Civil Air Patrol's ACE Program Astrospud Spacesuit Design

Civil Air Patrol’s ACE Program

Astrospud Spacesuit Design Challenge

Grade 5 Academic Lesson #6

Topics: spacesuits, safety, cost-benefit analysis, compare and contrast

(science, math, engineering, language arts)

Length of Lesson: 50-70 minutes

Lesson Reference:

NASA Quest

NASA’s Potato Astronaut at Lunar Nautics

Objectives:

● Students will use critical thinking skills to design a protective covering for a potato.

● Students will simulate a micrometeoroid or space debris hitting a spacesuit.

● Students will consider the possible effects of micrometeoroids and space debris on spacesuits.

● Students will identify characteristics and purposes of spacesuits.

Next Generation Science Standards:

● Obtain and combine information about ways individual communities use science ideas to protect

the earth’s resources and environment. (5-ESS3-1)

● Define a simple design problem reflecting a need or a want that includes specified criteria for

success and constraints on materials, time, or cost. (3-5-ETS1-1)

● Generate and compare multiple possible solutions to a problem based on how well each is likely to

meet the criteria and constraints of the problem. (3-5-ETS1-2)

● Plan and carry out fair tests in which variables are controlled and failure points are considered to

identify aspects of a model or prototype that can be improved. (3-5-ETS1-3)

CCSS Math:

● 5.NBT.5 - Perform operations with multi-digit whole numbers and with decimals to hundredths.

Background Information: (from NASA)

Astronauts on spacewalks are likely to encounter fast-moving particles called meteoroids. A meteoroid

is usually a fragment of an asteroid consisting of rock and/or metal. It can be very large with a mass of

several hundred metric tons, or it can be very small- a micrometeoroid, which is a particle smaller than a

grain of sand. Micrometeoroids are usually fragments from comets. Every day, Earth’s atmosphere is

struck by millions of meteoroids and micrometeoroids. Most never reach the surface because they

are vaporized by the intense heat generated by the friction of passing through the atmosphere. It is

rare for a meteoroid to be large enough to survive the descent through the atmosphere and reach solid

Earth. If it does, it is called a meteorite.

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Of greater concern to spacecraft engineers is a relatively recent problem--spacecraft

debris. Thousands of space launches have deposited many fragments of launch vehicles, paint chips,

and other "space trash" in orbit. Most particles are small, but traveling at speeds of nearly 16, 199

miles per hour, they could be a significant hazard to spacecraft and to astronauts wearing

Extravehicular Mobility Units (EMUs), outside spacecraft while on extravehicular activities.

Engineers have protected spacecraft from micrometeoroids and space trash in a number of

ways, including construction of double-walled shields. The outer wall, constructed of foil and

hydrocarbon materials, disintegrates the striking object into harmless gas that disperses on the

second wall. Spacesuits provide impact protection through various fabric-layer combinations and

strategically placed rigid materials.

Maintaining proper pressure inside a spacesuit is essential to astronaut survival during a spacewalk.

A lack of pressure will cause body fluids to turn to gas, resulting in death in a few seconds. While

making spacewalks possible, pressure produces its own problems. An inflated spacesuit can be very

difficult to bend. In essence, a spacesuit is a balloon with an astronaut inside. The rubber of the

balloon keeps in oxygen that is delivered to the suit from pressurized oxygen tanks in the backpack.

But, as pressure inside the balloon builds up, the balloon’s walls become stiff, making normal bending

motions impossible. Lack of flexibility defeats the purpose of the spacewalk-mobility and the ability to

do work in space.

Thus, spacesuit designers have learned that strategically placed breaking points at appropriate locations

outside the pressure bladder (the balloon-like layer inside a spacesuit), makes the suit become

more bendable. The breaking points help form joints that bend more easily than unjointed materials.

Other techniques for promoting bending include stitching folds into the restraint layer that spread

apart and contract with bending, and building joints into the restraint layer like ribs on vacuum cleaner

hoses.

You may wish to watch this video (or share it with your class): “Taternauts” and Spacesuits: How

Astronauts Stay Safe in Space - ISS Science from Smithsonian National Air and Space Museum.

Materials:

- either Internet and LCD projector OR student copies of “Spacesuits” article

In space there is no blanket of atmosphere to protect spacecraft

from the full force of meteoroids. It was once believed that

meteoroids traveling at velocities averaging 43 miles per second

would prove a great hazard to spacecraft. However, scientific

satellites with meteoroid detection devices proved that the hazard

was minimal. It was learned that the majority of meteoroids are

too small to penetrate the hull of spacecraft. Their impacts

primarily cause pitting and sandblasting of the covering surface.

