Activities Guide for Teachers

National Space Biomedical Research Institute

Houston, Texas
 The National Space Biomedical Research Institute (NSBRI) is combining the
basic research capabilities of some of the nation’s leading biomedical research
centers with operational and applied research conducted by the National
Aeronautics and Space Administration (NASA) to understand and achieve safe
and effective long-term human exploration and development of space. The
NSBRI’s discoveries and research products will help to counter the effects of
weightlessness and space radiation and will contribute to the health and
well-being of all mankind.

National Space Biomedical Research Institute

One Baylor Plaza, NA-425
Houston, Texas 77030-3498
http://www.nsbri.org

The activities described in this book are intended for school-age children under
direct supervision of adults. The authors, Baylor College of Medicine and the
National Space Biomedical Research Institute cannot be responsible for any
accidents or injuries that may result from conduct of the activities, from not
specifically following directions, or from ignoring cautions contained in the
text. The opinions, findings and conclusions expressed in this publication are
solely those of the authors and do not necessarily reflect the views of Baylor
College of Medicine or the National Space Biomedical Research Institute.

Authors: Kimberly Chang, Ph.D., Nancy P. Moreno, Ph.D., and

Barbara Z. Tharp, M.S.
Editor: James P. Denk, M.A.
Cover Illustration: T Lewis
Design and Production: Martha S. Young

Acknowledgments
The authors gratefully acknowledge the support of Bobby R. Alford, M.D.,
Laurence R. Young, Sc.D., Ronald J. White, Ph.D., and William A. Thomson,
Ph.D., as well as the contributions of the following reviewers: Cassius B.
Bordelon, Jr., Ph.D., Greg Byrne, Ph.D., Paula Cutler, Maithili Daphtary,
Ph.D., Michael Grusak, Ph.D., Kathy Major, Grant Schaffner, Ph.D., and Carola
Wright, Ph.D. Preparation of this guide would not have been possible without
the invaluable assistance of the following field test teachers: Cheryl Anderson,
Dorothy Arceneaux, Cathy Bucchino, Veronica Curry, Sharon Fontaine, Lollie
Garay, Delores Hall, Marilyn Manning, Demetria Rutherford and Kim Walker.

The National Aeronautics and Space Administration (NASA) supported this

work through the NASA Cooperative Agreement NCC9-58 with the National
Space Biomedical Research Institute.

All rights reserved. No part of this book may be reproduced by any mechanical,
photographic or electronic process, or in the form of an audio recording; nor
may it be stored in a retrieval system, transmitted, or otherwise copied for
public or private use without prior written permission of the publisher.
Black-line masters reproduced for classroom use are excepted.

© 2000 by Baylor College of Medicine

All rights reserved. Published 2000
Printed in the United States of America
ISBN: 1-888997-43-5

ii
 Table of Contents
What Can We Learn in Space About Our Bodies Here on Earth? iv

Using Cooperative Groups in the Classroom vi

1. Weighty Questions 1

2. Supporting Structures 5

3. Inner Strength 8

4. Round, Light and Hollow 12

5. The Power of Togetherness 16

6. Muscle Fibers 20

7. Gravity and Muscles 23

8. Good Stress 28

9. Building Blocks 32

10. Bones and Muscles in Space 37

From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine iii
 T
here are many reasons to study life sciences in microgravity, from obvious ones, such as ensuring

astronaut health to less obvious ones, such as improving health care on Earth. The human body is

designed to operate in Earth’s gravity field. When humans are removed

from this environment, as when they travel in space, many complex

changes take place: their bones become weaker, fluids shift toward the

upper body, body rhythms are disrupted and motion sickness may occur.

Life science research allows us to begin planning for long-term stays in

space. It also provides important new medical information to improve the

health care of people here on Earth, such as the ways we care for persons undergoing prolonged bedrest or

those with osteoporosis.

BALANCE. During their first days in space, astronauts can become dizzy and nauseous. Eventually

they get over it, but once they return to Earth, they have a hard time walking and standing upright. Finding

ways to counteract these changes could benefit millions of Americans with balance disorders.

BONES. Astronauts’ bones become weak and porous because they are not

working against the Earth’s gravity. For different reasons, many people on Earth,

particularly older women, also develop weak bones that fracture easily with little

or no trauma. This condition is known as osteoporosis (porous bone).

CANCER/RADIATION. Outside the Earth’s protective atmosphere, astronauts are exposed to many kinds

of damaging radiation that can lead to cell damage and increase astronauts’ chances of developing tumors.

Learning how to keep astronauts safe from space radiation may improve cancer treatments for people on Earth.

From Outerspace to Innerspace / Muscles and Bones

iv © 2000 Baylor College of Medicine
HEART & CIRCULATION. Without gravity, the amount of blood in the body is reduced. The heart grows

smaller and weaker, which makes astronauts feel dizzy and weak when they return to Earth. Heart failure and

diabetes, experienced by many people on Earth, lead to similar problems.

IMMUNE SYSTEM. Living and working in space may make it easier for astronauts to become sick or develop

diseases. Learning how the body’s disease defense systems change in space will help us to understand many

illnesses, and their effects on the human immune system, here on Earth.

MUSCLES. When muscles do not have to work against gravity, they weaken and begin

to waste away. Special exercises and other strategies to help astronauts’ muscles stay

strong in space also may help older and bedridden people, who experience similar problems on Earth.

NUTRITION & FITNESS. Research that uncovers ways to reduce space-related health problems through

diet, exercise or rehabilitation will contribute to the development of prevention and treatment programs for

osteoporosis and other bone disorders, muscle wasting diseases and many other illnesses.

SLEEP & TEAM WORK. It is hard for astronauts in space to get enough sleep because they lose the

day/night cycle of Earth and there are many distractions. Strategies to help astronauts perform without

errors and deal with stress also will benefit people who work at night or have irregular schedules.

TECHNOLOGY. Special systems and equipment, new remote medical

diagnostic tools and intelligent computer software that support life

science research—as well as the health of astronauts in space—

will improve diagnosis and care for patients on Earth.

From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine v
 Using Cooperative Groups in the Classroom
Cooperative learning is a systematic way for The Teaming Up! model* provides an efficient system
students to work together in groups of two to four. It for cooperative learning. Four “jobs” are delineated:
provides an organized setting for group interaction Principal Investigator, Materials Manager, Reporter
and enables students to share ideas and to learn and Maintenance Director. Each job entails specific
from one another. Students in such an environment responsibilities. Students wear job badges that
are more likely to take responsibility for their own describe their duties. Tasks are rotated within each
learning. Cooperative group for different
groups provide support activities so that each
for reluctant learners, student has an
model community opportunity to experience
settings where all roles. Teachers even
cooperation is may want to make class
necessary, and enable charts to coordinate
the teacher to conduct job assignments within
hands-on investigations groups. For groups
with fewer materials. with fewer than four
students, job
Organization is essential assignments can be
for cooperative learning combined.
to occur in a hands-on
science classroom. Materials must be managed, Once a cooperative model for learning is established in
investigations conducted, results recorded, and the classroom, students are able to conduct science
clean-up directed and carried out. When a class is activities in an organized and effective manner. All
“doing” science, each student must have a specific students are aware of their responsibilities and are
role, or chaos may result. able to contribute to successful group efforts.

Principal Investigator Maintenance Director Reporter Materials Manager

● Reads the directions ● Follows the safety rules ● Writes down observa- ● Picks up the materials
tions and results
● Asks the questions ● Directs the clean up ● Uses the equipment
● Explains the results
● Checks the work ● Asks others to help ● Returns the materials
● Tells the teacher when
the group is finished

* Jones, R.M. 1990. Teaming Up! LaPorte, Texas: ITGROUP.

Extension Activities
There are many opportunities for exciting extension provide a wealth of educational resources that may be
activities focusing on space travel and its effects on the useful in developing such activities. For more infor-
human body. The NASA and NSBRI internet sites mation, go to <www.nasa.gov> and <www.nsbri.org>.

From Outerspace to Innerspace / Muscles and Bones

vi © 2000 Baylor College of Medicine
CO N C EPT S
● Gravity holds us to the Earth’s surface.
● The force of gravity can be counteracted by other forces.
O V E RVIEW
Students will compare and contrast the behavior of a water-filled
plastic bag, both outside and inside of a container of water, to begin
to understand the differences between environments with gravity and
environments with reduced gravity.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Predicting
● Observing
● Comparing
● Inferring

1. Weighty Questions
Background “weigh” and “weight” in their everyday
All organisms on our planet are adapted sense instead of their strictest scientific
to living with gravity, the force that pulls interpretation.
objects toward the center of the Earth. The amount of
Gravity keeps objects from floating into Understanding the difference between gravity experienced
space and it is the reason why “what mass and weight is important if you go while in orbit is
goes up must come down.” It is not into space. Deep in space, something can about one-millionth
exclusive to the Earth. Amazingly, all be virtually weightless because it is too of the normal gravity
objects in the universe attract each other. far away from other objects to be affected we feel at the Earth’s
The force of the attraction depends on by their gravity. An object surface. The gravity
the distance between the two objects and in orbit around Earth (or experienced in space
their masses. Gravitational forces are other celestial body) also is so weak that it is
normally too tiny to notice, unless one of is weightless, but for a called microgravity.
the objects has a lot of mass (such as a different reason. Though
planet or moon). this object is close to the
Earth, it circles the planet at a
Imagine you are on
Many students have difficulty with the velocity that overcomes the downward
an elevator that
concepts of mass and weight. All objects pull of Earth’s gravity. In other words,
begins to fall freely
in the universe have mass, which can be orbiting bodies fall freely toward the
toward the ground.
understood as a measurement of how Earth, but because they have so much
You and the elevator
difficult it is to set an object in motion or forward speed, their trajectories follow
car would be moving
to stop it once it is moving. The mass of the curvature of the Earth’s surface.
toward the Earth at
an object, measured in kilograms, is
the same velocity,
constant no matter where the object is. This activity allows students to observe
and you would be
and compare the pull of gravity on water
able to “float” within
Weight, on the other hand, varies with contained within a plastic bag when the
the elevator car. You
the amount of gravity and can be meas- bag is standing alone and when it is sub-
would be weightless
ured in units called “newtons” (named merged in water, at which time, the force
compared to the car,
after the famous physicist). On Earth, of gravity is counteracted by buoyancy.
which is falling along
something with a mass of 1 kg weighs
with you. This is
about 10 newtons. On the Moon, where Time similar to what
gravity is less, the same object still has a 15 minutes for set-up; 45 minutes to
astronauts experience
mass of 1 kg but weighs less than two conduct activity
when they orbit the
newtons. It is important to note, however,
Earth.
that in everyday language people are Materials
much more likely to say that “something Each group will need:
weighs two kilograms.” For ease of under- ● water

standing, in this guide we use the words ● snack-size plastic zip-top bag

From Outerspace to Innerspace / Muscles and Bones 1

© 2000 Baylor College of Medicine
 ● food coloring 4. Have each group predict what will
● clear container with straight sides happen to the shape of the bag when
that holds at least 1 liter of water, it is placed on a hard, flat surface. Let Floaties!
or a glass aquarium in a central location each group set its bag on the table
● paper towels and record the bag’s appearance. An object will float
● copy of “The Shape of Things” sheet Groups may choose any orientation on top of a liquid if it
for their bags (on the side or with zip is less dense than the
Set-up and Management top “up” works best). Students will liquid. An object
Students will observe a water-filled bag. note that the bottom of the bag is close to the same
Depending on time and your students’ flattened. Ask, Why do you think the density as the liquid
ages, you may want to fill the bags for bottom of the bag is flat? What would will float under the
students. Fill each bag with as much happen to the water if it wasn’t in surface. An object will
water as it will hold and add a drop of the bag? What would happen to the sink if it is more dense
food coloring. Zip the top tightly closed, bag if it wasn’t filled with water? (weighs more) than
while removing as much air as possible. the liquid it displaces.
Place the bags and other materials in a 5. Next, have the students predict A boat will float even
central location. what might happen when the bag is though its walls are
placed in the water. They should con- very heavy, because
Procedure sider where they think the bag will sit the total volume of
1. Begin a class discussion of gravity by in the container (floating on the sur- the boat is made up
asking questions such as, What keeps face, at the bottom, etc.), and what mostly of air. The
us and other objects from floating off shape they think the bag might have. combined density of
the Earth and into space? What the sides of the boat
happens when you throw a ball into 6. After they have made their predictions, and the air inside is
the air? Does it fly into outer space? direct students to place the bags less than the density
How could we explore the pull of gently in the containers of water. They of the water that has
the Earth on objects near its surface? should orient their bags in the same been moved aside.
Tell students that they will be position that was selected for the
Something that floats
investigating gravity in action. observations on the table.
is said to be buoyant
(“buoy” = float).
2. Have the Materials Manager from 7. After each group records its
each group collect a container of observations, ask, What happens to
water and a water-filled plastic snack the shape of the bag in the water?
bag, or have students fill the bags Students will observe that the lower
following the directions given under surface of the bag is not flattened in
Set-up and Management. the water. Also ask, Where does the
bag rest in the water? Unless the bags
3. Tell students that they will be investi- contain large air bubbles, they will
gating the float completely or almost completely
Activity 1
behavior of the submerged in an upright or sideways
You will be investigating the shape and position of a water bag when it is in two

water bag in different environments. You will need a sealed snack bag filled with colored water
and a clear, straight-sided container filled with about 1 liter of water.
What happens to the bag when it is Hard Surface
position. Help students understand
placed on a hard surface?
Prediction Actual

two different 1. Predict what the bag will look like when
it is placed on a table or desk. Write or
draw your prediction in the left column
of the box labeled “Hard Surface.”
that the bags float freely under water
2. Carefully put the bag on your table or desk.

environments: How does the bag look? Write or draw

your observations in the right column.
What happens to the bag when it
is placed on top of the water in the
because buoyancy counteracts the
container? Container of Water

resting on a 3. Predict what the bag will look like

when it is placed on the water. Think
about the shape of the bag and the place
in the water where it will end up. Write or
Prediction Actual
downward pull of gravity. On the
draw your prediction in the left column of

flat surface the box labeled “Container of Water.”

