Activity Archives - STELLA https://science.gsfc.nasa.gov/stella/category/activity/ What do you want to measure? Sun, 24 Aug 2025 00:31:01 +0000 en-US hourly 1 https://science.gsfc.nasa.gov/stella/wp-content/uploads/2025/07/cropped-BSTELLA_LogoOfficial-scaled-1-32x32.png Activity Archives - STELLA https://science.gsfc.nasa.gov/stella/category/activity/ 32 32 “Radiation Shielding and UV Protection” – Environmental Control https://science.gsfc.nasa.gov/stella/radiation-shielding-and-uv-protection-environmental-control/ Sun, 24 Aug 2025 00:03:39 +0000 https://science.gsfc.nasa.gov/stella/?p=3334 Students use Helio-STELLA to design lightweight radiation shields for Mars habitats, testing aluminum, water, and fabric barriers. Which materials block harmful UV while allowing light for plants to grow?

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Radiation Shielding and UV Protection" - Environmental Control

UV Protection Testing

STELLA Instrument: Helio-STELLA UV sensor

NASA Connection: Artemis radiation protection systems, Gateway habitat shielding, Mars surface habitat design

Background Context:
Mars receives significantly more harmful radiation than Earth due to its thin atmosphere and lack of magnetic field. Any Mars habitat must shield inhabitants and crops from this radiation. NASA’s Artemis program is developing shielding technologies for lunar habitats that will later be applied to Mars missions. Understanding which materials provide effective radiation protection while minimizing weight is a critical challenge.

Enhanced Materials:

  • Helio-STELLA UV sensor
  • Variety of shielding materials (aluminum foil, plastic sheets, water containers, fabric)
  • UV-sensitive paper or beads (visual indicator)
  • Thickness measuring tools (calipers or ruler)
  • Digital scale for weighing materials
  • UV-sensitive plants (lettuce seedlings work well)
  • Safety equipment (UV-blocking glasses, protective clothing)
  • Indirect UV source (safe UV lamp with adult supervision or indirect sunlight)

Enhanced Procedure:

  1. Baseline Exposure: Measure unfiltered UV levels with Helio-STELLA at a fixed distance from source
  2. Material Testing: Place different shielding materials between the sensor and UV source
  3. Thickness Variation: Test how material thickness affects UV blocking efficiency
  4. Material Combinations: Experiment with layered materials for optimal protection
  5. Visual Confirmation: Use UV-sensitive paper behind shields to visualize protection
  6. Weight Efficiency: Calculate UV protection per gram of material
  7. Biological Testing: Place UV-sensitive plants behind different shields for 72 hours
  8. Long-term Exposure: Test durability of materials with repeated UV exposure

Student Inquiry Questions:

Pre-Activity Questions:

  1. Why is radiation a bigger concern on Mars than on Earth?
  2. What types of radiation are astronauts exposed to during space missions?
  3. How does radiation damage living cells?
  4. What strategies does NASA use to protect astronauts from radiation on the ISS?
  5. Why is radiation shielding an important consideration for growing plants in space?

During-Activity Questions:

  1. Which materials seem most effective at blocking UV radiation?
  2. How does increasing the thickness of a material affect its UV blocking ability?
  3. What patterns do you notice in the relationship between material density and UV protection?
  4. How might we combine different materials for optimal protection with minimal weight?
  5. What does the UV-sensitive paper tell you about the effectiveness of different shields?

Post-Activity Analysis Questions:

  1. Which material provided the best UV protection per gram of weight?
  2. How do your plant specimens differ after being grown behind different shields?
  3. Based on your data, design an optimal radiation shield for a Mars habitat window.
  4. What are the tradeoffs between complete radiation blocking and allowing visible light through for plants?
  5. If astronauts on Mars will be limited to 100kg of shielding material from Earth, how would you allocate that mass based on your findings?
  6. How might Martian settlers use local materials for radiation shielding?

Data Analysis Challenge: Create a “Shielding Efficiency Index” by calculating (% UV blocked ÷ shield mass in grams). Design a multi-layer shield using no more than 100 grams of material that blocks at least 95% of UV while allowing visible light to pass through.