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- copies of “Astrospud Spacesuit Design Challenge” (one per pair of students)

- copies of “Astrospud Spacesuit Score Sheet” (one per pair of students)

- variety of “covering” materials such as aluminum foil, wax paper, notebook paper, construction

paper, felt, paper towels, old pillow cases or sheets, plastic wrap, plastic grocery bags, gift

wrapping paper, nylon hose, etc.

- display of available design materials and cost of each on board or chart paper

- rigid plastic drinking straws (one per student)

- potatoes (two per pair of students)

- scissors

- paper towels - tape - 4 paper towel tubes - screw driver (or similar object)

NOTE:

Flexible straws do not work well for this experiment. Straws with small diameters may not work well.

Straws that are too long may also be problematic.

Visit Tailored for Space: Micrometeoroids and Space Debris for a 2 minute clip explaining spacesuit

safety in terms of micrometeoroids and a demonstration of the potato activity that is similar to this

lesson. (You may wish to bring in “air pressure” – see enrichment/extension activity suggestion.)

Below is a possible list of materials and prices for this activity. Make revisions to suit your needs. Post

a copy of your available items and cost for each item in the classroom for students to see. Have the

materials organized for easy student access.

ITEM COST/layer

Notebook paper/Copy paper

$1,000.00

Paper Towel

1,000.00

Construction paper

1,200.00

Newspaper

1,200.00

Wax paper

3,000.00

Plastic (bag or self-sealing sandwich bag)

1,200.00

Nylon hose

3,000.00

Aluminum Foil

4,000.00

Cotton (from sheets or pillowcases)

5,000.00

Prior to the lesson, assemble a long tube through which the screw driver can pass. Assemble the tube by

attaching the 4 paper towel tubes to form one long tube.

If time is an issue, you may provide a brief background regarding spacesuits including step #3 (the

“SPORT” acronym), and then start with step #4 in the lesson plan. Students, however, find the

information in the video and “Spacesuits” article very interesting.

For this lesson, give each student a partner for the design challenge of creating a protective “spacesuit”

for the potatoes.

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Consider the following pacing suggestion:

- Overview (intro, video clip or article): 6-7 min.

- “SPORT” review: 1 min.

- Conduct numbers 1-4 of the “Astrospud Spacesuit

Design Challenge” data sheet with the class, then

discuss design challenge: 5 min.

- Partners discuss and

experiment (#5 on data sheet): 5-10 min.

- Prepare potato for final competition; determine the cost of their spacesuit (numbers 6 and 7 on

data sheet): 5 min.

- Take turns allowing partners to come to front of room for performance test; then answer

numbers 8 and 9 on the data sheet: 15-25 min.

- Clean up: 5 min.

- Wrap up discussion: 5 min.

Lesson Presentation:

1. Tell students to name things they wear when going outside on a cold winter’s day. Ask students why

they select to wear these items. (to protect them from the cold) Explain to students that when

astronauts leave the safe environment of their spacecraft or their space station, they must wear a

spacesuit to protect them from the harsh environment of space. Ask students if they can name some

specific reasons why astronauts wear spacesuits.

2. Inform students about the importance of spacesuits by either watching the spacesuit video at

"How Do Space Suits Work?" OR by distributing student copies of “Spacesuits” (or project the

article in the room) to read aloud in class.

3. Tell students that “SPORT” is an acronym that can help them remember some of the important

reasons astronauts must wear spacesuits.

S = Space Debris: Astronauts must be protected from things such as

micrometeroids, paint chips, and other debris that is flying in space.

P = Pressure: Astronauts must have a pressurized suit to maintain a survivable

atmospheric pressure.

O = Oxygen: There is no oxygen in space, so astronauts must have a supply of oxygen.

R = Radiation: Earth’s atmosphere helps protect us from much solar radiation;

however, in space, there is no atmosphere. A spacesuit is needed to protect the

astronauts from radiation.

T = Temperature: Due to the extreme cold and hot temperatures of space, a space-

suit must provide appropriate temperatures to support human life.

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4. Tell students that today, they will be conducting an experiment relating to “S” – space debris. A bolt

or nut lost in space by an astronaut could become “space trash” and a “projectile” that could damage

a future space mission due to an accidental collision. Other materials in space, such as

micrometeoroids, which are small pieces of rock and may contain metal, travel through space at high

speeds. Even with a very small projectile, the speed at which the object travels determines the

damage that can be done to another object in space if there is a collision.

