ave

rage

6. H

ow d

id y

ou u

se th

is e

duca

tor

guid

e?

Bac

kgro

und

Info

rmat

ion

Dem

onst

rate

NA

SA

Mat

eria

ls

Gro

up D

iscu

ssio

ns

Inte

grat

ion

Into

Exi

stin

g C

urric

ula

Lect

ure

Tea

m A

ctiv

ities

Poo

rV

ery

Poo

r

Crit

ical

Thi

nkin

g T

asks

Dem

onst

ratio

n

Han

ds-O

n A

ctiv

ities

Inte

rdis

cipl

inar

y A

ctiv

ity

Sci

ence

and

Mat

hem

atic

s

Sta

ndar

ds In

tegr

atio

n

Oth

er: P

leas

e sp

ecify

.

7. W

here

did

you

lear

n ab

out t

his

educ

ator

gui

de?

NA

SA

Edu

cato

r R

esou

rce

Cen

ter

NA

SA

Cen

tral

Ope

ratio

n of

Res

ourc

es fo

r E

duca

tors

(C

OR

E)

Inst

itutio

n /S

choo

l Sys

tem

Fel

low

Edu

cato

r

Wor

ksho

p/C

onfe

renc

e

Oth

er: P

leas

e sp

ecify

.

8. W

hat f

eatu

res

of th

is e

duca

tor

guid

e di

d yo

u fin

d pa

rtic

ular

ly h

elpf

ul?

9. H

ow c

an w

e m

ake

this

edu

cato

r gu

ide

mor

e ef

fect

ive

for

you?

10.A

dditi

onal

com

men

ts:

Tod

ay's

Dat

e:E

G-1

999-

02-1

15-H

O

60

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

IC

This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

u( This document is Federally funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

EFF-089 (9/97)

Reproductions supplied by EDRS are the best that can be ... Science Education Standards v National...

Documents

Transcript of Reproductions supplied by EDRS are the best that can be ... Science Education Standards v National...