Optimizing Plant Growth in Space Habitats
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we design a closed-loop system with varying substrates to optimize plant respiration and maximize O2 production for sustainable space habitats?Essential Questions
Supporting questions that break down major concepts.- How does substrate composition affect plant respiration rates and O2 production in a closed system?
- What are the key components of a closed-loop system for plant growth in space habitats, and how do they interact?
- How can we measure and optimize the respiratory quotient of plants grown in different substrates?
- What are the challenges and opportunities of growing plants in space, and how can we overcome them through innovative design?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to design a closed-loop system for plant growth in space habitats.
- Students will be able to optimize plant respiration and maximize O2 production by varying substrates.
- Students will be able to measure and analyze the respiratory quotient of plants grown in different substrates.
- Students will be able to evaluate the challenges and opportunities of growing plants in space.
Entry Events
Events that will be used to introduce the project to studentsBreath of Life Challenge
Students participate in a simulated space walk with limited oxygen supply. This experience highlights the critical need for efficient oxygen production in space habitats, prompting them to explore plant-based solutions and substrate optimization.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Closed-Loop System Design Challenge
Students design a closed-loop system for plant growth, considering factors such as water recycling, air purification, and waste management. They create a schematic diagram of their system, labeling all components and processes.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed schematic diagram of a closed-loop system for plant growth in space habitats, with labeled components and explanations.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to design a closed-loop system for plant growth in space habitats. It introduces the key components and interactions within such a system.Respiratory Quotient Investigation
Students investigate the concept of the respiratory quotient (RQ) and its relevance to plant respiration. They research how different substrates may affect the RQ of plants.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA report defining RQ, explaining its relevance, and hypothesizing about the impact of different substrates on plant RQ.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to measure and analyze the respiratory quotient of plants grown in different substrates. This activity lays the groundwork for understanding and measuring RQ in the context of the project.Substrate Selection Brainstorm
Students brainstorm various types of substrates that could be used in a plant growth system. They research the properties of each substrate, focusing on water retention, nutrient content, and aeration.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed table comparing different substrates and their suitability for plant growth in space.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to optimize plant respiration and maximize O2 production by varying substrates. It also introduces the concept of varying substrates, a key component of the project.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioPlant Growth in Space Habitats: Optimizing Oxygen Production Rubric
Closed-Loop System Design
Evaluates the student's ability to design a sustainable closed-loop system for plant growth, considering water recycling, air purification, and nutrient delivery.System Completeness
Assesses the inclusion of all necessary components for a functional closed-loop system (water recycling, air filtration, nutrient delivery, waste management).
Exemplary
4 PointsThe system design includes all essential components and demonstrates a deep understanding of their integration and function within the closed-loop system. The diagram is detailed and clearly labeled.
Proficient
3 PointsThe system design includes most essential components and demonstrates a good understanding of their function within the closed-loop system. The diagram is labeled and easy to understand.
Developing
2 PointsThe system design includes some essential components, but the understanding of their function is limited. The diagram may be missing labels or unclear.
Beginning
1 PointsThe system design is incomplete and lacks essential components. There is a limited understanding of how the system should function. The diagram is poorly labeled or missing.
Sustainability Considerations
Evaluates the extent to which the design incorporates principles of sustainability, such as resource conservation and waste reduction.
Exemplary
4 PointsThe design demonstrates a sophisticated understanding of sustainability principles, with innovative strategies for resource conservation and waste reduction integrated throughout the system. The rationale is clearly articulated and scientifically sound.
Proficient
3 PointsThe design incorporates sustainability principles, with clear strategies for resource conservation and waste reduction. The rationale is well-explained.
Developing
2 PointsThe design mentions sustainability, but the strategies for resource conservation and waste reduction are limited or not fully developed. The rationale may be unclear.
Beginning
1 PointsThe design does not adequately address sustainability principles or consider resource conservation and waste reduction.
Respiratory Quotient (RQ) Investigation
Assesses the student's understanding of RQ, its relevance to plant respiration, and the ability to formulate a hypothesis about the impact of different substrates.RQ Definition and Explanation
Evaluates the accuracy and completeness of the RQ definition and explanation of its relevance to plant respiration.
Exemplary
4 PointsThe RQ definition is accurate, comprehensive, and demonstrates a deep understanding of its significance in understanding plant metabolism and efficiency. The explanation is clear, concise, and insightful.
Proficient
3 PointsThe RQ definition is accurate and explains its relevance to plant respiration clearly. The explanation is well-written and easy to understand.
Developing
2 PointsThe RQ definition is partially accurate, and the explanation of its relevance is limited. The explanation may be confusing or incomplete.
Beginning
1 PointsThe RQ definition is inaccurate or missing. The explanation of its relevance is unclear or absent.
Substrate Hypothesis
Evaluates the clarity, logic, and scientific basis of the hypothesis about the impact of different substrates on plant RQ.
Exemplary
4 PointsThe hypothesis is clear, logical, and based on a strong understanding of the scientific principles governing substrate-plant interactions and their effect on RQ. The rationale is well-supported by research and demonstrates critical thinking.
Proficient
3 PointsThe hypothesis is clear, logical, and based on scientific principles. The rationale is well-explained and supports the hypothesis.
Developing
2 PointsThe hypothesis is somewhat unclear or illogical, and the scientific basis is weak. The rationale may be missing or poorly explained.
Beginning
1 PointsThe hypothesis is unclear, illogical, and lacks a scientific basis. There is no clear rationale provided.
Substrate Selection
Assesses the student's ability to research, compare, and evaluate different substrates for plant growth in a closed-loop system.Substrate Research
Evaluates the breadth and depth of research on different substrates, including their properties (water retention, nutrient content, aeration).
Exemplary
4 PointsThe research is comprehensive and covers a wide range of substrates, with detailed information on their properties and potential benefits/drawbacks in a space habitat environment. Sources are credible and well-cited.
Proficient
3 PointsThe research is thorough and covers several relevant substrates, with good information on their properties. Sources are generally credible.
Developing
2 PointsThe research is limited in scope and covers only a few substrates, with basic information on their properties. Source credibility may be questionable.
Beginning
1 PointsThe research is minimal and lacks sufficient information on substrate properties. Sources are unreliable or missing.
Pros and Cons Analysis
Evaluates the student's ability to analyze the pros and cons of each substrate in the context of a closed-loop space habitat.
Exemplary
4 PointsThe pros and cons analysis is insightful and demonstrates a sophisticated understanding of the trade-offs associated with each substrate in the specific context of a space habitat. Considerations are comprehensive and well-reasoned.
Proficient
3 PointsThe pros and cons analysis is well-reasoned and clearly articulates the advantages and disadvantages of each substrate in the context of a closed-loop system.
Developing
2 PointsThe pros and cons analysis is superficial and lacks depth. The considerations are limited and may not be relevant to a space habitat environment.
Beginning
1 PointsThe pros and cons analysis is missing or inadequate. There is little to no consideration of the advantages or disadvantages of each substrate.