4. Carefully put the bag on the water in the
container. How does the bag look?
Where is the bag? Write or draw your
table, however, gravity is able to pull
observations in the right column.

and floating in 5. How did the water bags in the two investigations look alike? How were they different?
the water within the bag toward the
water. They 6. What forces were acting on the water bags in the two different investigations?

7. What do you conclude happened in each investigation?

Earth’s surface without the counter-
should record 4 National Space Biomedical Research Institute
http://www.nsbri.org
From Outerspace to Innerspace / Muscles and Bones
© 2000 Baylor College of Medicine
action of buoyancy.
their predic-
tions and observations on a copy of 8. Conclude by leading students in a
“The Shape of Things.” discussion of what the water in the

2 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
 To practice for space walks, astronauts work under water in
a giant swimming pool at the Neutral Buoyancy Lab at
Human physiology
NASA. The pool, which holds enough water to fill about 60
changes as a person
Olympic-sized pools, is so huge that astronauts can rehearse
goes from the Earth
complicated repair and assembly tasks on life-sized sections
to outer space. As we
of the International Space Station.
move away from the
For work in the pool, astronauts wear special suits that are surface of the Earth,
similar to those worn in space. Once underwater, the suits the gravitational
are weighted to prevent them from sinking or rising in the pull of the Earth
pool. This condition, which decreases. The
is called “neutral buoyancy,” reduces the sensation of gravity human body is
and simulates the feeling of working in microgravity. designed to operate
in the gravitational
Working under water on Earth, however, does not com-
field of the Earth.
pletely mimic the conditions in outer space. Even though
When the body no
the astronauts float freely, the water offers resistance to
longer experiences
their movements. This doesn’t happen in space. In addition,
the Earth’s
even though they feel weightless, gravity is still acting on
gravitational force,
the astronauts under water. If they work upside down, for
complex changes
example, blood still rushes to their heads.
begin to occur as
On average, each astronaut spends eight to ten hours the body adapts
practicing in the giant pool for every hour that he or she to microgravity
will be expected to work in space outside the shuttle or conditions.
space station.
(Photos courtesy of NASA)

bags might look like in a microgravity (temporarily overcomes gravity), fish

environment, such as in space. Help swimming upward, etc.
them understand that water bags in ● Have students visit NASA’s web

space probably would look similar to site <www.nasa.gov> to investigate how

the bags as they floated under water astronauts practice tasks underwater
OR discuss what might happen if they to prepare for future work in space.
tried to weigh the bags under water, ● If students have not investigated

using a small scale. Students should buoyancy prior to this activity, help them
be able to predict that they would be understand concepts related to floating
unable to weigh the floating “under- and sinking by using snack bags filled
water” bag. with sand, water, air and any other
substances. Students should weigh each
Extensions bag, including the one with water, and
● Challenge students to come up with predict which bags will float and which
other examples in which gravity’s pull is will sink. Any bags that weigh more than
counteracted. Examples include: flight of the bag of water will sink. Bags that
birds and insects, hot air balloons, kites weigh less than the bag of water will float
and airplanes, jumping into the air on the surface.

Photos. Left: Astronaut Catherine G. Coleman is assisted with suiting up for a training exercise in the deep pool of
Johnson Space Center’s Neutral Buoyancy Laboratory. The training suit that Coleman is wearing is weighted and
otherwise accommodated to afford neutral buoyancy in the deep pool. Right: Underwater training is conducted in
Marshall's Neutral Buoyancy Simulator in preparation for on-orbit Hubble Space Telescope operations.

From Outerspace to Innerspace / Muscles and Bones 3

© 2000 Baylor College of Medicine
 Activity 1

You will be investigating the shape and position of a water bag when it is in two
different environments. You will need a sealed snack bag filled with colored water
and a clear, straight-sided container filled with about 1 liter of water.
What happens to the bag when it is Hard Surface
placed on a hard surface?
Prediction Actual
1. Predict what the bag will look like when
it is placed on a table or desk. Write or
draw your prediction in the left column
of the box labeled “Hard Surface.”
2. Carefully put the bag on your table or desk.
How does the bag look? Write or draw
your observations in the right column.
What happens to the bag when it
is placed on top of the water in the
container? Container of Water
3. Predict what the bag will look like Prediction Actual
when it is placed on the water. Think
about the shape of the bag and the place
in the water where it will end up. Write or
draw your prediction in the left column of
the box labeled “Container of Water.”
4. Carefully put the bag on the water in the
container. How does the bag look?
Where is the bag? Write or draw your
observations in the right column.
5. How did the water bags in the two investigations look alike? How were they different?

6. What forces were acting on the water bags in the two different investigations?

7. What do you conclude happened in each investigation?

4 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
http://www.nsbri.org © 2000 Baylor College of Medicine
CO N C EPT S
● Land animals and plants need support systems in order to stand and
move against forces such as Earth’s gravity.
● Skeletal systems, which can be inside or outside the body, provide
support for animals.
O V E RVIEW
Students will design and build an exoskeleton or an endoskeleton for
an animal of their own invention.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Observing
● Comparing
● Modeling

2. Supporting Structures
Background Some of these include storage of red bone
Living things support and move their marrow where red blood
bodies against the pull of Earth’s gravity cells are made, storage of Human Bone
in many different ways. fat and minerals, and Facts!
Tree trunks, lobster regulation of calcium distribution
shells, floating lily pads between bone and other tissue. Human bones are
and snake backbones all about half water and
represent different solutions to Most skeletons have one or more rigid half solid material.
this problem. sections connected at joints to allow The smallest bones
movement. In endoskeletons, bones are in your body are in
An animal’s support structure connected across joints by tough fibrous your ear. They are the
depends upon the size and ligaments. Muscles, which usually are malleus (or hammer),
shape of its body and also the attached to bones by tendons, make incus (or anvil), and
environment in which it must live. movement possible and also help support stapes (or stirrup).
Support structures can be inside (internal) the body.
or outside (external) of the body. External Half of your bones
supports (exoskeletons) usually Time are in your hands
consist of hard plates or tubes 15 minutes for set-up; one or two and feet.
that cover most or all of the sessions of 45 minutes for activity Humans and giraffes
body. Insects, spiders, clams and each have seven neck
crabs all have exoskeletons. Exoskeletons Materials bones.
protect internal organs, prevent water Each group will need:
loss from the body surface and provide a ● sealable plastic bag or plastic wrap for

protective shield from enemies/predators. skin or outer covering

Some plants and
However, since they encase ● 10 straws
animals (like water
the body, some kinds of ● clay
lilies and jellyfish) are
exoskeletons must be shed ● scissors
adapted to float in
and remade as an animal ● 15 paper clips
water and survive
grows. Endoskeletons are located inside ● two sheets of cardstock
without a rigid
the body. Humans, mice, ● tape
support system.
frogs, snakes, birds and fish ● ruler
Earthworms use
all have endoskeletons. An ● copy of “From the Outside In” student
water pressure
endoskeleton grows sheet
instead of a hardened
along with the body but
skeleton to provide
provides incomplete Set-up and Management support and strength
protection. Endoskeletons Place the plastic wrap, straws, clay,
to their bodies.
are living tissues that can paper clips, tape, rulers, cardstock and
have several functions. scissors in a central location.

From Outerspace to Innerspace / Muscles and Bones 5

© 2000 Baylor College of Medicine
 Procedure group should draw a design or plan for Internal Skeletons
1. Ask students to remember what its animal. Encourage students to be Advantages
happened to the plastic bag filled with creative. Show students the supplies ●Grow with organism.
water that they examined in Activity (see materials list) that will be available ●Can be stronger and
One. Ask, Did the bag have the same for creating their animals OR ask stu- thicker than exter-
shape in water as on the table? dents to make a list of materials to nal plates or tubes.
Students should be able to report that bring from home to build their animals. ●Store or manufac-
the bag was much flatter on the table. ture other materials
Follow by asking, Why don’t you and 4. Once the groups’ plans are completed, inside bones.
I flatten out on the floor, the way the have the Materials Managers collect ●Can support a large-
bags did on the table? Use students’ straws, plastic bag/plastic wrap, tape, sized body.
answers to guide them into a discus- scissors, clay, paper clips, cardstock ●Store minerals, like
sion of support structures for living and rulers for their groups from a calcium.
things, particularly animals. You central area in the classroom. Disadvantages
might ask questions such as, Do all ●Provide only limited
animals have some kind of support for 5. Have each group create its imaginary protection of inter-
their bodies? When present, what do animal. Designate a time frame for nal organs.
we call these supports? (skeletons). this work. ●Do not prevent
Are all skeletons the same? How are water loss from
skeletons different? (some are internal 6. Ask groups to display their animals body.
and some are external; some consist and to describe how they designed
of many parts, others do not; some their skeletons. External Skeletons
grow with the organism, others must Advantages
be shed and replaced). 7. Draw a chart on the board with ●Serve as protection
“Similarities” at the top of one for soft body
2. After students have had opportunities column and “Differences” at the top (except during
to think about the variety of support of a second column. Ask the students molting).
structures for to think about and discuss the simi- ●Prevent water loss
animal bodies, Activity 2
larities and differences of the various from body.
challenge them You will be creating a skeleton for an imaginary animal, using the
following materials or materials from home.
15 paper clips 10 straws 2 pieces cardstock tape
internal and external skeletons Disadvantages
clay ruler plastic bag or wrap scissors

to invent an 1. Imagine that the plastic bag is the body of your animal. Think about the shape that your animal might have.
Draw the shape in the box labeled “Shape” below.
2. Make a skeleton for your animal, using any of the materials listed above. First, you must decide whether
the skeleton will be inside (endoskeleton) or outside (exoskeleton) the animal’s body. Next, think about how
created by the groups. ●Can make an animal
you will support the animal’s shape by designing a skeleton. Make a plan for the skeleton in the box labeled

animal using “Skeleton” below or use the back of this sheet.

temporarily vulner-
the “From the 8. Extend the discussion by drawing able if old skeleton
Outside In” Shape
3. Now build the skeleton in or around your plastic-bag animal.
4. How does the skeleton change the animal?
Skeleton
two more charts on the board: must be shed to
sheet 5. What advantages does this skeleton give your animal?
“Internal Skeleton—Advantages and accommodate
as a guide. Disadvantages,” and “External
6. What disadvantages does this skeleton give your animal?

7. How would you make your animal move?

growth.
Depending on From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute
Skeleton—Advantages and ●Limit animal size
7
© 2000 Baylor College of Medicine http://www.nsbri.org

your students, Disadvantages.” Work with one chart because the skele-
you may want them to investigate dif- at a time and ask students to respond. ton has to be very
ferent types of animal bodies using strong and heavy to
the World Wide Web or the library 9. Conclude by asking students to share support a large
before they proceed further. their ideas about how their animals body. (The largest
might move. Ask, What allows us to animals with
3. Each group of students will need to move? What would we need to add to exoskeletons, such
decide where its animal lives and how our animals so that they could move? as lobsters, are
it looks (especially body shape). Once Help students understand that, in found where water
groups have discussed their ideas, most cases, muscles and joints are helps support their
they should decide which type of necessary, in addition to endo- or weight.)
skeleton (external or internal) would exoskeletons, to achieve movement of
serve their animals best. Finally, each a body.