To explain further about speed and projectiles, have the students discuss what happens when a car is

traveling slowly and has a collision with a wall and when a car is traveling at a fast rate of speed and

collides with a wall. Compare how the speed difference affects the amount of damage done to both

the car and the wall.

5. Tell students that they will create a spacesuit today for a potato, which today will be known as

astrospud. Give each pair of students two small potatoes (one for testing and one for the

competition). Provide the pairs with paper towels and two straws. Distribute the “Astrospud

Spacesuit Design Challenge” data sheet.

6. Guide students through steps 1-4 on the data sheet.

7. Explain the design challenge to the students. Just like a spacesuit has layers to help protect

astronauts from micrometeoroids and small space debris, the students should create a protective

“spacesuit” to protect their astrospud. (You may or may not wish to make this a competition. If it is

a competition, explain how the activity will be judged. Use either your own judging rules or the

scoring sheet included in the activity sheets for this lesson plan.)

8. After providing the explanation and answering questions students may have about the challenge, tell

students the exact number of minutes they have to discuss their ideas and experiment with the

testing potato. (Suggest 5-10 minutes.)

9. Once the time is up, tell the students that they have just a few minutes to complete numbers 6 and 7

on their data sheet. They should “dress” their potato for the competition and determine the cost of

their astrospud spacesuit.

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10. Allow each pair to come to the front of the room and explain their design. Give

the astrospud spacesuit its performance test by placing it on a piece of cardboard or

box and dropping a screwdriver (or similar object) twice over two different

places on the potato. (Use the long paper towel tube that you assembled to help keep

the screwdriver on target.) The partners may immediately “unzip” their astrospud to

see if it was punctured after the second impact. Have students write the results

of their spacesuit (numbers 8 and 9) on their data sheet.

11. Distribute the “Astrospud Spacesuit Scoring Sheet.” Allow students to fill in their information

except for the “teamwork” points.

12. Collect students’ worksheets and clean up. While students are cleaning up, review the scoring sheets,

insert the appropriate “teamwork” points for the pair of students, calculate the final scores, and

announce the winner.

Summarization:

Ask the students what they learned about real spacesuits. Tell them that although their spacesuits only

cost thousands of dollars today, a real spacesuit costs millions of dollars (around 9-12 million dollars).

Their spacesuit was very light. A real spacesuit used to work in the microgravity environment of space

weighs around 300 pounds on Earth! The Apollo astronauts who walked on the moon wore a spacesuit

that weighed about 180 pounds.

Regarding the astrospud spacesuits, ask students the following questions:

- Which materials seemed to be the best for this task?

- Which materials seemed to be the worst for this task?

- What was more important to you and why: trying to earn points for fewer layers or trying to earn

points for a low cost? Was either strategy helpful? Why or why not?

- If your spacesuit was successful during this challenge, do you think it is because of the number of

layers of material you had, the material you chose to use, or a combination of both? In other

words, what was it about your design that really made it successful?

- If your spacesuit was successful during this challenge, do you think your current spacesuit design

could be successful if a heavier “impact” object was used or if the object impacted the astrospud

at a great speed? Why or why not?

Character Connection: Ask students if they can think of ways they could improve upon the

current design of their spacesuits. Explain that scientists and engineers develop things, test them,

make close observations, and then think about what happened and how they can make improvements.

Usually, they find mistakes with their first designs, and they find ways to correct the problems. This

process leads to successful outcomes.

Just like these scientists and engineers, we need to think about the things we want to do or have done.

We should strive to make improvements in our daily lives. Whether it‛s learning from mistakes or

learning from successes, we should strive to reflect on our experiences and always try to continually

make improvements. We are lifelong learners. Encourage students to identify problems in their

character development and see if they can design a plan to make improvements.

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Assessment:

- teacher observation of students’ participation and class discussions

- construction of astrospud spacesuit

- completed “Astrospud Spacesuit” worksheets

Additional activity ideas to enrich and extend the primary lesson (optional):

● Allow students to make modifications to their astrospud spacesuit and try again.

● Conduct a similar activity, but use balloons instead of potatoes. For details go to

Balloon Astronaut.

● Have students experiment to see if holding one’s thumb over the top of the straw while piercing the

potato results in the straw traveling deeper into the potato. Explain that air is trapped inside the

straw. Does the air pressure affect the results? If conducting this activity in a spacesuit while

outside in space, would covering the opening of the straw make a difference in the results? (No.