Safety First: Universal Precautions for All Activities

General Safety Guidelines:

  • Adult Supervision Required for all activities involving tools, electrical components, or chemical mixtures
  • Safety Glasses must be worn when handling powders, mixing materials, or using tools
  • Gloves (nitrile or latex-free) when handling soil mixtures or plant materials
  • Well-Ventilated Area for all activities involving powders or sprays
  • Hand Washing before and after all plant handling
  • Emergency Procedures clearly posted with nearest eyewash/first aid locations

Material Safety Data:

All suggested materials are non-toxic and food-safe, but proper handling prevents irritation and contamination.

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]]> “The Golden Pathos Theory” – Single Plant Testing https://science.gsfc.nasa.gov/stella/space-agriculture-enclosure-system-safe-student-activities-with-accessible-materials/ Sat, 23 Aug 2025 23:27:56 +0000 https://science.gsfc.nasa.gov/stella/?p=3319 Students test common houseplants as space life-support systems using STELLA-Q2 sensors to measure CO2 consumption. With safe, affordable materials, they determine which plants produce the most oxygen for future Mars habitats.

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"The Golden Pathos Theory" - Single Plant Testing​

Plant Respiratory Champions (Basic STELLA-Q2)

STELLA Instrument: STELLA-AQ CO₂ sensor

NASA Connection: ISS Vegetable Production System (Veggie), Advanced Plant Habitat on ISS

Background Context:
Astronauts on the International Space Station consume oxygen and produce carbon dioxide, just as we do on Earth. The ISS uses complex mechanical systems to remove CO₂, but future long-duration missions to Mars will need sustainable biological systems to supplement mechanical ones. NASA’s Advanced Plant Habitat experiments are investigating which plants might be most efficient for these life support systems.

Enhanced Materials:

  • Various plant types: Golden Pothos, Spider Plants, Snake Plants, and Peace Lilies
  • Clear containers with ventilation system
  • STELLA-AQ CO₂ sensor
  • Data recording sheets and graphing materials
  • Light meter (smartphone app is acceptable)
  • Digital timer

Enhanced Procedure:

  1. Baseline Measurement: Record room CO₂ levels using STELLA-AQ
  2. Plant Preparation: Measure and record the leaf surface area of each test plant
  3. Test Chamber Setup: Place plants in ventilated containers with STELLA-AQ sensor nearby
  4. Light Control: Ensure equal light exposure for all plants (measure with light meter)
  5. Data Collection: Record CO₂ levels at 30-minute intervals for 4 hours
  6. Comparative Analysis: Calculate CO₂ reduction rate per square cm of leaf area
  7. Day/Night Cycle: Repeat measurements in light and dark conditions
  8. Scaling Calculation: Determine how many plants would be needed for one astronaut

Student Inquiry Questions:

Pre-Activity Questions:

  1. Why do astronauts on the ISS need systems to remove carbon dioxide from their air?
  2. How might plants help solve the air quality challenges for long-term space missions?
  3. What factors do you think might affect a plant’s ability to process carbon dioxide?
  4. Why might NASA be interested in finding the most efficient plants for space habitats?
  5. How is Earth’s natural carbon cycle different from what would happen in a space habitat?

During-Activity Questions:

  1. What changes are you observing in the CO₂ readings over time?
  2. Which plant appears to be reducing CO₂ levels most quickly?
  3. What might explain the differences in CO₂ processing between different plant species?
  4. How does the plant’s leaf area seem to relate to its CO₂ processing ability?
  5. What would happen if we increased the light intensity? Why?

Post-Activity Analysis Questions:

  1. Which plant processed the most CO₂ per square centimeter of leaf area?
  2. How do your results compare with your initial predictions?
  3. If a human astronaut produces about 1 kg of CO₂ per day, calculate how many of your most efficient plant would be needed to process this amount.
  4. What limitations did our experiment have compared to an actual space habitat?
  5. How might microgravity affect plant CO₂ processing in space?
  6. What other benefits might plants provide in a space habitat beyond CO₂ removal?

Data Analysis Challenge: Calculate the “Plant Efficiency Index” by dividing the CO₂ reduction rate by the plant mass. Which plant gives you the most CO₂ processing for the least weight—an important consideration for space missions where every gram counts?

Safety First: Universal Precautions for All Activities

General Safety Guidelines:

  • Adult Supervision Required for all activities involving tools, electrical components, or chemical mixtures
  • Safety Glasses must be worn when handling powders, mixing materials, or using tools
  • Gloves (nitrile or latex-free) when handling soil mixtures or plant materials
  • Well-Ventilated Area for all activities involving powders or sprays
  • Hand Washing before and after all plant handling
  • Emergency Procedures clearly posted with nearest eyewash/first aid locations

Material Safety Data:

All suggested materials are non-toxic and food-safe, but proper handling prevents irritation and contamination.