6 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
Activity 2

You will be creating a skeleton for an imaginary animal, using the

following materials or materials from home.
15 paper clips 10 straws 2 pieces cardstock tape
clay ruler plastic bag or wrap scissors
1. Imagine that the plastic bag is the body of your animal. Think about the shape that your animal might have.
Draw the shape in the box labeled “Shape” below.
2. Make a skeleton for your animal, using any of the materials listed above. First, you must decide whether
the skeleton will be inside (endoskeleton) or outside (exoskeleton) the animal’s body. Next, think about how
you will support the animal’s shape by designing a skeleton. Make a plan for the skeleton in the box labeled
“Skeleton” below or use the back of this sheet.

Shape Skeleton
3. Now build the skeleton in or around your plastic-bag animal.
4. How does the skeleton change the animal?

5. What advantages does this skeleton give your animal?

6. What disadvantages does this skeleton give your animal?

7. How would you make your animal move?

From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute 7
© 2000 Baylor College of Medicine http://www.nsbri.org
 CO N C EPT S
● Endoskeletons are made of connected bones inside a body.
● Bones provide support for the body.
O V E RVIEW
Students will learn about endoskeletons by observing, comparing and
contrasting different kinds of chicken bones, and by relating their
chicken bone observations to human bones.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Observing
● Comparing and contrasting
● Inferring

3. Inner Strength
Background Time
Internal skeletons, or endoskeletons, 20 minutes, one day ahead of time, for
must be strong enough to support a set-up; 45–60 minutes to conduct activity
body against the pull of gravity. They Bone To Stone
also must be light and flexible enough Materials Most plant and
to allow easy movement. Endoskeletons Each group will need:
animal remains rot
meet all these requirements by ● at least one chicken bone that has
away over time. Hard
connecting bones of different shapes been cooked and cleaned (see Set-up)
parts, such as bones
and sizes (flat, irregular, long, short) ● magnifiers
and shells, sometimes
that provide support, allow freedom of ● blank paper or science journals to
become buried in
movement, and protect many of the make drawings and record observations
sand and mud. Over
body’s most vital internal organs. ● copies of “Chicken Bones” and “Head-
millions of years, the
To-Toes” student sheets
shells and bones
With only a few exceptions, like the
become transformed
tailbone in humans, each bone fulfills a Set-up and Management into stone. We call
particular need. The skull protects the Before class, cook enough chicken pieces
them fossils.
brain and sense organs (eyes, nose, to provide one or more different bones
mouth and ears). A flexible spine encloses (any sizes or shapes) to each group of
and protects the spinal cord—the main students. You also may have students
highway for messages from the brain to bring leftover cooked chicken bones from Some animals, like
the rest of the body. The rib cage home. Remove all meat from the bones sharks, maintain a
surrounds the lungs, heart and other (additional boiling may be necessary) and skeleton made of
internal organs. Four limbs (arms and soak the bones in a 1:10 bleach/water
legs in humans) are joined to the spine solution for five minutes. Allow the bones
via broad flat bones (shoulder blades and to dry before using them in class. After
hip bones). Arms, legs and wings contain the activity, save any long leg or wing cartilage throughout
some of the longest and strongest bones bones to use again during Activity 4. their entire lives.
in vertebrates. More than half of the 206 Have students work in groups of 2–4. Some parts of our
bones in the adult human body can be bodies also are made
found in the limbs. Procedure of cartilage that never
1. Remind students of the skeletons they becomes bone. Some
Vertebrate skeletons are comprised constructed in Activity Two. Ask, What examples include the
primarily of cartilage and bone. Cartilage kind of skeleton do vertebrate animals outer ear, the ends of
is firm, but flexible. The skeletons of (animals with backbones) have? the ribs and the nose.
most embryos are made of cartilage, (endoskeleton). What are some Why might it be
which gradually is replaced by a harder examples of vertebrates? (fish, birds, important for these
material—bone. Bone is living tissue reptiles, amphibians, mammals). structures to stay
that changes in response to exercise flexible?
and use. 2. Distribute cleaned chicken bones.

8 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
3. Direct the groups to
observe the bones SKELETAL SYSTEM—
Answer Key for
carefully with and without
Student Page
their magnifiers. Ask
questions to promote Bones come in
careful observations, such many varieties, so
as, What color are the they are grouped
bones? Are the bones as according to shape:
hard as rock? Does the long (arm and leg
surface texture vary along bones); short (wrist
the length of the bone? and ankle bones);
(Students may be able to flat (ribs and bones
observe that the ends of of the skull); and
some bones are porous, irregular (vertebrae).
while other parts are The skeletons of
smooth.) Can you see many different
softer parts (cartilage) animals look very
attached to any of the similar and contain
bones? (Ribs, for example, close to the same
will have flexible cartilage number of bones.
tips.)

4. Have each student make a Living things often

detailed drawing or written are symmetrical in
description of a single one or more ways.
bone. Challenge students Many animal bodies
to think about where the are composed of
bones they observed would two halves that are
be found in a chicken’s body. Discuss compare the drawing of the human mirror images of
their observations. skeleton to the drawing of the chicken each other. This is
skeleton and identify similarities and called bilateral (two-
5. Make a class list of the similarities differences. sided) symmetry.
among the different bones observed.
Follow by making a list of the 8. Using context clues from the poem,
differences. help students fill in the appropriate
names for the major bones of the
6. Give each student a copy of the body. You may want to have students
“Chicken Bones” page and have read the poem aloud or write
students identify the bones they additional verses.
observed. Ask, Were you able to predict
the location of the bones you observed? 9. Discuss the human skeleton with
What helped you decide where the students. Have them notice that bones
bones would be found? are precisely arranged with bilateral
symmetry. Point out that we have
7. Next, ask students to think about the pairs of bones. Ask, Why is this
human skeleton. Ask, Do you think structure a good design for us to
human skeletons are very different maintain balance? Did anyone build an
from chicken skeletons? Why or why unsymmetrical skeleton (Activity 2)?
not? Make an overhead transparency Help students understand that the
or give each student a copy of the symmetrical skeleton provides balance
“Head-to-Toes” page. Have students and potential for mobility.

From Outerspace to Innerspace / Muscles and Bones 9

© 2000 Baylor College of Medicine
 Activity 3

Approximately 3/5
actual size of
mature chicken

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Activity 3

By Amanda Byers, Barbara Tharp and Paula Cutler

The bones are very important, you know. They hold

up your body from your head to your toe.
The cranium, the skull, that’s the head of the
matter—it’s connected to vertebrae that down
your back scatter.
Your chest is made of arches, 12 sets of ribs to be
exact—from backbone to the sternum, ’round the
body they do wrap.
The clavicle is your coat hanger, with a humerus on
each side. The bottom end’s an elbow—a “funny 1.
bone” that tingles when with objects it collides.
2.
Below the elbow, are the ulna and the radius, too;
3.
a pair that span the forearm on either side of you.
4.
Bones at the wrist are the carpals—to the
metacarpals they connect. They’re attached to the 5.
phalanges—the fingers that get flexed.
6.
Your hip bones are your pelvis; your femur shapes
7.
up your thighs. You need your knobby kneecaps—
on your patella, you can rely. 8.
The tibia and the fibula are the lower legs’ two 9.
bones. They are side-by-side together ’cause neither
stands alone. 10.

The feet, upon which you can stand with ease, have 11.
the tarsals, metatarsals and more phalanges. 12.
Where bones do meet is called a joint, and there are 13.
many types. Fixed joints hold your skull bones in
place so your brain stays nice and tight! 14.

There are hinge and ball and socket joints that 15.
let your bones move ’round. Without shoulders, 16.
elbows, knees and ankles, you’d flatten on
the ground. 17.

The Skeletal System is the frame that gives your body 18.
shape. It holds you altogether, even better than 19.
duct tape!
From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute 11
© 2000 Baylor College of Medicine http://www.nsbri.org
 CO N C EPT S
● Long bones are made of hollow tubes, which give strength with
minimal weight.
O V E RVIEW
Students will investigate and compare the weight-bearing capacity of
solid and hollow cylinders, make inferences about bone structure and
observe the interior of cleaned long bones of chickens.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Predicting
● Observing
● Comparing
● Weighing
● Gathering data
● Recording data

4. Round, Light and Hollow

Background Time
Bones are living tissues that contain 10 minutes for set-up; one or two
blood vessels and nerve cells within a sessions of 45–60 minutes for activity
structure composed of collagen (a flexible A group of special
fibrous material) and minerals (mainly Materials cells constantly
calcium and phosphate). Without calcium Teacher will need: breaks down and
(in the form of calcium salts), bone would ● heavy-weight balance or bathroom scale rebuilds bones
be flexible and soft, and without collagen ● poultry scissors or small saw throughout life. This
fibers, bone would be brittle. The collagen Each group will need: process is important
fibers and calcium salts together make ● 2 bathroom-sized paper cups because it allows
bone almost as strong as steel, but ● 6 –10 heavy, stackable items (bricks, bone to repair
much lighter. Unlike steel, bone can cans, reams of paper or books) damage and to
repair itself when broken with the help of ● 1/3 cup dried beans respond to changes in
bone-forming cells (osteoblasts) and bone ● sheet of corrugated cardboard its environment,
digesting cells (osteoclasts). The prefix ● 1 long bone from a chicken leg or including changes in
“osteo” means bone. thigh that has been cooked and physical activity.
cleaned (see Set-up)
To provide support and still be easy to ● magnifiers

move, bones must be both strong and ● copy of “Weighing ‘In’” and “Hollow or
Manatees and their
lightweight. These features are most Solid?” student sheets
relatives live and feed
important for the long bones in arms,
in water. Their rib and
legs and wings. Set-up and Management
If you wish, you can use the long bones
Each human long bone is composed of prepared for Activity 3. Otherwise, before
a shaft (diaphysis) with two flared ends class, cook enough chicken legs or thighs
leg bones lack
(epiphyses). The diaphysis to provide one long bone to each group, or
marrow cavities,
resembles a hollow cylinder. have students bring leftover cooked chick-
making their
It is made of hard compact en bones from home. Remove all meat
skeletons dense and
bone that is resistant to from the bones (additional boiling may be
relatively heavy.
bending. The inner cavity necessary) and soak them in a 1:10
Water, however, helps
of the diaphysis contains bleach/water solution for five minutes.
support the weight of
yellow marrow that stores Have students work in groups of 2–4.
their bodies.
fat. The epiphysis is a thin Place all materials in a central location.
shell of compact bone filled
with a lattice or sponge-like Procedure
structure that is surrounded by red 1. Point to your arm or leg and ask stu-
marrow (which makes red blood cells). dents to think about characteristics

12 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
 that might be important for large arm about the structure of long bones
or leg bones. Stimulate their thinking (hollow or solid).
by asking questions such as, What The mineral calcium
type of work does my arm/leg do? 6. Have the Materials Managers pick up gives bones their
Does it matter how much the bones in one or more chicken bones for their hardness. People
my arm/leg weigh? Does it matter if groups. Have students observe the between 11 and 24
my arm/leg bones are very strong? outsides of the bones with and with- years of age need
Based on students’ answers, make a out a magnifier, and draw an exterior 1,200 milligrams of
list of desirable characteristics of view of a bone in the space provided calcium (three or
long bones. on their sheets. more servings of
calcium-rich foods)
2. Tell students they will be conducting 7. Using a small saw, hammer or poultry each day. Sources of
an investigation that will provide scissors, cut or break open the calcium include low-
clues about the structure of long bone(s) for each group. Students will fat dairy products,
bones in humans and other verte- observe that the bones have hard sardines, green leafy
brates. Specifically, they will be walls and a central space filled with a vegetables and nuts.
comparing the relative abilities of soft substance (marrow). Ask students
solid and hollow cylinders to support to compare the structure of the bone
external weights. Ask, Is a hollow to the hollow and solid cylinders. Ask,
cylinder or a solid cylinder able to Which cylinder does the bone most
Losing Calcium?
support more weight, relative to its resemble? Help students to conclude Chalk is brittle and
own weight? that the relatively hollow design of snaps apart easily. A
real bones allows them to be light, chicken bone will not
3. Have each group’s Materials Manager but still strong enough to do their snap in half
and a helper collect two paper cups, jobs. Relate students’ conclusions to the same
beans, cardboard and a set of weights the list of valuable characteristics of way.
from a central location. Using the bones made earlier. Although a
“Weighing ‘In’” sheet as a guide, have chicken
students compare the weights that Extensions bone has calcium
can be supported by a hollow cylinder ● The thighbone (femur) is the longest salts like chalk, the
(empty cup) and a solid cylinder (cup bone in the body. Its shaft is round in bone also has colla-
filled with dried beans). Each group cross section. The main shinbone (tibia) gen fibers that make
should conclude its explorations is the second longest bone in the body. it stronger.
by calculating the ratio of weight Its shaft is triangular in cross section.
When we remove
supported to cylinder weight for each Challenge students to investigate the
calcium salts from
kind of cylinder. relative strengths of different-shaped
bone, it becomes
columns. Have students use note cards
flexible and cannot
4. Initiate a class discussion of students’ to create columns with different shapes
maintain its shape to
results by asking, Which cylinder was in cross section (round, square,
provide support.
heaviest? (solid), and Which cylinder triangular, etc.). Ask them to consider
held the most weight? (solid). Did the total amount of material necessary
either cylinder hold more weight than to build each kind of column as they
you expected? Which cylinder had reach their conclusions about relative Babies’ bones are very
a higher ratio of weight supported? strength. soft and are made of
(hollow). Did you expect this result? ● To observe how calcium contributes cartilage. Over time,
to the hardness of bones, have students cartilage is broken
5. Ask students to think about which soak cleaned chicken bones in vinegar down and replaced
type of cylinder (hollow or solid) might for about one week. Vinegar, a weak with bone.
make a better bone. Pass out the acid, will leach calcium out of the
“Hollow or Solid?” sheets. Have bones, which then will become weaker
students record their predictions and softer.

