DISCUSSION QUESTIONS & ACTIVITIES

by JOHN ELGAN

Joshua 10 includes compelling phenomena that can be used to engage students in learning science and engineering. The discussion questions below were prepared by the author with contributions from teaching colleagues and readers. Questions and activities are listed loosely in the sequence of the story and reference performance expectations in the Next Generation Science Standards (NGSS). The topics range across an integrated science curriculum from which discipline-specific questions can be selected. 

You will find many other authentic phenomena throughout the story. Some of these are beyond the scope of most secondary schools. For example, of the half-dozen cislunar orbit types, why was a near-rectilinear orbit chosen for the space station? And the more complex psychological science that underpins Baris and the other characters has been omitted from this list. 

If you would like to suggest changes to the list, report broken links, or propose new questions for consideration, share here. Discussion questions for English Language Arts and Literacy Standards are welcome, and a list is forthcoming. 

Please share how well the questions and activities worked for you and your students.

Have fun!     pdf version

What happens when the race to dominate space collides with the race to genetically modify humans? 

Joshua 10 is inspired by daily news of magnificent rocket launches and tricky landings as billionaire entrepreneurs and nations vie for the skies and beyond, and new gene-editing technologies promise to cure disease. 

Set in the near future, Joshua 10 opens with a deep space mission that ends in tragedy when a beloved astronaut is exposed to deadly radiation. Executives from the megacorporation responsible for the tragedy conspire to relaunch an experiment to solve the radiation problem and dominate deep space travel. To fast-track their plan, Ladonscorp Industries needs a chimpanzee. But it is a problematic and time-consuming process to clear an endangered species for research — at least on Earth. 

Hazardous response expert Dr. Jessica Baris and her team are roped in by Ladonscorp for the new mission. Baris is misled into thinking it is her skills they need; only it is one particular member of her team they are after.

John Elgan changed from a career in big pharma to teach science to high school and college students. He has used storytelling to activate his students’ imagination, deep thinking, and emotions to help them make meaningful connections in life beyond the classroom. He is a lifelong learner with an insatiable appetite for interdisciplinary scientific discovery and space exploration and has earned undergraduate and graduate degrees in biology. Joshua 10 is his first book.  He is also the author of short stories, four of which are published in Yellow Diamond: Cautionary Tales of Science Fiction & Fantasy.

1. In the introduction, Elgan describes the conditions on ancient Earth and some of the major changes that took place up to the appearance of humans. Construct an explanatory account of Earth’s formation and early history. Include the available scientific evidence to support your explanation. (HS-ESS1-6; HS-ESS2-7)

Construct a timeline of the early Earth that shows the concurrent changes in the Earth’s surface, atmosphere, and life. (HS-ESS1-6; HS-ESS2-7)

Extensions: What chemical or physical properties of the “air” presented a problem for life on land? What were the other challenges that life had to overcome in the transition from an aquatic environment to a terrestrial ecosystem?

2. In chapter one, radiation, specifically galactic cosmic radiation (GCR), presents a threat to human space travelers. Explain why GCR is less of a problem for humans living on the surface of the Earth.  (HS-ESS1)

Check out NASA’s Space Faring The Radiation Challenge

Extensions: Describe the range of wavelengths, frequencies, and energy along the electromagnetic spectrum (HS-PS4). Which type of radiation can pose a health risk to humans living on the surface of the Earth? Not enough exposure to this same radiation can also lead to health problems. Which vitamin do we need that our body produces naturally from exposure to radiation? What role does this vitamin play in the maintenance of good mental and physical health?

3. Which science and engineering practices does Baris apply throughout the story? Give specific examples from the story, beginning with chapter 3.

4. What skills does Katherine Iverson bring to NASA in Joshua 10? Real-life professionals inspired Katherine's character. Visit NASA STEM Engagement to discover the identity of those who you think inspired Dr. Iverson’s character. 

5. Colonel Iverson reported, “Houston, I’ve had a problem here.” What actual spaceflight had a similar, though often misquoted, radio communication with NASA? Which science and engineering practices do the colonel and NASA Mission Control apply to try and solve the problem?

6. In chapter two, Daniels mentions that chimpanzees are an "endangered species." What are the major categories of endangered species? What does each of these mean? Define biodiversity and explain how changes in biodiversity can impact an ecosystem. What are the specific benefits of higher biodiversity to humans? (HS-LS4-6; HS-ESS3-3)

Extension: Research the current endangered status of chimpanzees. What are the restrictions on the use of chimpanzees for research in the United States? How about in other countries? In space? (HS-ETS1)

7. Jessica Baris uses animals to help respond to dangerous situations. What ethical concerns might there be in how Donny and Ted are used as part of a hazardous response team? In general, what do you think about the use of animals to perform work for humans? (HS-ETS1-3; HS-ESS3)

Extension: Compare the advantages and disadvantages of the use of animals versus machines and robots to perform work at the sites of natural or humanmade disasters.  What can we learn from living things that might help us design more capable machines? How can machines be used to enhance the capabilities of the human body? (HS-ETS1)

8. What methods of conditioned learning were used by Baris to train Donny and Ted? Explain using examples from the story.