Remind students that there is no air or pressure in the near vacuum of space.)

● Show the students pictures of early astronaut suits, suits of today, and prototype suits of tomorrow

(included). Then, have students design and sketch a spacesuit using the “Future Spacesuit” page.

● Watch a short 3 minute video by clicking Our World: The Importance of Spacesuits. After

watching the clip, have students write a paragraph explaining what safety item they would like to

design and why.

● Have students work in teams to create an arm section of a spacesuit. Give each team one rubber glove

and several pieces of dryer vent material, duct tape, and heavy cardstock to make additional segments

of the arm portion of the space suit. Instruct students to complete the project while computing

measurements of segments needed to be able to have the arm portion fit perfectly on one of the

student’s arms.

The teams should create the arm portion of the space suit without allowing the student model to try it

on for correct fit.

When each team has completed the project, or when time is up for the project, the teacher will then

give each team an opportunity to share with the rest of the class the “unveiling” of the project and

the “fitting” of the project on the student model. Each team should be able to explain their

calculations used to ensure the arm portion of the suit would fit the student model.

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The arm portion of the space suit should fit the model,

being ale to bend at exactly the correct points of the arm-

the wrist and the elbow.

● Explore other NASA and You: Spacesuits lessons at the following link:

● Thousands of space launches have left many fragments of launch vehicles, paint chips, and other

“space trash” in orbit. Research the effects that “space trash” has on space exploration.

● Using the links below, explore prototype spacesuits that are being designed for future astronaut

space walks. Use the following links for such research. Have students then design a future space suit

using new materials to be less “bulky” and more flexible while maintaining the protective essence

needed in the environment of space. The Dava Newman Biosuit looks most promising.

High-Tech Spacesuits Eyed for 'Extreme Exploration

Slimming Down Future Spacesuits

NASA: Suit Up

Shrink-wrapping spacesuits

● Allow students to learn about the parts of a spacesuit at

NASA: Interactive Spacesuit Experience or NASA: Space Wardrobe, and then allow them to play a

“parts of a spacesuit” matching game at NASA: Blastoff Boutique.

Associated Website Resources:

Learn more about spacesuits at the following websites:

- NASA: Against the Elements

- How Space Suits Work

- The Space Shuttle Extravehicular Mobility Unit (EMU)

- Suited for Spacewalking Educator Guide

- Space Educators' Handbook: The Spacesuit

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SPACESUITS

You might be able to get by for a little while without a raincoat in a storm or a winter coat in snowy

weather. But none of us could survive the harsh environment of space for even a second without

the right clothes. While working outside of a space vehicle or International Space Station during a

mission, astronauts wear an extravehicular mobility unit (EMU), more commonly known as a

spacesuit, for protection.

Oxygen

The principle environmental factor of

outer space is the vacuum, which is

nearly total absence of gas

molecules. The EMU provides

oxygen for the astronaut to breathe.

Air inside unprotected lungs would

immediately rush out. A lack of

oxygen to the brain would result in

unconsciousness in less than 15

seconds.

Temperature

The temperature range found in outer

space provides a second major

hazard for humans. At Earth's

distance from the Sun, the sunlit side

of objects in space may climb to over 248° F (120° C), and the shaded side may plummet to lower

than -148° F (-100° C). Spacesuits provide astronauts with comfortable temperatures in which to

work in space.

Micrometeoroids, Space Debris, and Solar Hazards

Micrometeoroids are usually very small bits of rock and metal left over from the collisions of

comets and asteroids. Though small in mass, these particles travel at very high speeds and can

easily penetrate human skin and thin metal. Equally dangerous is debris from previous space

missions. A tiny paint chip traveling at thousands of kilometers per hour can do substantial

damage. Spacesuits are made of multiple layers of different materials to help protect astronauts

from debris impacts.

Spacesuit layers along with the visor on the helmet of the spacesuit help protect the astronaut

from the Sun. Solar radiation emitted from the Sun can cause radiation sickness and increase the

risk of cancer. The glare from direct sunlight can damage the eyes.

Pressure

On Earth, the atmosphere exerts pressure in all directions. In space, the pressure is nearly zero.

Without a spacesuit, the skin would expand much like an inflating balloon. Bubbles that would

form in the bloodstream would cause blood to be ineffective to transport oxygen and nutrients to

the body's cells. Furthermore, the sudden absence of external pressure, which balances the

internal pressure of body fluids and gases, can rupture fragile tissues such as eardrums and

capillaries. The effect on the body due to lack of pressure would be swelling and tissue damage.