From Outerspace to Innerspace / Muscles and Bones 13

© 2000 Baylor College of Medicine
 Activity 4

You will need:

2 paper cups one piece of cardboard one set of stackable weight units (cans, bricks, etc.)
dried beans balance
You will use stackable weight units to investigate the support strength of hollow and solid cylinders.
1. Fill one paper cup to the top with beans. This will be your solid cylinder. The other (empty) cup will be your
hollow cylinder.
2. Use a balance to weigh each cylinder and
one stackable-weight unit. Record the Solid cylinder (with beans) gm
weights in the table on the right. Hollow cylinder gm
3. Predict how many units (bricks, books or One stackable-weight unit gm
cans) each cylinder will support. Record your
predictions in the table below.
4. Place your hollow cylinder on the floor and cover it with a piece of cardboard, so that the cardboard is
centered over the cylinder. Place the weight units on top of the cardboard, one at a time. Balance the
weights carefully so that your experiment does not topple over. See how many units of weight the cylinder
will hold before it is crushed. Record this number below.
5. Repeat Step 4 using the solid cylinder instead of the hollow cylinder.
6. Determine the ratio of weight supported by each cylinder. Divide the total number of weight units supported
by the cylinder, by the weight of that cylinder. Record your answers below.

Hollow cylinder Solid cylinder

PREDICTION: Number of units each cylinder will support
Number of units supported by each cylinder
Total weight of units each cylinder supported
Weight of cylinder
Number of units supported ÷ Weight of cylinder

7. Which cylinder was heavier?

8. Which cylinder is able to support more weight, relative to its own weight?

14 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
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Activity 4

1. Based on what you know, do you predict that real bones are solid or hollow?

2. Give a reason for your prediction.

3. Obtain a cooked, cleaned chicken leg bone. Follow the instructions underneath the boxes below.

Observe and draw the outside of the bone. Have your teacher break open the bone.
Draw what you see inside the broken end.

4. Are real bones solid or hollow?

5. What might be some advantages of this structure?

From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute 15
© 2000 Baylor College of Medicine http://www.nsbri.org
 CO N C EPT S
● Bones come together at joints.
● The position of a muscle affects the amount of movement it causes a
bone to make.
● Muscles work in pairs, in opposition to each other.
O V E RVIEW
Students will construct a model arm and learn how muscles and bones
work together to achieve efficient movement.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Predicting
● Observing
● Drawing conclusions
● Modeling
● Inferring

5. The Power of Togetherness

Background very specific to optimize maneuverability
In a skeleton, the places where bones and strength.
or external plates (as in insects) come
together are called joints. Joints allow an Our bodies can be thought of as
animal’s body to flex and bend. Most machines. We lift, push and pull objects, It’s a Snap!
animals, whether they have exoskeletons and we work continuously to maintain There are almost no
or endoskeletons, have joints. posture and balance against the force of muscles in your
gravity. Bones, muscles, joints, ligaments fingers. The muscles
In vertebrate skeletons, some bones, and tendons all are necessary to do this
such as those in the skull, are connected work. In fact, there are simple machines Tendons
at joints that do not allow movement. within the body’s component parts. One
These “immovable” joints are called example is the arm, which is a lever.
sutures. Most bones, however, are
Hand
connected by ligaments at “moveable” This activity allows students to explore muscles
joints that permit bone movement. how the arm’s bones and muscles work
Of course, the moving is done by efficiently together. Students will see that that move
muscles, which are attached directly or muscles are positioned to achieve the your fingers are in
by tendons to the bones. most movement or power with the least your arms. These
possible effort. muscles have very
Muscles move the parts of a joint by long tendons that
contracting (becoming shorter) and Time attach to the bones in
10 minutes for set-up; 60 minutes to your fingers. (Other
Brings the
forearm up conduct the activity muscles are located in
the palm of your
Materials hand.)
Each group will need:
● copy of “Arm Model Instructions” and You can see
Brings the
“Arm Model Observations” sheets something similar in a
forearm down
● 3 rulers (with holes in the center) chicken foot from the
UPPER ARM MUSCLES
● metal paper clip grocery store. The
pulling two bones closer together. Since ● 50 cm of string long, white fibers
each muscle can pull in only one direc- ● large brad extending from the
tion (and not push), muscles must work ● scissors end are tendons. Pull
in pairs. One muscle or group of muscles ● clear tape them and you will see
bends part of a joint; a different muscle the claws curl.
or group of muscles pulls it back to its Set-up and Management
original position. Muscle placement is Divide students into groups of 2–3. Place

16 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
 JOINTS IN THE HUMAN BODY

Wrist and Fingers Knee

Hip
Horses have a joint
in their
Elbow
knees (stifle
joint) that
Foot and Ankle allows them
to lock their
knees in
materials in a central location for the moving the string on their arm model place so they can
Materials Manager from each group will move the bottom ruler different stand for hours.
to collect. distances, depending on where the Animals, like goats
string is attached. Students also may and cows, that eat
Procedure notice that when the string was plants have a joint
1. Tell students that they are going to connected closer to the joint, it was that allows them to
build and explore a model of the arm. harder to pull. Ask students how these move their jaws
Have Materials Managers collect the concepts might apply to the placement side-to-side and
rulers, string, paper clip, brad and of the biceps muscle in the arm. forward and back, in
tape for each group. Explain that each muscle in the body addition to up and
has a precise attachment point. Muscle down, for chewing.
Activity 5
2. Tell students placement balances the movement of
To make a model arm, you will need:

to follow the 2 rulers 1 paper clip 50 cm of string 1 brad clear tape

the bone with the effort of the muscle.
steps on the The points at which muscles attach to
“Arm Model bones allow muscles to cause a large
Instructions” movement with a relatively small
sheet to make amount of contraction.
their model 1. Hold the rulers with the smooth sides together. Fasten the rulers together by putting the brad through the
end holes of both rulers. Fold the ends of the brad flat against one ruler and tape the ends of the brad in
place. Do not overlap the tape onto the second ruler. The rulers will act as an upper and a lower arm
(forearm), and the brad connecting them will act as the “arm joint,” or “elbow.”

arms. 2. Open the paper clip to make a hook. Tie one end of the string to one end of the clip, which acts like a
tendon to connect muscle to bone. The string will act like a muscle to move the arm model.
3. Make an “L” shape with your arm model. Place the model on the table so that one ruler lies horizontally
6. Use the “Challenge” at the bottom of
and the other ruler “stands” vertically. Be sure the “joint” rests off the edge of the table so the rulers can

18
move freely. Hook the paper clip through the farthest hole (from the “joint”) of the horizontal ruler. Thread
the other end of the string through the top hole of the vertical ruler. This is your arm model.
National Space Biomedical Research Institute
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From Outerspace to Innerspace / Muscles and Bones
© 2000 Baylor College of Medicine
the “Arm Model Observations” sheet to
3. When each help students learn about how
group has built its model arm, muscles work in pairs. After students
ask, In what ways does this model have completed the “Challenge,”
represent a human arm? Discuss the discuss the relationships between
similarities and differences noted by pairs of muscles. For instance, the
students between their models and biceps muscle bends the arm and the
their real arms. Point out that actual triceps muscle straightens it. Ask,
muscles pull by contracting and How do we straighten the arm after
becoming shorter. bending it? Have students bend their
arms at the elbow and feel their biceps
4. Explain to students that they will muscles contract. Ask, Can you
investigate muscle attachment sites straighten your arm by contracting
using their model arms. Have them your biceps muscle? Where is the
continue with the instructions on the muscle that you contract to straighten
“Arm Model Observations” sheet. your arm? It is the triceps muscle,
located on the back of the upper arm.
5. Discuss with students their data and Have each student bend and
conclusions about muscle attachment straighten his/her arm and feel the
sites. Students will discover that triceps muscle contract and relax.

From Outerspace to Innerspace / Muscles and Bones 17

© 2000 Baylor College of Medicine
 Activity 5

To make a model arm, you will need:

2 rulers 1 paper clip 50 cm of string 1 brad clear tape

1. Hold the rulers with the smooth sides together. Fasten the rulers together by putting the brad through the
end holes of both rulers. Fold the ends of the brad flat against one ruler and tape the ends of the brad in
place. Do not overlap the tape onto the second ruler. The rulers will act as an upper and a lower arm
(forearm), and the brad connecting them will act as the “arm joint,” or “elbow.”
2. Open the paper clip to make a hook. Tie one end of the string to one end of the clip, which acts like a
tendon to connect muscle to bone. The string will act like a muscle to move the arm model.
3. Make an “L” shape with your arm model. Place the model on the table so that one ruler lies horizontally
and the other ruler “stands” vertically. Be sure the “joint” rests off the edge of the table so the rulers can
move freely. Hook the paper clip through the farthest hole (from the “joint”) of the horizontal ruler. Thread
the other end of the string through the top hole of the vertical ruler. This is your arm model.

18 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
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Activity 5

You will need:

Pull string about 5 cm
arm model ruler each time.
You will investigate what happens when you connect the string to
different places on your arm model.
1. Place your arm model on a table or desk. Slowly pull about five
centimeters of string through the hole in the top ruler (Position 1),
while holding the “elbow joint” of the rulers steady. This will raise Position 1
the tip of the bottom ruler. Measure the distance between the tip Position 2
of the bottom ruler and the table. Record your measurement on
Position 3
the chart below.
2. Move the paper clip to the middle hole (Position 2) of the bottom ruler. Again pull about five centimeters of
string through the hole in the top ruler. Measure the distance between the tip of the bottom ruler and the
table. Record your
measurement on the chart. Distance ruler is raised
Ruler position
3. Move the paper clip to the from table (cm)
closest hole (Position 3) of Position 1: Farthest hole from “joint”
the bottom ruler. Pull about
five centimeters of string Position 2: Middle hole
through the hole in the top Position 3: Closest hole to “joint”
ruler. Measure the distance
between the tip of the bottom
ruler and the table. Record your measurement on the chart.
4. Based on your observations, does it make a difference where the ends of a muscle are connected to a
bone? Why or why not?

5. Where would you expect the ends of a muscle to be attached if the objective was to achieve the most
movement for the least amount of effort?

CHALLENGE: Figure out a way to connect another string “muscle” to your arm model that would straighten
the arm back out. Keep in mind that muscles can only pull, not push!