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]]> SPECTROSCOPIC MYSTERY: Decoding Materials with the STELLA Spectrometer https://science.gsfc.nasa.gov/stella/spectroscopic-mystery-decoding-materials-with-the-stella-spectrometer/ Thu, 28 Dec 2023 22:39:00 +0000 https://science.gsfc.nasa.gov/stella/?p=1075 Introduce students to the concept of spectroscopy and spectral signatures using the STELLA spectrometer.

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SPECTROSCOPIC MYSTERY: Decoding Materials with the STELLA Spectrometer

Objective:

The main objective of this classroom activity is to introduce students to the concept of spectroscopy and spectral signatures using the STELLA spectrometer. By engaging in a guessing game, students will learn to associate spectral patterns with different colored materials and understand the potential applications of spectroscopy, such as detecting plant health.

Materials:

  • STELLA spectrometer
  • STELLA Dataviewer software Large screen or projector for displaying spectral signatures Various colored materials (fabric, paper, plastic, etc.)
  • Leafy green plant or large healthy leaf Decaying leaf (optional)
  • Full spectrum light (if indoors)
  • Podium or screen to hide materials during the guessing game

Setup:

Arrange the various colored materials, healthy leaf, and optionally, a decaying leaf under the full spectrum light or natural sunlight.

Turn on the STELLA before connecting.

Connect the STELLA spectrometer to a computer with the STELLA Dataviewer open.

**The Dataviewer only works on the Chrome browser**

 Set up a large screen or projector for displaying spectral signatures. Connect the computer to the large screen or projector.

Activity Steps Introduction (10 minutes):

Briefly explain the basics of spectroscopy, emphasizing the idea that different materials have unique spectral signatures and that we obtain those spectral signatures by measuring them with an instrument called a spectrometer.

Material Display and Recording (15 minutes):

Display the various colored materials, healthy leaf, and optionally, the decaying leaf. Instruct students to record their observations of what they see and the colors of each material.

Guessing Game (20 minutes):

Hide the materials behind a podium or screen. Mix up their order and reveal only the spectral signatures on the large screen using the STELLA spectrometer. Encourage students to guess which spectral signature corresponds to each material based on their recorded observations.

Discussion (15 minutes):

Facilitate a class discussion about the guesses and the reasoning behind each choice. Explain the connection between the observed colors and the corresponding spectral signatures. Emphasize how spectroscopy can provide valuable information about the composition of materials.

Advanced Thinking (20 minutes):

Introduce the concept of using spectroscopy for plant health assessment. Display spectral signatures of the healthy leaf and the decaying leaf. Discuss how the Near Infrared reflectance can indicate plant health and density.

Conclusion (10 minutes):

Summarize the key points learned during the activity. Encourage students to reflect on the practical applications of spectroscopy, especially in fields like agriculture and environmental science. This activity promotes hands-on engagement, critical thinking, and an understanding of the practical applications of spectroscopy, particularly in assessing plant health using the Near Infrared portion of the spectrum, one application of many from the Landsat mission.

Further Information, Videos and Visuals:

Tour of the Electromagnetic Spectrum

A pdf to learn how we use the EM spectrum in our daily lives and for science, containing visuals. https://smd-cms.nasa.gov/wp-content/uploads/2023/08/tour-of-the-ems-tagged-v7-0.pdf

Reflected Near-Infrared Waves

Contains valuable information, a video and visuals about near infrared and using it to detect plant health. https://science.nasa.gov/ems/08_nearinfraredwaves/

Seeing Photosynthesis from Space:

NASA Scientists Use Satellites to Measure Plant Health Contains valuable information, a video and a visual about detecting plant health from space https://www.nasa.gov/earth-and-climate/seeing-photosynthesis-from-space-nasa-scientists-use-satellites-to-measure-plant-health/

More on STELLA:

STELLA (Science and Technology Education for Land/Life Assessment) project. STELLA instruments are portable low-cost do-it-yourself (DIY) instruments that support science education, and outreach through scientific engagement, inquiry, and discovery while helping you understand Landsat better. 