Additional EMU Information

EMUs have interchangeable parts so it can be assembled to fit different astronauts. The EMU has

a liquid cooling garment, which is a one-piece suit made of spandex, and keeps the astronaut cool

while in the suit. The unit also contains headphones and microphones, a drink bag of water, a

personal life support system (PLSS) containing oxygen, and a urine collection device (a diaper).

Gloves are included along with a helmet and a visor. All of this is necessary to protect the

astronaut from micrometeoroids, radiation, temperature changes, pressure changes, and oxygen

deprivation (lack of oxygen).

Article Sources: NASA (including NASA Quest and StarChild)

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Source: Spacesuits

and Spacewalks

Arms

Spacewalkers do not wear custom-made

suits. Different sizes of arm assembly

parts are available.

Lower Torso Assembly

This section is made up of

spacesuit pants, boots and

the lower half of the waist

closure.

Some suits are plain white;

some have red stripes;

and others have candy

cane stripes. These

variations help to tell one

spacewalker from another.

EVA Gloves

Astronauts must be able to work with and

pick up objects while wearing spacesuit

gloves. EVA gloves are made to protect

astronauts from the space environment.

They are also made so spacewalkers can

move their fingers as easily as possible.

The fingers are the part of the body that

gets coldest in space. These gloves have

heaters in the fingertips. A piece called a

bearing connects the glove to the sleeve.

The bearing allows the wrist to turn.

Liquid Cooling and Ventilation Garment

Most long underwear keeps people

warm. This underwear keeps

spacewalkers cool.

Upper Torso

The top of the spacesuit includes the

Hard Upper Torso (HUT) and the arm

assembly.

Primary Life Support Subsystem

The PLSS is worn like a backpack. It

provides astronauts many of the things they

need to survive on a spacewalk. Its tanks

supply oxygen for the astronauts to breathe.

It removes exhaled carbon dioxide. It

contains a battery for electrical power. The

PLSS also holds water-cooling equipment, a

fan to circulate oxygen and a two-way radio.

A caution and warning system in this

backpack lets spacewalkers know if

something is wrong with the suit.

In-Suit Drink Bag

A plastic, water-filled pouch attaches to

the inside of the Hard Upper Torso using

Velcro. A plastic tube with a valve sticks

out of the bag. The tube and valve can be

adjusted to be near the astronaut's mouth.

Biting the valve opens the tube so the

spacewalker can take a drink. Releasing

the bite closes the valve again.

Helmet

The bubble is covered by the

Extravehicular Visor Assembly.

The visor is coated with a thin

layer of gold that filters out the

sun's harmful rays. A TV camera

and lights can be attached to the

helmet.

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Names

One reason that astronauts wear spacesuits is to protect themselves from potential

micrometeoroid and space debris impacts. Small objects traveling at thousands of miles

per hour in space can damage spacecraft and spacesuits. Spacesuits are designed with

protective layers of material to help keep astronauts working outside a spacecraft safe.

Take on the role of a spacesuit designer in this design challenge. Can you keep your

astrospud safe from objects that will try to break through (penetrate), its outer skin?

Follow the directions below to guide you through the design challenge.

Set one potato aside for the final design presentation.

Hold the other potato (the testing potato), in one hand. While grasping the straw with

the other hand, stab the potato with a slow motion. Observe how deeply the straw

penetrates the potato. Record and sketch the results in the box below.

Repeat #2, but this time, stab the potato with a fast motion. Observe how deeply the

straw penetrates the potato. Record and sketch the results in the box below.

Write at least one sentence comparing the results of steps 2 and 3.

Think of ways to protect the astrospud from fast moving objects using the materials

your teacher has available for you. Your astrospud spacesuit must have at least 2

different layers. It cannot have more than 5 layers!

Results

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Once you have decided on your final design, put it on the potato you set aside for your

presentation. Use tape for layer attachment purposes. Think of the tape as a “zipper”

for your astrospud’s spacesuit.

List the layers you used for your spacesuit starting with the layer that is closest to the

potato’s skin. The last item you list should be the layer that is on the outside of the

astrospud. You should have at least 2 layers, but no more than 5.

Layers

COST

FINAL TOTAL

Finish numbers 8 and 9 below after the performance test.

Sketch and record the results of your astrospud spacesuit’s performance. Indicate any

layer(s) that was penetrated.