From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute 19
© 2000 Baylor College of Medicine http://www.nsbri.org
 CO N C EPT S
● Muscles are made of fibers within fibers.
● The structure of muscles makes them strong.
O V E RVIEW
Students will learn about the structure of muscles by comparing yarn
and cooked meat.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Observing
● Modeling
● Inferring

6. Muscle Fibers
Background together, all of the minute contractions
Despite our amazing skeletons, without shorten the length of the entire muscle.
muscles, we would not be able to stand,
balance ourselves or move. Every person This activity introduces students to the
has more than 600 muscles thoughout his structure of muscles by having them Human Muscle
or her body. compare and contrast the structure of Facts!
yarn to the structure they can observe in
Movement happens when muscles a cooked piece of beef stew meat or other There are 30 different
contract and become shorter. As seen in coarse meat. muscles in your face
the previous activity, the contraction that allow you to do
moves the two places of muscle attach- Time things like smile,
ment closer together. These types of 20 minutes for set-up; 45 minutes to frown and raise your
contractions take place countless times conduct activity eyebrows.
each day in the body. Muscle attached to
Materials bone (called skeletal
Skeletal muscles (the ones responsible Each group will need: muscle) is the most
for movement of the body) are made of ● 12-in. section of yarn abundant tissue in
bundles of progressively smaller fibers. ● 4 toothpicks the bodies of verte-
The largest fiber bundles can be seen ● plastic knife brates (animals with
with the unaided eye in a piece of muscle ● cube of cooked beef (stringy or fibrous backbones).
tissue or meat. The “strings” that can cuts such as brisket, flank steak or
Training with weights
be teased (pulled) apart are bundles stew meat work best); approximately
can double or triple a
of fibers. 1/2 pound is sufficient for an entire
muscle’s size. Disuse,
class
such as during space
● copies of “A Simple Yarn” student page
travel, can shrink a
muscle by as much as
Set-up and Management 20% in just two
Cook beef brisket or stew meat in
weeks.
MUSCLE advance for students. Each group should
STRUCTURE have at least one, 1-inch cube of cooked As people age, their
meat to observe. Place all materials in a muscle mass shrinks.
central location for students. Have By age 50, skeletal
Within these large bundles are numerous students work in groups of 2–4. muscle often is
muscle cells (also called fibers). Each reduced by around
muscle cell is filled with hundreds of Procedure 10%. By age 80,
even smaller strands (myofibrils). The 1. Ask students, Have you ever seen almost half of a
myofibrils contain the smallest muscle muscle? What does it look like? If nec- person’s muscle mass
elements of all—tiny units (sarcomeres) essary, remind students that “meat” can be lost.
that become shorter by sliding one set of is muscle tissue and that many differ-
protein molecules over another. Added ent kinds of muscle are on display at

20 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
 the grocery store. Follow by asking, directions (along the grain and across
Which characteristics of muscle help the grain).
make it strong? Tell students that
they will be investigating one aspect 6. Discuss students’ observations with
of this question. the class. Ask, In what ways were the
yarn and muscle sections similar? Did
2. Give each group of students a the fiber-within-fiber design of the
length of yarn, toothpicks and a yarn make it stronger or weaker? Animals with
small cube of cooked beef brisket Why? What does this imply for the endoskeletons also
or stew meat. structure of muscles? need muscles to

3. Have students follow the instructions 7. Conclude by discussing how muscles

on the “A Simple Yarn” page to contract. Point out that unlike the
observe the structure of yarn. They yarn fibers, which are not very move wings, legs
should progressively tease apart and stretchy, muscle fibers can shorten. and jaws. Even clams
test the relative strength of the To demonstrate, have students extend and oysters have
strands comprising the length of yarn. their arms and feel the muscle powerful muscles
Have them use (biceps) in their upper arms. Ask that open and close
a “snap” test, Activity 6
them to bend their arms at the elbow the two halves of
in which they
You will need: piece of yarn, toothpicks, piece of cooked beef stew meat, plastic knife, tray or plate on which to work
1. Examine how the yarn is put together by observing it with your magnifier. Draw what the yarn looks like in
the “Yarn Investigation Table” below. Conduct a “snap test” of the yarn by holding a six-inch piece at both
and notice any changes that occur in their shells.
ends and trying to break it by pulling or “snapping.” Record the result in the table.
2. Use a toothpick to Yarn Investigation Table

hold the strand separate the yarn

into strands.
Observe the strand
with your magnify-
Appearance Result of
snap test
their muscles. Help them understand
ing glass. Repeat Yarn

between both that muscles become short and fat

Step 1, using a sin-
gle strand instead
of a piece of yarn.
Strand
3. Pull the strand
apart into smaller

hands and when they contract. Explain that,

fibers. Repeat Step Fiber
2, using one fiber
instead of a strand.
4. Obtain a slice of meat. Slice part of the Meat Investigation Table
cube of meat “across” the grain or
Side view

quickly pull or fibers. Draw a top view and a side view

of the meat in the “Meat Investigation
Table.”
5. Cut another small piece of meat and
Top view
(along cut edge)
unlike yarn, muscles are made of a
try to tear it by pulling in the direction

“snap” it, of the muscle fibers and across the

direction of the fibers. Which way is
stronger? series of fibers packaged inside each
6. Using a toothpick, separate the meat into as many sizes of fibers within fibers as you can. Draw or

to estimate the describe the fibers on a separate sheet of paper.

CONCLUSIONS. Answer the following questions on a separate sheet of paper.
1. In what ways are the meat and yarn samples similar?
other. The largest fibers were the ones
strength of the students were able to observe in
2. In what ways are they different?
3. Based on your snap tests of whole yarn, yarn strands and smaller yarn fibers, what can you conclude
about why muscles are put together the way they are?
22 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
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each size of class. Inside each larger fiber are

strand. smaller and smaller fibers. Finally,
inside the smallest fibers are tiny fila-
Safety Note
4. After students have made their yarn ments that make the whole muscle You may want
observations, direct their attention to change shape. The number of fila- students to wear
the cooked piece of meat. Have a ments determines how big and strong disposable, plastic
student in each group slice the meat the muscle is. gloves when they
across the grain using a plastic knife. handle meat samples.
Students should observe and draw Extensions
the meat cross section on their sheets. ● Have students compare other meats
They will note that the muscle looks to the one observed in class. The color of
stringy. The strings are the large fibers uncooked meat (redder or whiter)
of the muscle. They may see white, depends on the kinds of fibers present.
rubbery tendons attached to the Red or “dark” muscle has more fibers
muscle, or fat, which is a source of that are specialized for long-term or
energy, along with the fibers. repetitive activity without fatigue. These
muscle fibers release energy from stored
5. Next, have students tease a section of fat. White muscle has more fibers
meat into progressively smaller fibers. specialized for very fast contractions.
Have students observe the fibers These fibers, however, provide power for
using their hand lens and draw the only a short period of time before they
fibers on their student page. Have become fatigued from lack of oxygen and
students explore the strength of the accumulation of waste products. White
meat by pulling it in two different muscle uses energy from sugar.

From Outerspace to Innerspace / Muscles and Bones 21

© 2000 Baylor College of Medicine
 Activity 6

You will need: piece of yarn, toothpicks, piece of cooked beef stew meat, plastic knife, tray or plate on which to work
1. Examine how the yarn is put together by observing it with your magnifier. Draw what the yarn looks like in
the “Yarn Investigation Table” below. Conduct a “snap test” of the yarn by holding a six-inch piece at both
ends and trying to break it by pulling or “snapping.” Record the result in the table.
2. Use a toothpick to Yarn Investigation Table
separate the yarn
into strands. Appearance Result of
Observe the strand snap test
with your magnify-
ing glass. Repeat Yarn
Step 1, using a sin-
gle strand instead
of a piece of yarn.
Strand
3. Pull the strand
apart into smaller
fibers. Repeat Step Fiber
2, using one fiber
instead of a strand.
4. Obtain a slice of meat. Slice part of the Meat Investigation Table
cube of meat “across” the grain or
fibers. Draw a top view and a side view Top view Side view
of the meat in the “Meat Investigation (along cut edge)
Table.”
5. Cut another small piece of meat and
try to tear it by pulling in the direction
of the muscle fibers and across the
direction of the fibers. Which way is
stronger?

6. Using a toothpick, separate the meat into as many sizes of fibers within fibers as you can. Draw or
describe the fibers on a separate sheet of paper.
CONCLUSIONS. Answer the following questions on a separate sheet of paper.
1. In what ways are the meat and yarn samples similar?
2. In what ways are they different?
3. Based on your snap tests of whole yarn, yarn strands and smaller yarn fibers, what can you conclude
about why muscles are put together the way they are?
22 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
http://www.nsbri.org © 2000 Baylor College of Medicine
CO N C EPT S
● Gravity pulls down on all objects on Earth, including the bodies of
organisms.
● Muscles work against gravity.
● Center of gravity is the point around which all the weight of an
object is equally distributed.
O V E RVIEW
Students will learn about center of gravity and how the body adjusts to
the force of gravity to remain balanced.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Predicting
● Observing
● Gathering and recording data
● Drawing conclusions

7. Gravity and Muscles

Background Set-up and Management
Gravity places a heavy load on the human Place meter sticks, weights and masking
body. Only through coordinated muscle tape in a central location. Have students
movement is the body able to counteract work in pairs.
the downward pull of gravity and remain
upright. Muscles in the back, legs, ankles Procedure To keep from
and feet are used most. The nervous Part 1. Balance, Weight and Stability toppling over, an
system tells these muscles which changes 1. Ask students, Do you usually fall over object’s center of
to make to help the body maintain when you are walking, riding a bicycle gravity must stay
posture and balance during movement. or standing on a bus? Why? Encourage above the area
students to think about how the body outlined by the
To balance itself, the body makes tiny coordinates balance. Ask, Do you need object’s base. This is
adjustments to maintain its center of muscles to keep your balance? Would why you will fall over
gravity over the feet. The center of gravity your skeletal system alone be able to if you lean too far
is an imaginary point within the body at keep you upright in a moving vehicle? forward. Once your
which there is balance and from where the Explain to students that they will be center of gravity is
weight on all sides is equal. Fortunately, investigating balance and stability beyond the limits of
the minor muscle adjustments necessary using different amounts of weight and the base defined by
to maintain balance and posture are made meter sticks (Part One) and that they your feet, you lose
automatically. will be learning how living things use your balance and
muscles and body position to stability. This is why
Time maintain balance (Part Two). people will stand
10 minutes for set-up; 60 minutes to with their feet farther
conduct activity 2. Tell each Materials Manager to collect apart (and thus
weights, masking tape and a meter widen their “base”) to
Materials stick for her/his group. keep their balance in
Part 1 a moving bus or train.
Each team of 2 students will need: 3. Instruct one student in each group to
● copy of “Balancing Act” student sheet hold the meter stick horizontally by
● meter stick supporting it with one index finger at
● standard weight items such as heavy each end. Have the student move
coins, washers, etc. his/her fingers slowly toward each
● masking tape other, keeping the stick balanced until
Part 2 the fingers meet. Explain that the
Each group will need: point where the fingers meet is the
● light-weight chair balance point for the stick. In other
● copies of “Balancing You!” sheet words, the balance point is the place

From Outerspace to Innerspace / Muscles and Bones 23

© 2000 Baylor College of Medicine
 NASA scientists find it crucial to have a
weightless environment for some of their
experiments. They use tall towers, long tubes, Free Fall
rockets and airplanes, as well as spacecraft, Objects falling with
to create artificial weightless environments. an acceleration equal
Astronaut Mary Ellen Weber, STS-101 mission to that caused by
specialist, is shown onboard KC-135 during a gravity alone
brief period of weightlessness afforded by experience “free fall,”
one of the parabola patterns flown or weightlessness.
repeatedly by the NASA aircraft. Weber is The acceleration
testing a device for stabilizing herself when required to achieve
(Photo courtesy of NASA)
she operates the robotic arm aboard the Space Shuttle Atlantis. free fall is 9.8 meters
per second squared
or 1 g at the Earth’s
where the weight on each side is equal that, in order to stay balanced, the surface. Free fall is the
and the object is balanced. Have the weight of each end of the meter stick lightness that you feel
students in each team record the had to be equal. The only way to on some amusement
balance point for their meter stick. achieve this when more weight is park rides. Astro-
added is to move the balance point. nauts orbiting the
4. Next have students tape one weight Earth also experience
on the 30-cm mark of the meter Part 2. Maintaining Balance weightlessness for
stick. Ask students to predict where 1. Ask students to think about whether the same reason.
the new balance point will be and maintaining their own balance is as Under these
to record their predictions. Have simple as moving their fingers on conditions, many
them determine the new balance the meter stick. Follow by asking them movements can be
point of the meter stick as before to think about whether their center of accomplished with
and record it. gravity ever changes. Ask, What do you minimal effort.
do to keep yourself from falling when However, after long
5. Have students add another weight to you trip over something? How about space flights,
the one already on the meter stick and when you are standing in a moving astronauts may
repeat the process. They should train or bus? Tell students that they demonstrate changes
repeat the experiment one more time will be exploring their own centers of in their posture upon
with three gravity in two different ways. return to Earth. These
Activity 7
weights on the changes are believed
meter stick. You will need:
meter stick
tape
3 weights (coins, washers, etc.) 2. First, have students in each group to be related to
1. Hold out your hands with only index fingers extended.
2. Have your partner lay the meter stick across your outstretched fingers.
3. Starting with you fingers at opposite ends of the meter stick, slowly move your fingers together, keeping
the meter stick balanced at all times. The point where your fingers meet is the balance point. Note that
take turns standing up from a seated adaptation by the
position on the meter stick and record it on the picture of a meter stick below.

