Experiences from a French-German project - on the integration of pupils in an actual space experiment

The German-French biological experiment AQUARIUS-XENO-PUS which flew on the French Soyuz taxi flight Andromède to the International Space Station ISS was extended by an outreach project. Pupils of class 10 to 12, age 16 to 18 years from Ulm/Germany and Tomblaine-Nancy/France were involved in this space experiment. They recorded swimming behavior of Xenopus laevis tadpoles by video. They used this as the 1gground control for similar observations in microgravity exposed tadpoles on the International Space Station, ISS. The pupils were instructed to perform all experimental steps following the protocol of the video recordings on ISS which were done by the French cosmonaut Claudie Haigneré. After the flight, they evaluated swimming activity of both ground controls and space animals using parameters such as type, velocity and acceleration of swimming, or the distribution patterns of tadpoles within the miniaquaria. The pupil project included theoretical components to introduce them to the field of gravitational biology. Nancy pupils established a homepage (www.xenope.com) about background and aim of their scientific project while Ulm pupils received an extended theoretical and practical education about gravity effects on biological systems, what gravity means for life on Earth, and about hardware used for biological research in Space. A feature of the project was the exchange of ideas between all pupils by internet and meetings which took place in Ulm (June 2001), Nancy (February 2002) and Paris (May 2002). Selected pupils presented the work at international conferences on Life Science Research in Space. The project lasted about 18 months; only 1 of 20 participants left the project after 6 months. - We consider our approach as a successful way to include high school students in space experiments on a cheap cost level and to bring the ideas of gravitational biology into curricula of European schools. The project also showed that personal engagement from the teachers and scientists as well as from the supporting agency staff is a prerequisite for the success of co-operations between school and university.