Explain any changes you would make to your next astrospud spacesuit.

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Names

add all points below

Complete the information below. The team whose spacesuit scores the highest number of

points will win!

1. Layers of astrospud spacesuit

2 layers………………15 points

3 layers………………12 points

4 layers………………10 points

5 layers……………… 5 points

2. Cost of astros

pud spacesuit

$2,000-$3,999…………20 points

$4,000-$6,999………… 18 points

$7,000-$9,999………… 15 points

$10,000-$13,999………12 points

$14,000-$17,999………10 points

$18,000-$21,999…………5 points

$22,000-$25,000 ………2 points

3. Performance

Astrospud was not punctured during either of the

Points for performance

impacts……40 points

Astrospud was punctured during one of the impacts,

but not both impacts……..20 points

Astrospud’s potato skin was punctured each time…………0 points

4. Teamwork (to be scored by teacher and team)

Worked very well together (no problems)……20 points

Some problems, but quickly resolved by

team members…… 18 points

Team required teacher attention at least once…15 pts

Team required teacher to address issues more than once

for not staying on task, using materials incorrectly,

arguing, etc. (Points will be determined by the teacher.)

FINAL SCORE

Points for # of layers

Points for cost

Points for teamwork

Our spacesuit cost:

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Future Spacesuit

(extension activity)

Name

Directions:

Draw your own concept, or idea, of a future spacesuit. Make sure that your “bending

points” would match where an astronaut would need to move freely while walking in space.

Label important parts of your spacesuit.

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Spacesuit History (view Spacesuit Glallery) The photos below are courtesy of NASA. Written

information is from How Space Suits

Work.

When jet aircraft were developed, pilots needed pressurized flight suits to cope with the low atmospheric pressure and lack of oxygen at high altitudes.

Most of these suits were designed to be used only when the pressurized cabin failed. The suits consisted of neoprene rubber-coated fabric that could

inflate like a balloon, and a more rigid fabric over the neoprene to restrain the suit and direct the pressure inward on the pilot. Hoses were attached

from the plane to the suit to provide oxygen.

When NASA's Mercury program started, the spacesuits kept the designs of the early pressurized flight suits, but added layers of aluminized Mylar over

the neoprene rubber. Astronauts found it difficult to move in the Mercury spacesuit when it was pressurized; the suit itself was not designed for

spacewalking. However, when NASA's Gemini program began, spacesuits had to be designed not only for emergency use, but also for spacewalking, so

some changes had to be made.

Original Mercury 7 Astronauts 1959

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Apollo Program: Astronaut Jim Lovell

To cope with the space environment, the Gemini spacesuit had a human-shaped neoprene rubber bladder that was constrained by netting.

Over the bladder, the suit had layers of Teflon-coated nylon to protect the wearer from micrometeoroids. The spacecraft supplied the

oxygen and air-cooling through an umbilical cord (shown in the photo below). After the Gemini program, astronauts learned that cooling

with air did not work very well. Often, the astronauts were overheated and exhausted from spacewalking; and their helmets often fogged

up on the inside from excessive moisture. In the following section, we'll talk about the changes that were made to the spacesuit design

for the Apollo.

Project Apollo Spacesuit (right picture)

Because Apollo astronauts had to walk on the moon as well as fly in space, a single

spacesuit was developed that had add-ons for moonwalking. The basic Apollo

spacesuit, which was worn during liftoff, was the backup suit needed in case cabin

pressure failed.

Gemini Program: Ed White 1965

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present day spacesuit

AX-5 hard suit concept developed for future space missions

Future Spacesuits:

Read

article

about

the

BioSuit,

“Slimming

Down

Future

Spacesuits.”

For more information about

the

spacesuit

designed

for

the

Constellation

Program

Can

you

design

spacesuit

for

future

astronauts?

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Communications Carrier Assembly

The CCA is sometimes called the Snoopy Cap.

The astronaut wears the cap under the helmet. It

has earphones and microphones. It connects to

the radio on the spacesuit. Using the CCA,

astronauts can talk with the rest of the crew and

hear the caution and warning tones.

Displays and Control Module

This module is the control panel for the mini-

spacecraft. Switches, controls, gauges and an

electronic display are on the module. The

astronaut can operate the Primary Life Support

Subsystem from this module.

Maximum Absorption Garment

Because spacewalks typically last more than six

hours without a break, spacewalkers wear adult-

sized diapers with extra absorption material under

their spacesuits.

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