6. Direct position in a chair. They should body to microgravity

students’ record the results on their data conditions.
4. Tape one weight to the meter stick at the 30-cm mark.

attention to 5. Find the balance point of the meter stick with the weight on it and record your result below.
6. Tape another weight on top of the first one at the 30-cm mark. sheets. Ask, How easy was it to stand
7. Determine the balance point and record your result.

their data 8. Tape the third weight on top of the others at the 30-cm mark.
9. Determine the balance point of the meter stick and record your result. up? (very easy).
No weights 1 weight 2 weights 3 weights

sheets and Balance Point

10. What happened to the balance point as you added more weight?

ask, What 26 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
3. Follow by having students try again to
http://www.nsbri.org © 2000 Baylor College of Medicine

happened to stand up from a seated position in a

the balance point of the meter stick as chair. This time, however, have them
more weight was added? [the balance do so without leaning their back and
point moved toward the added weight]. shoulders forward. Have them record
What would have happened if you had their results.
not moved your finger to find a new
balance point? [meter stick would have 4 Next, instruct one student to stand
fallen]. Help students understand with feet shoulder-width apart. Have

24 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
 the second student place a lightweight added more weight. Ask, Have you
chair 15 cm in front of the feet of the been able to observe whether a
first student. Instruct the first student person’s center of gravity changes? Muscle Control!
to try to pick up the chair and to Have students think about where their
record his/her results. Then have the centers of gravity are when they are
other student in each group try it and sitting in chairs and how their centers
record his/her results. shift when they begin to stand up.
Their weight shifts from their seats to
5. Tell students to move to the periphery their feet; thus, their centers of gravity
of the room and take turns repeating must change also. Have students
the process again, but this time with think about where their centers of The brain and
their heels, hips, back and shoulders gravity are when they lift a chair. The nervous system
against the wall and with feet flat on chair adds extra weight to the body, so coordinate muscle
the floor. Again, have them record the body must compensate for that movements necessary
their results. weight by moving the center of gravity. to maintain balance.
The body changes the center of gravity
6. Discuss the students’ results. Ask and achieves balance by moving the
them to identify the differences hips backward. This is why students
between the two trials were not able to pick up the chairs
of each experiment. Ask, Why do you with their backs against a wall. Have
think it was students try these two experiments
Activity 7
not possible to again, and this time have them watch
stand up when their partners’ body movements.
You will need:
light-weight chair metric ruler
Experiment 1: From a sitting position
1. Sit in a chair and try to rise to a standing position. Switch places so your partner can try. Record your

you didn't results below.

2. Again, sit in a chair and try to rise to a standing position, but this time, do not let your shoulders move
forward. Switch places with your partner so he or she can try. Record your results below.

move your
Experiment 1
A. Standing up from a seated position
B. Standing up from a seated position
without shoulder movement
Results

Extensions
shoulders? Experiment 2: From a standing position
3. While you are standing, have your partner place the chair 15 cm in front of you. Try to pick up the chair.
Switch places so your partner can try, and then record your results.
● The body constantly makes adjust-
4. Repeat Step 3, but this time, stand with your heels, hips, back and shoulders flat against a wall. Now let

Why was it ments to compensate for the pull of

your partner try it. Record your results below.

Experiment 2 Results
A. While standing, pick up a chair.

impossible to B. While standing with heels, hips, back

and shoulders flat against the wall,
pick up a chair. gravity. Some of these adjustments are
5. What happened during part B of each test?

pick up the large, as when we pick up a chair, but

6. Did you expect this result? Why or why not?

chair when you From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
National Space Biomedical Research Institute
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27
many of the adjustments are very subtle.
stood against The muscles make minor adjustments
the wall? Help students understand constantly to maintain balance and
that in both cases, their body posture. Have students work in pairs and
movement was limited. observe the movements made by their
partners as they perform certain tasks.
7. Discuss gravity again. Ask, Does The tasks can be: moving from standing
gravity affect people? Do people have a on two feet to standing on one foot,
center of gravity? The meter stick walking heel-to-toe, squatting or
center of gravity changed as students standing on tip toes.

From Outerspace to Innerspace / Muscles and Bones 25

© 2000 Baylor College of Medicine
 Activity 7

You will need:

meter stick 3 weights (coins, washers, etc.)
tape
1. Hold out your hands with only index fingers extended.
2. Have your partner lay the meter stick across your outstretched fingers.
3. Starting with you fingers at opposite ends of the meter stick, slowly move your fingers together, keeping
the meter stick balanced at all times. The point where your fingers meet is the balance point. Note that
position on the meter stick and record it on the picture of a meter stick below.

4. Tape one weight to the meter stick at the 30-cm mark.

5. Find the balance point of the meter stick with the weight on it and record your result below.
6. Tape another weight on top of the first one at the 30-cm mark.
7. Determine the balance point and record your result.
8. Tape the third weight on top of the others at the 30-cm mark.
9. Determine the balance point of the meter stick and record your result.

No weights 1 weight 2 weights 3 weights

Balance Point

10. What happened to the balance point as you added more weight?

26 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
http://www.nsbri.org © 2000 Baylor College of Medicine
Activity 7

You will need:

light-weight chair metric ruler
Experiment 1: From a sitting position
1. Sit in a chair and try to rise to a standing position. Switch places so your partner can try. Record your
results below.
2. Again, sit in a chair and try to rise to a standing position, but this time, do not let your shoulders move
forward. Switch places with your partner so he or she can try. Record your results below.

Experiment 1 Results
A. Standing up from a seated position
B. Standing up from a seated position
without shoulder movement

Experiment 2: From a standing position

3. While you are standing, have your partner place the chair 15 cm in front of you. Try to pick up the chair.
Switch places so your partner can try, and then record your results.
4. Repeat Step 3, but this time, stand with your heels, hips, back and shoulders flat against a wall. Now let
your partner try it. Record your results below.

Experiment 2 Results
A. While standing, pick up a chair.
B. While standing with heels, hips, back
and shoulders flat against the wall,
pick up a chair.

5. What happened during part B of each test?

6. Did you expect this result? Why or why not?

From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute 27
© 2000 Baylor College of Medicine http://www.nsbri.org
 CO N C EPT S
● Bones and muscles need exercise to be healthy.
● Muscles and bones are constantly changing.
● Stress tells bones and muscles how to change.
O V E RVIEW
Students will learn that muscles and bones need to work to stay strong.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Observing
● Gathering data
● Drawing conclusions

8. Good Stress
Background stress on bones causes builder cells to
Generally, when we think of stress, we work more, which makes bones grow.
think of being over-worked, mentally tired Builder cells produce collagen fibers that
or overwhelmed by our daily lives. While form the framework of bones. The
too much stress can be detrimental to the framework is then filled in with minerals,
body, too little of some kinds of stress producing a strong, thick bone (see
can be harmful. Activities like walking, Activity 4). Even after they stop growing, None of your bones
carrying packages and mopping the floor bones still need physical stress to are as old as you are.
are physical stresses. Activities like maintain thickness and strength. Each year, about 10%
doing crossword puzzles, balancing the of your bone is eaten
checkbook and reading are mental Muscles also rebuild and grow as a result away and replaced by
stresses. There also are emotional of physical stress. Stress can lead to special cells.
stresses, like receiving a bad grade on a change in either muscle strength or
test or walking into a surprise birthday muscle stamina (the ability to perform an
party. Our bodies, including muscles activity for a long time without becoming
Muscle soreness the
and bones, require some physical and tired). High-intensity, short-duration
day after physical
mental stresses to be healthy and grow. exercises (or stresses), like weight lifting,
activity is the result
cause muscles to increase in strength.
of a temporary mild
Physical stress is created when bones and Low-intensity, long-duration activities,
inflammation in the
muscles are made to work against a force. such as running and swimming, cause
muscle. The “burn”
It occurs when we pick up something muscles to increase in stamina.
felt immediately after
heavy, like a 20-pound bag of cat litter.
vigorous exercise is
Gravity pulls down on the bag and we Time a result of the
have to work to overcome that force to lift For Part 1, 10 minutes for set-up; 20
accumulation of
the bag. Swimming also causes stress minutes for activity. For Part 2, 50
waste (in the form of
because muscles and bones have to work minutes on Day 1, five minutes every
lactic acid) in hard-
against the resistance of the water to other day for two weeks, and 50 minutes
working muscle
move the body. Gravity pulls on our on the final day to conduct activity.
tissue.
bodies and our muscles and bones
constantly work to counteract that force Materials
and keep us balanced. Part 1
● overhead projector and screen

Stress from physical activity is necessary Each group will need:

for bone growth and maintenance. The ● 2 transparent plastic knives

body builds bone based on its needs. The Part 2

need for any particular bone is dictated ● clock with second hand or timer

by the amount of stress placed on it. Each student will need:

During the years a person’s bones are ● spring-hinge clothespin

growing (birth to about age 25), physical ● copy of “Stress This!” student sheet

28 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
Set-up and Management using an overhead projector. However,
Place the materials for each session in a the projector will make the lines easier
central area for Materials Managers to to see.
collect for their groups.
6. Discuss students’ observations.
Part 1. Divide students into groups of Explain that when they bent the Lack of stress is bad!
2–4 and give each group two plastic knives or plastic strips, they applied Stress dictates the
knives. Set up the overhead projector. physical stress and changed the amount of bone that
appearance of the objects. Ask, is built at a particular
Part 2. Give every student one clothes If we wanted to break this knife, site—depending on
pin and a copy of “Stress This!” would it be easier to do so where we need.
bent it before, or at another point?
Muscles need stress,
Procedure Why do you think it would be easier
too. With regular
Part 1. Stress observations to break where we’ve already bent
practice, your body
1. Introduce the topic of stress by asking it? The changes in the knives may
will become better at
questions such as, What is stress? look minor, but they are important
performing almost
How can stress be a good thing? What to the objects’ structure. This concept
anything because
are some good stresses? Explain that is true for bones, too. Gravity and
your muscles will
there are “good” stresses and “bad” movement cause invisible stress
change in response to
stresses and that the body needs good patterns in bones. These patterns
the stress caused by
stresses, like exercise, to be healthy. are very small. If we could see them,
the new activity. It
they would look very unimportant,
Activity 8 may be difficult to
2. Tell students but they tell the “bone construction
run a mile or to do 20
that they are You will need:
clothespin timer, watch or clock crews” where to work to make bone
1. Predict the number of times you will be able to click the clothespin between your thumb and index finger in
your right (or dominant) hand for a one-minute period. Record your prediction in the table. push-ups at first, but
going to 2. Hold the clothespin in your right (or dominant) hand between your thumb and index finger. While your
partner is watching the timer, count the number of times you are able to click the clothespin in a one- thicker and stronger.
minute period. Record the result.
3. Rest for one minute, then predict again and repeat Step 2. Rest for another minute. Repeat prediction and
Step 2 again for a third trial. Be sure to hold the clothespin the same way during every time trial.
if you practice, it may
investigate how 4. Switch roles with your partner and have him or her conduct the same experiment, Steps 1–3, with his

become easier after

or her right (or dominant) hand and record the results.
5. After completing the trials, write a paragraph on a separate sheet describing whether any of your
numbers changed from Trial 1 to Trial 3. If they did, describe what changed.

physical stress 6. On the same sheet of paper, describe what happened to your muscles during this experiment.
Part 2. Stress and muscles
7. Repeat steps 1–4 every other day for two weeks, for a total of seven days. Record your predictions and
results in the table below.
8. After two weeks, write another paragraph about the results of your experiments. Tell what happened
1–2 weeks.
can affect and explain why you think things turned out as they did.