Have any good ideas, suggestions or questions? Please post them on our open-source forum: https://github.com/STELLA-Landsat/STELLA/discussions

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]]> NIR Plant Stress Test: Investigating the Impact of Light and Water on Plants https://science.gsfc.nasa.gov/stella/nir-plant-stress-test-investigating-the-impact-of-light-and-water-on-plants/ Thu, 28 Dec 2023 00:41:00 +0000 https://science.gsfc.nasa.gov/stella/?p=282 Deepen students' understanding of how different wavelengths of the electromagnetic spectrum, particularly Near Infrared (NIR), can be used to assess plant health.

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NIR Plant Stress Test: Investigating the Impact of Light and Water on Plants

Objective

The primary objective of this classroom experiment is to deepen students’ understanding of how different wavelengths of the electromagnetic spectrum, particularly Near Infrared (NIR), can be used to assess plant health. By conducting a hands-on experiment with plants, students will explore how the NIR reflectance changes over time in response to variations in light and water conditions.

Materials

  • STELLA spectrometer
  • Computer with appropriate USB cable
  • Leafy green plants
  • Water
  • Plant tray
  • Sheet of Polystyrene Foam
  • Full spectrum grow light (if indoors) or sunshine
  • Excel software for data analysis

Setup

Place the plants on a tray, positioning them in full sunlight or under full spectrum grow lights.

Divide the plants into two groups and arrange them close together, with the leaves leaving little to no gaps when viewed from above.

Activity Steps

Introduction (15 minutes):

  • Discuss the importance of understanding plant health and the role of different wavelengths, especially NIR, in assessing vegetation.
  • Explain the experimental setup and the variables being tested: water availability and light exposure.

Setup and Initial Measurements (10 minutes):

  • Take initial measurements from both groups of plants

Daily Measurements (15 days):

  • Perform calibration measurements each day before taking plant measurements.
  • Take measurements of calibration medium (polystyrene foam) and plants from same measured height and angle.
  • Water one group of plants regularly while withholding water and/or sunlight/grow light from the other group.
  • Use the STELLA spectrometer to take daily measurements from both groups, controlling for variables such as angle and distance.

Data Analysis (60 minutes):

  • At the end of 15 days, gather all the measurements.
  • Convert measurements to reflectance before comparing.
  • Use Excel to create graphs mapping out curves of reflectance for each day.

Discussion (20 minutes):

  • Lead a class discussion on the observed trends in NIR reflectance over the 15-day period.
  • Encourage students to analyze and interpret the data, considering the differences between the groups.

Conclusion and Reflection (10 minutes):

  • Summarize key findings from the experiment.
  • Discuss the implications of the results for understanding plant stress and health.
  • Encourage students to reflect on the broader applications of using NIR spectroscopy in agriculture and environmental monitoring.

This classroom experiment engages students in a long-term investigation, allowing them to observe and analyze the effects of water availability and light exposure on plant health through NIR reflectance. The use of real-time measurements and data analysis in Excel enhances students’ scientific inquiry skills and critical thinking.

Calibration Procedure

  • Keep foam board as clean as possible
  • Keep STELLA as still as possible when taking calibration measurements
  • Take measurements from same angle (nadir being ideal)
  • Measure and maintain distance from calibration medium (foam board)
  • Take at least 20 measurements (green: sample and average mode)
  • Avoid any shadows and if possible, avoid taking measurements on overcast days
  • When taking measurements in overcast conditions, take frequent calibration batches as close to other measurements as possible
 

STELLA Reflectance Formula

STELLA spectral sensor data are reported in irradiance units (uW/cm²) and need to be converted to radiance and then reflectance using the formulas below.

Radiance = (Irradiance * Distance²)/Area

Reflectance = Radiance from the plant/Radiance from the white reference

Additional Resources

+ Tour of the Electromagnetic Spectrum

+ Reflected Near-Infrared Waves

+ Food Documentary Explores Satellites and the Future of Farming

+ Meet Dr. David Lagomasino

 

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]]> SOLAR ECLIPSE ACTIVITY: Comparing Measurements During Changing Light Levels https://science.gsfc.nasa.gov/stella/solar-eclipse-activity-comparing-measurements-during-changing-light-levels/ Wed, 27 Dec 2023 00:14:00 +0000 https://science.gsfc.nasa.gov/stella/?p=1088 Use a STELLA instrument to assess how changing light levels during a solar eclipse affect spectral responses and temperature.