Number of Clicks in One Minute

1. Explain to students that they will be
Date Trial 1 Trial 2 Trial 3
Prediction Actual Prediction Actual Prediction Actual

bone—a hard exploring the effects of stress on the

material. muscles in their hands.
From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute
Exercise has been
31
© 2000 Baylor College of Medicine http://www.nsbri.org

3. Have students 2. The first trial will test each student’s shown to be effective
compare the two knives to determine initial muscle strength and stamina. in improving muscle
if they are the same or different. Explain the exercise to students. Ask strength and
students to predict how many times performance, even
4. Instruct students to mark one knife they will be able to click a clothespin in elderly persons.
and bend it back and forth several with their right (or dominant) hand Exercise also helps
times without breaking it. during each of three, one-minute maintain bone
trials, and to record their predictions density and may
5. Again, have the students compare the on their “Stress This!” student sheets. reduce the calcium
two knives. Ask them if anything is Have each student count the actual loss from
different between them. Request a number of times he/she can click a bones (osteoporosis).
volunteer to bring up his/her group’s clothespin in one minute using
knives and place them on an overhead his/her right (or dominant) hand, and
projector. Have students observe the record his/her results. Have students
knives and ask again if there is rest for one minute and then repeat
anything different between them. The the trials two more times. If students
students will be able to observe that are working in pairs, have one student
very thin opaque lines have developed complete the trial while the other
only in the knife that was bent. Often, measures the time. Then have
the lines are observable even without students switch roles. After students

From Outerspace to Innerspace / Muscles and Bones 29

© 2000 Baylor College of Medicine
 have completed all trials, ask, Did 6. Discuss results from the initial and
you feel your hand muscles burn? final experiments. Students will
Were you more tired after each minute discover that they were able to click
of clicking? Why do you think that the clothespin more times (and with Stress Fractures
happened? less muscle soreness) in the first one-
Bone construction
minute period after the conditioning
crew workers, osteo-
3. Every other day for the next two period. This shows that their muscles
blasts and osteoclasts,
weeks, have students repeat the have grown stronger. Students also
repair cracks before
exercise described above. This is the will discover that they are able to click
they get too large so
conditioning period. The stress more times in the second and third
that bone strength is
induced by the clothespin on the one-minute periods after the
maintained and
muscles of the hand will cause the conditioning has taken place. This
fractures are
muscles to become stronger and gain shows that the muscles have
prevented. If an area
stamina. Students should predict and increased in stamina. Ask students,
of bone is repeatedly
report their results each day. Were you able to click more times in
stressed, the con-
the third trial after two weeks than
struction crew may
4. The test of how well the stress at the beginning of the experiment?
not have sufficient
conditioning worked comes on the last Why do you think that happened?
time to repair cracks,
day of the two-week period. Again, have How did your results compare with
and fractures (broken
each student predict how many times your predictions?
bones) may occur.
he/she will be able to click the clothes-
This happens in some
pin during the timed periods and record Extensions athletes who suffer
his/her prediction. Have each student ● Have students graph their results
breaks known as
repeat the clicking-resting experiment to produce a visual representation
“stress fractures.”
again exactly as it is described in Step 2 of changes that occurred in the three
and record the results. bi-daily trials over the course of two
weeks. They should create separate
5. Instruct students to write a paragraph graphs for each one-minute period
(on a separate sheet of paper) about and record how the number of
the results of their experiment. They clothespin clicks changed over time.
should explain what happened and This will help students to understand
why they think things turned out the how their strength and endurance
way they did. increased.

30 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
Activity 8

You will need:

clothespin timer, watch or clock
1. Predict the number of times you will be able to click the clothespin between your thumb and index finger in
your right (or dominant) hand for a one-minute period. Record your prediction in the table.
2. Hold the clothespin in your right (or dominant) hand between your thumb and index finger. While your
partner is watching the timer, count the number of times you are able to click the clothespin in a one-
minute period. Record the result.
3. Rest for one minute, then predict again and repeat Step 2. Rest for another minute. Repeat prediction and
Step 2 again for a third trial. Be sure to hold the clothespin the same way during every time trial.
4. Switch roles with your partner and have him or her conduct the same experiment, Steps 1–3, with his
or her right (or dominant) hand and record the results.
5. After completing the trials, write a paragraph on a separate sheet describing whether any of your
numbers changed from Trial 1 to Trial 3. If they did, describe what changed.
6. On the same sheet of paper, describe what happened to your muscles during this experiment.
7. Repeat steps 1–4 every other day for two weeks, for a total of seven days. Record your predictions and
results in the table below.
8. After two weeks, write another paragraph about the results of your experiments. Tell what happened
and explain why you think things turned out as they did.

Number of Clicks in One Minute

Date Trial 1 Trial 2 Trial 3
Prediction Actual Prediction Actual Prediction Actual

From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute 31
© 2000 Baylor College of Medicine http://www.nsbri.org
 CO N C EPT S
● Good eating habits help maintain bone and muscle strength.
● Some foods, such as complex carbohydrates, are good energy
sources.
● Other foods provide building materials for bones and muscles.
O V E RVIEW
Students will learn about the nutritional needs of healthy bones and
muscles, and how to make good food choices, especially in terms of
getting enough calcium.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Gathering information
● Comparing
● Charting
● Drawing conclusions
● Inferring

9. Building Blocks
Background as quickly as they are broken down. These
Food provides energy to the body for weakened bones are more likely to frac-
growth, maintenance and activity. It ture. Teenagers can help prevent osteo-
also supplies building blocks for bones, porosis later in life by including enough
muscles and other tissues of the body. calcium in their diets and by exercising. Conditions in space,
Making the right food choices can where bones do not
promote and maintain good health Protein, found in meats, fish, dairy have to work against
throughout life. products and beans, is used by the body the force of gravity,
to build muscles and the scaffolding cause astronauts to
Most teenagers do not eat enough foods within bones. In addition, protein can lose bone density and
that promote bone and muscle health. serve as an energy source for growth muscle size and
To develop and maintain strong bones, and movement. Energy also comes from strength. While this
their diets should include plenty of carbohydrates (breads, pasta, vegetables does not affect their
calcium-rich foods, like low-fat dairy and sugars), fats and oils. performance in space,
foods and green leafy vegetables. Vitamin it can make them too
D, which is made in the skin when it is The “Nutrition Facts” label on packaged weak to carry out
exposed to mild doses of sunlight, helps foods can be used to make better food routine tasks when
the body to absorb calcium. Vitamins choices. This label lists the amounts of they return to the full
A and C also are necessary for proper nutrients present in grams or as a force of gravity on
bone development. percentage of the recommended Daily Earth. Counter-
Value. A food product that claims to be a measures to help
Bone is remodeled throughout life. Old “good source of calcium” must contain at maintain bones and
bone is removed and new bone is formed. least 100 milligrams (mg) of calcium per muscles include
During childhood and teenage years, new serving. This is about one tenth of the resistance exercises,
bone is added faster than old bone is total amount of calcium needed by a such as rowing or
removed. As a result, bones become person each day. using a stationary
larger and denser. Bone formation occurs bicycle, and
faster than bone removal until about age Time maintaining a
30. After this age, breakdown of bone 10 minutes for set-up; 45–60 minutes to carefully balanced
begins to occur at a faster rate than bone conduct the activity diet.
formation. Bone loss accelerates with age
and can be particularly rapid in women in Materials
the years around menopause. This can Each student will need:
lead to osteoporosis, or “porous bone,” a ● copy of “Healthy Choices” and “Foods

condition in which bones are not rebuilt for Healthy Bones” sheets

32 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
 NUTRIENTS: SUBSTANCES IN FOOD NEEDED BY THE BODY History of
Carbohydrates, a major source of energy, are found in fruits, vegetables, grains and flour. Fiber, Food Labels
starches and sugars all are carbohydrates. Most US students tend to eat too many snacks and 1906 - Federal
prepared foods that are high in sugars, instead of choosing vegetables, government begins
breads and pasta that contain less sugar and more starches and fiber. regulation of food
Fats are rich sources of energy. Cooking oils, lard, butter, margarine and safety and quality.
shortening are almost pure fat. Foods that contain large amounts of 1913 - Food packages
fat include some red meats, dairy products, chocolate, cakes, are required to state
cookies, fried snacks (chips, crackers, etc.) and nuts. Fatty foods the quality of their
should be eaten sparingly because the body will store any unused contents.
energy as additional body fat. Fats from plants (like olive or
canola oil) or fish generally are healthier than butter, fatty 1938 - Every
meat, lard or margarine. processed, packaged
food is required to
Proteins are building blocks for the body. Muscles, hair, have a label
skin and nails are mostly protein, as is the flexible collagen network within bones. Proteins containing the name
help carry out essential chemical reactions within every cell. The body can use protein as a and weight of the
source of energy. Meats, fish, poultry, eggs, low-fat dairy products, beans, peas and nuts are product and a list of
good sources of protein. ingredients.
Vitamins are substances needed by the body in small amounts. Vitamin D, for example, helps 1966 - The Fair
the intestine absorb calcium into the blood, so it can be delivered to bones. Vitamin C is Packaging and
needed to make collagen, which is used in building bones and connective tissues. Eating a Labeling Act passes.
variety of fruits and vegetables every day helps ensure that the body has all of the vitamins All products shipped
it needs. across state lines are
Minerals have a number of roles. Calcium, the most abundant mineral in the body, makes required to have
bones hard and is important to muscles and the nervous system. Good sources of calcium are accurate labels.
low-fat dairy products, dark green leafy vegetables, tofu, sardines with bones and calcium- 1973 - Nutrition
fortified juices and cereals. Phosphorous also is important for bone health. labels are required on
all foods that have
one or more added
Each group will need: on the page and have students nutrients and on
● several nutrition labels from food identify the food group category in foods that claim to
packages which each item on their lists belongs. have a specific
Some items may fall into more than nutritional property
Set-up and Management one food category. Encourage students or dietary use.
Have students bring in nutrition labels to discuss these foods within their 1984 - Labels are
from food packages. Put a mixture of labels groups to decide where they belong. required to include
from different kinds of foods in plastic bags For example, a large portion of sodium content.
and place them in a central location. Have lasagna might count as one serving
students work in groups of 3–4. from the bread/pasta group, one
1990 - All food
serving from the dairy group (cheese)
labels are required
Procedure and one serving from the meat group
to list nutritional
1. Have each student make a list of (ground beef or sausage).
information,
everything he or she ate during the
standard serving sizes
past 24 hours (including snacks). 3. Have each student make a chart and
and uniform health
list all of the food groups in separate
claims.
From the Food and
2. Distribute the “Healthy Choices” page. columns. Students then should record
Drug Administration
Point out the basic food groups shown in the appropriate column what they <http://vm.cfsan.fda.gov/nlea.html>

From Outerspace to Innerspace / Muscles and Bones 33

© 2000 Baylor College of Medicine
 ate over the past 24 hours and the from the materials table. Have each
number of servings eaten for each group observe their food labels and
item listed. Have students compare rank the foods from best to worst in
their totals to the recommended terms of the
Activity 9
numbers of servings. nutrients
needed for SOURCES OF CALCIUM
Dairy Foods
Milk (1 cup)
Cheese (2 slices)
mg / serving
(approx.)
300 mg
200 mg
SOURCES OF CALCIUM
Non-Dairy or Combination Foods
Collard greens (1 cup)
Sardines with bones (3 oz)
mg / serving
(approx.)
357 mg
350 mg
Cottage cheese (1 cup) 140 mg Tofu (1/2 cup) 300 mg

4. Ask, How many of you had the bones and

Yogurt without fruit (1 cup) 415 mg Cheese pizza (1/4 of a 12 inch pizza) 250 mg
Yogurt with fruit (1 cup)
Ice cream or ice milk (1 cup)
Frozen yogurt (1 cup)
Pudding or custard ( 1 cup)
315 mg
150 mg
200 mg
150 mg
Macaroni and cheese (1 cup)
Grilled cheese sandwich (1 sandwich)
Lasagna (1 cup)
Calcium-enriched orange juice (3/4 cup)
250 mg
250 mg
250 mg
225 mg
Pancakes or waffles (2 waffles or 3 pancakes) 100 mg
Soup prepared with milk (1 cup) 150 mg
Men as well as
1. Take a look at the foods list you made for the Calcium-enriched cereal (1 cup) 150 mg

recommended amounts of fruits, muscles “Healthy Choices” sheet. Refer to the “Sources of
Calcium” lists above and to the right on this page and
identify any calcium-rich foods on your list. Record
these foods on the table below—along with the
Dry roasted almonds (1/4 cup)
Chili con carne with beans (1 cup)
Taco with cheese (1 taco)
Cooked broccoli (1 cup)
Tortillas (3)
100 mg
100 mg
100 mg
90 mg
80 mg
women can suffer
Scrambled, boiled or fried eggs (2 eggs) 80 mg
number of servings you ate. (Use a separate sheet of Baked beans (1/2 cup) 80 mg

vegetables and dairy products? Did (calcium, paper if necessary.)

2. Find the number of milligrams (mg) of calcium per
serving for each of the foods you identified and
record it on the table below. You may need to estimate
Milk chocolate (1 1/2 ounce bar)
Bread (1 slice)
Source: <www.fda.gov>
80 mg
40 mg

from osteoporosis—
the amount of calcium in some foods based on the ingredients of similar foods. Multiply the number of

anyone exceed the recommendations protein, servings by number of mg of calcium to find the total amount of calcium that you received with each food.
Add the totals for each food to figure out how much calcium your body took in during the past 24 hours.
3. The recommended amount of calcium for teenagers is 1,200 milligrams per day. How does this compare
to your amount?
the development of
for fats and sweets? How about Vitamins D, C, Calcium-rich foods Number of
servings
Amount of
calcium (mg)
Total

weak, “porous” bone.

breads and pastas? Distribute the and A). Then An inadequate supply
“Foods for Healthy Bones” page, which have groups 36
Total calcium in one day

National Space Biomedical Research Institute

http://www.nsbri.org
From Outerspace to Innerspace / Muscles and Bones
© 2000 Baylor College of Medicine
of calcium over a
focuses on calcium—a nutrient share their lists lifetime is believed to
important for strong bones. Have with the rest of the class. contribute to the
students refer development of
to their Activity 9 6. Conclude by asking students to osteoporosis.
“Healthy 1. List all the foods you have eaten in the past 24 hours, by meal (including
snacks), on a separate sheet of paper.
suggest simple changes they could Approximately 6 out
2. Compare the foods you ate to the food groups shown in the pyramid

Choices” below. Keep in mind that many foods combine items from two or more
groups. The number of servings shown is what you should eat every day.
3. On another sheet of paper, make a chart with each food group shown in the pyramid. List the foods you
make to improve their diets. Record of 10 teenage boys
ate under the appropriate food groups on the chart.

sheets and 4. Compare the number of servings that you ate to the recommended amount. How did you do?

Fats, oils and sweets

Eat sparingly (found in candy,
their ideas. You may want to discuss and 8 out of 10
chocolate, fried foods, cakes,

identify any Milk products

Choose 2–3 servings of milk
pies, ice cream, butter and cream).

Meats and other proteins

The protein group includes meat, chicken,
the word “diet” with students. Even teenage girls do not
products (milk, yogurt, cheese, fish, nuts and beans. Pick 2–3 servings

foods that they though it is frequently used to have enough calcium

cottage cheese, pudding). One serving from this group. One serving equals
equals 1 cup of milk or yogurt, 1/2 cup 2–3 ounces cooked meat, poultry or
pudding or 2 slices of cheese. fish, 1 cup cooked dried beans,
2 eggs, 4 tablespoons of peanut
butter or 2/3 cup of nuts.
Vegetables

ate that are Select 3–5 servings of

vegetables. One serving
equals 1 cup raw, leafy
vegetables or 1/2 cup
Fruits
Eat 2–4 servings of fruit.
One serving equals
describe an eating program to promote in their diets.
cooked vegetables 1 medium apple,
(or 1/2 cup banana or orange,

sources of chopped raw), or

3/4 cup of
vegetable juice.
1/2 cup cooked or
canned fruit or
3/4 cup of
fruit juice.
weight-loss, “diet” also can mean the
Breads, grains and cereals
Have 6–11 servings of breads, grains, rice, potatoes, cereals,

calcium. Next, tortillas and pasta daily. One serving equals 1 slice bread, 1 tortilla,
1 cup of ready-to-eat cereal, 1/2 cup cooked cereal, rice or
macaroni, or 5–6 small crackers. Cakes, cookies, pies,
french fries and chips also count as carbohydrates.
usual things that a person eats.
have them From Outerspace to Innerspace / Muscles and Bones
© 2000 Baylor College of Medicine
National Space Biomedical Research Institute
http://www.nsbri.org
35

calculate the Extensions

number of milligrams of calcium that ● Have students consult the Internet

they included in their diet over the for additional information on diet and
past 24 hours. nutrition. The Food and Drug Admin-
istration <www.fda.gov>, National
5. Ask students, Is there room for Institutes of Health <www.nih.gov>,
improvement in your eating habits? and the US Department of Agriculture
Have the Materials Manager from each <www.nal.usda.gov/fnic/foodcomp>
group collect a bag of nutrition labels are good places to start.

34 From Outerspace to Innerspace / Muscles and Bones

© 2000 Baylor College of Medicine
Activity 9

1. List all the foods you have eaten in the past 24 hours, by meal (including
snacks), on a separate sheet of paper.
2. Compare the foods you ate to the food groups shown in the pyramid
below. Keep in mind that many foods combine items from two or more
groups. The number of servings shown is what you should eat every day.
3. On another sheet of paper, make a chart with each food group shown in the pyramid. List the foods you
ate under the appropriate food groups on the chart.
4. Compare the number of servings that you ate to the recommended amount. How did you do?

Fats, oils and sweets

Eat sparingly (found in candy,
chocolate, fried foods, cakes,
pies, ice cream, butter and cream).

Milk products Meats and other proteins

Choose 2–3 servings of milk The protein group includes meat, chicken,
products (milk, yogurt, cheese, fish, nuts and beans. Pick 2–3 servings
cottage cheese, pudding). One serving from this group. One serving equals
equals 1 cup of milk or yogurt, 1/2 cup 2–3 ounces cooked meat, poultry or
pudding or 2 slices of cheese. fish, 1 cup cooked dried beans,
2 eggs, 4 tablespoons of peanut
butter or 2/3 cup of nuts.
Vegetables
Select 3–5 servings of
vegetables. One serving Fruits
equals 1 cup raw, leafy Eat 2–4 servings of fruit.
vegetables or 1/2 cup One serving equals
cooked vegetables 1 medium apple,
(or 1/2 cup banana or orange,
chopped raw), or 1/2 cup cooked or
3/4 cup of canned fruit or
vegetable juice. 3/4 cup of
fruit juice.
Breads, grains and cereals
Have 6–11 servings of breads, grains, rice, potatoes, cereals,
tortillas and pasta daily. One serving equals 1 slice bread, 1 tortilla,
1 cup of ready-to-eat cereal, 1/2 cup cooked cereal, rice or
macaroni, or 5–6 small crackers. Cakes, cookies, pies,
french fries and chips also count as carbohydrates.

From Outerspace to Innerspace / Muscles and Bones National Space Biomedical Research Institute 35
© 2000 Baylor College of Medicine http://www.nsbri.org
 Activity 9

SOURCES OF CALCIUM mg / serving SOURCES OF CALCIUM mg / serving

Dairy Foods (approx.) Non-Dairy or Combination Foods (approx.)
Milk (1 cup) 300 mg Collard greens (1 cup) 357 mg
Cheese (2 slices) 200 mg Sardines with bones (3 oz) 350 mg
Cottage cheese (1 cup) 140 mg Tofu (1/2 cup) 300 mg
Yogurt without fruit (1 cup) 415 mg Cheese pizza (1/4 of a 12 inch pizza) 250 mg
Yogurt with fruit (1 cup) 315 mg Macaroni and cheese (1 cup) 250 mg
Ice cream or ice milk (1 cup) 150 mg Grilled cheese sandwich (1 sandwich) 250 mg
Frozen yogurt (1 cup) 200 mg Lasagna (1 cup) 250 mg
Pudding or custard ( 1 cup) 150 mg Calcium-enriched orange juice (3/4 cup) 225 mg
Pancakes or waffles (2 waffles or 3 pancakes) 100 mg
Soup prepared with milk (1 cup) 150 mg
1. Take a look at the foods list you made for the Calcium-enriched cereal (1 cup) 150 mg
Dry roasted almonds (1/4 cup) 100 mg
“Healthy Choices” sheet. Refer to the “Sources of Chili con carne with beans (1 cup) 100 mg
Calcium” lists above and to the right on this page and Taco with cheese (1 taco) 100 mg
identify any calcium-rich foods on your list. Record Cooked broccoli (1 cup) 90 mg
Tortillas (3) 80 mg
these foods on the table below—along with the Scrambled, boiled or fried eggs (2 eggs) 80 mg
number of servings you ate. (Use a separate sheet of Baked beans (1/2 cup) 80 mg
paper if necessary.) Milk chocolate (1 1/2 ounce bar) 80 mg
Bread (1 slice) 40 mg
2. Find the number of milligrams (mg) of calcium per Source: <www.fda.gov>
serving for each of the foods you identified and
record it on the table below. You may need to estimate
the amount of calcium in some foods based on the ingredients of similar foods. Multiply the number of
servings by number of mg of calcium to find the total amount of calcium that you received with each food.
Add the totals for each food to figure out how much calcium your body took in during the past 24 hours.
3. The recommended amount of calcium for teenagers is 1,200 milligrams per day. How does this compare
to your amount?

Number of Amount of
Calcium-rich foods Total
servings calcium (mg)

Total calcium in one day

36 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
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CO N C EPT S
● Lack of stress causes bones and muscles to become weak.
● Astronauts must counteract the effects of lost stress on bones and
muscles.
O V E RVIEW
Students will learn about the changes that occur in bones and muscles
while people are in space and then apply their knowledge of muscles
and bones to suggest preventative solutions for those changes.
S C IE N C E , HE A LT H & M AT H SKIL L S
● Using resources to gather information
● Applying knowledge
● Drawing conclusions
● Presenting conclusions with supporting information

10. Bones and Muscles in Space

Background among people who are bedridden during a
On Earth, muscles and bones are long illness, who have part of their bodies
used to working against gravity to immobilized to allow a fracture to heal or
maintain posture and balance. In space, who suffer from osteoporosis. Research to Have you or someone
where the effects of gravity are almost develop measures that will counter changes you know ever had a
absent, the muscles and bones of in muscles and bones in space will benefit broken leg or arm?
astronauts do not have to work as hard these and many other people directly. The limb probably
and become weaker. Bone rebuilding falls had to be encased in
behind bone dismantling, and bones Time a cast that would
decrease in diameter and become less 10 minutes for set-up; 30 minutes to keep the broken
dense. The calcium removed from bones conduct activity pieces in place and
is permanently eliminated from the body allow them to mend.
in urine, leading to a condition similar to Materials The lack of
osteoporosis on Earth. Each student will need: movement causes the
● copy of “Muscles & Bones in Space” muscles and bones
Muscles in space also become smaller student sheet inside the cast to
and weaker through a process called become weaker. This
atrophy. In addition, the fibers inside Set-up and Management usually can be
muscles change because most work in Provide resource materials on space observed once the
space involves short-duration, high topics. cast is removed—the
intensity tasks. diameter of the newly
Procedure healed arm or leg is
The adaptation of muscles and bones to 1. Review the concepts presented in this noticeably smaller
microgravity conditions does not have unit. Discuss how lack of stress than the arm
serious consequences in space, where affects bones and muscles. Ask the or leg that wasn’t in a
astronauts do not need as much strength students to think of environments in cast. Fortunately,
to keep their balance and move about. In which stress on the body is reduced. normal use restores
fact, the bodies of people in space (Some examples are: on the moon, on bone and muscle size
eventually reach equilibrium, called "space the space shuttle or space station, or and strength within a
normal," with their new environment. This during bed rest.) few weeks.
adaptation does, however, cause problems
Something similar
when astronauts return to an environment 2. Hand out the “Muscles & Bones in
happens to the bones
with the full force of gravity because their Space” worksheet and have each
and muscles of
muscles and bones have become too weak student work alone.
astronauts who live
to function as before.
and work in space.
3. Have students share their drawings
Similar problems can be observed on Earth with the rest of the class.

From Outerspace to Innerspace / Muscles and Bones 37

© 2000 Baylor College of Medicine
 Activity 10

Maria and Michelle are identical twins who live together and have similar activities.
They are special student astronauts with NASA. Both are participating in an
experiment on muscles and bones. Tomorrow, Maria will go up in the space shuttle
for a 10-day mission. Meanwhile, Michelle will stay on Earth and maintain her normal daily routine. When
Maria returns to Earth, scientists will compare the bones and muscles in Maria’s and Michelle’s right arms.
The scientists need your help to know what to expect when the 10-day mission is over.
1. Draw an inside view of Maria’s and Michelle’s right arms—after the mission—in the spaces below. Label the
bones and muscles.

Maria’s Right Arm Michelle’s Right Arm

2. Describe how the two arms are different.

3. The scientists do not want the changes seen in Maria’s arm to occur in the muscles and bones of
astronauts on future missions. They need your help to design a diet and exercise program to prevent these
changes. What would you suggest?

38 National Space Biomedical Research Institute From Outerspace to Innerspace / Muscles and Bones
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