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SPECTROSCOPIC MYSTERY: Decoding Materials with the STELLA Spectrometer

Objective:

The main objective of this classroom activity is to introduce students to the concept of spectroscopy and spectral signatures using the STELLA spectrometer. By engaging in a guessing game, students will learn to associate spectral patterns with different colored materials and understand the potential applications of spectroscopy, such as detecting plant health.

Materials:

  • STELLA spectrometer
  • STELLA Dataviewer software
  • Large screen or projector for displaying spectral signatures
  • Various colored materials (fabric, paper, plastic, etc.)
  • Leafy green plant or large healthy leaf
  • Decaying leaf (optional)
  • Full spectrum light (if indoors)
  • Podium or screen to hide materials during the guessing game

Setup:

  1. Arrange the various colored materials, healthy leaf, and optionally, a decaying leaf under the full spectrum light or natural sunlight.
  2. Turn on the STELLA before connecting.
  3. Connect the STELLA spectrometer to a computer with the STELLA Dataviewer open.

    **The Dataviewer only works on the Chrome browser**

  4. Link to Dataviewer: https://landsat.gsfc.nasa.gov/stella-dataviewer/index.html
  5. Set up a large screen or projector for displaying spectral signatures.
  6. Connect the computer to the large screen or projector.
Activity Steps

Introduction (10 minutes):

Briefly explain the basics of spectroscopy, emphasizing the idea that different materials have unique spectral signatures and that we obtain those spectral signatures by measuring them with an instrument called a spectrometer.

Material Display and Recording (15 minutes):

  • Display the various colored materials, healthy leaf, and optionally, the decaying leaf.
  • Instruct students to record their observations of what they see and the colors of each material.

Guessing Game (20 minutes):

  • Hide the materials behind a podium or screen.
  • Mix up their order and reveal only the spectral signatures on the large screen using the STELLA spectrometer.
  • Encourage students to guess which spectral signature corresponds to each material based on their recorded observations.

Discussion (15 minutes):

  • Facilitate a class discussion about the guesses and the reasoning behind each choice.
  • Explain the connection between the observed colors and the corresponding spectral signatures.
  • Emphasize how spectroscopy can provide valuable information about the composition of materials.

Advanced Thinking (20 minutes):

  • Introduce the concept of using spectroscopy for plant health assessment.
  • Display spectral signatures of the healthy leaf and the decaying leaf.
  • Discuss how the Near Infrared reflectance can indicate plant health and density.

Conclusion (10 minutes):

  • Summarize the key points learned during the activity.
  • Encourage students to reflect on the practical applications of spectroscopy, especially in fields like agriculture and environmental science.

This activity promotes hands-on engagement, critical thinking, and an understanding of the practical applications of spectroscopy, particularly in assessing plant health using the Near Infrared portion of the spectrum, one application of many from the Landsat mission.

Further Information, Videos and Visuals:

Tour of the Electromagnetic Spectrum

A pdf to learn how we use the EM spectrum in our daily lives and for science, containing visuals.

https://smd-cms.nasa.gov/wp-content/uploads/2023/08/tour-of-the-ems-tagged-v7-0.pdf

 

Reflected Near-Infrared Waves

Contains valuable information, a video and visuals about near infrared and using it to detect plant health.

https://science.nasa.gov/ems/08_nearinfraredwaves/

 

Seeing Photosynthesis from Space: NASA Scientists Use Satellites to Measure Plant Health

Contains valuable information, a video and a visual about detecting plant health from space

https://www.nasa.gov/earth-and-climate/seeing-photosynthesis-from-space-nasa-scientists-use-satellites-to-measure-plant-health/

 

More on STELLA:

STELLA (Science and Technology Education for Land/Life Assessment) project. STELLA instruments are portable low-cost do-it-yourself (DIY) instruments that support science education, and outreach through scientific engagement, inquiry, and discovery while helping you understand Landsat better.

https://landsat.gsfc.nasa.gov/stella/


Have any good ideas, suggestions or questions? Please post them on our open-source forum:

https://github.com/STELLA-Landsat/STELLA/discussions


More STELLA activities:

https://landsat.gsfc.nasa.gov/stella/stella-activities/

https://github.com/STELLA-Landsat/STELLA/discussions/categories/for-educators

 

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