9. Typheus reasons that “The first to solve the radiation problem will dominate deep space travel.” In addition to long-term exposure to radiation, what are the other challenges of living in space? (HS-ETS1)

10. Find the location of the Guiana Space Centre on a world map. What makes this location a good place for launching rockets into space? (HS-ETS1)

11. Baris trains in a spatial disorientation simulator and later must overcome the effects of relative motion. Explain how “spatial disorientation” affects different body systems in terms of “relative motion” and the human body’s vestibular system. (HS-LS1-3, HS-LS1-2)

Extensions: Develop and use a model to illustrate the interacting body systems that are involved in Baris’s response to the SDS training and the relative motion between the Progress cargo ship and the Kharon spaceplane. (HS-LS1-3, HS-LS1-2)

Design an investigation that would provide evidence that feedback mechanisms in the human body are part of the spatial orientation and disorientation responses. (HS-ETS1) 

12. What are the EMU and PLSS? What do an EMU and PLSS provide an astronaut to enable her to survive in space? What are the limitations of the EMU for performing work in space? (HS-ETS1)

Extensions: What specific materials are used to construct EMUs? How has the design of space suits changed since their first use in 1961? (HS-ETS1)

13. Richard uses the highly-sensitive smoke detectors aboard the Joshua 10 capsule against Baris, and Andy mentions SAFFIRE, spacecraft fire safety experiments performed by NASA.  Baris also trains Donny and Ted to respond to fire emergencies aboard the space station. What makes fire especially dangerous to astronauts in space? How are spacecraft designed to prevent fires? (HS-ETS1)

Extensions: How does microgravity affect the behavior of fire in space?

14. Baris suffers from motion sickness caused by artificial gravity, and Andy grumbles, “Gotta’ convince the major to let me slow down the rotation.” What is the Coriolis effect? Identify the different solutions that engineers have proposed to generate artificial gravity in space. Which design was used for the cislunar space station in Joshua 10? Propose the criteria that should be used to evaluate a design suitable for long-term human habitation of space.  (HS-PS2; HS-ETS1)

Extensions: Find what’s happening in the latest research to design revolving systems that generate artificial gravity without causing motion sickness. 

Differentiate centrifugal and centripetal forces and the part each plays in the Coriolis effect.

15. Aboard the station, Baris tracks Donny and Ted using a “quasi-static field.” Does quasi-static field technology actually exist? How might it be used to locate first responders in hazardous situations (ex. firefighters)? (HS-PS4; 1-PS4-4)

16. Baris questions whether or not she should have taken Donny out of the Ladonscorp laboratory. Research the history of the use of chimpanzees for scientific research. Why would a researcher choose to use chimpanzees instead of other animals, such as mice? (HS-ESS3) 

Extensions: More research laboratories are retiring rather than euthanizing primates when studies finish. Evaluate the benefits to the research labs, the animals, and the sanctuaries. Why did Baris feel that Donny was better off with her team? What are some of the challenges faced in placing animals? Are all animal sanctuaries equal in their quality of care for retired animals? What qualifies as a “reputable” animal sanctuary? (HS-LS4-6; HS-ESS3; HS-ETS1)

17. What was the goal of Ladonscorp’s Project Osiris? Develop and use a model to explain how vaccines work. As part of your model, include the interactions between components of the circulatory and immune systems. (HS-LS1-2)

Do you think it is possible to develop a vaccine that will achieve what Richard and Ladonscorp hoped for? Justify your response using your model and evidence from the scientific literature. (HS-LS1-2)

Extensions: What is gene therapy? What are “vectors” in terms of gene therapy? Research the news and most current scientific studies to explain the challenges and successes in the development of gene-based therapies. 

What is infectious disease? How do infectious diseases differ from genetic diseases? 

What are viruses? Compare viruses to bacteria. How do viruses infect cells? Baris showed a visible “symptom” that she shared with Donny. But Baris was not injected with anything. How might Baris’s symptoms be explained with knowledge of infectious disease? Cite specific evidence from Joshua 10 to support your claim.

18. Baris communicates with Bud and Lou “over quantum line.” What is quantum communication? Identify the physics concepts that explain how quantum communication can work. Research the latest advances in the design of quantum communication. (HS-PS4; HS-PS4-4)

19. Baris observes disturbing changes in Donny’s behavior. How does Donny change after Richard’s treatment? Which body systems were affected by the treatment? Explain the traits that were observed in Donny in terms of the role of DNA structure and function, systems of specialized cells (ex. brain and nervous system), and mutation. (HS-LS1-1; HS-LS1-2; HS-LS3-1; HS-LS3-2)

Extensions: What are “innate” behaviors? What are the examples of innate behaviors given in Joshua 10? Research complex innate behaviors in animals and evaluate how realistic it might be for Donny to build a device based on innate behavior.

20. The scientists used CRISPR and prime editing to genetically engineer DNA. Describe how these techniques are applied to modify DNA. (HS-LS1)

Explain how genetic engineering was used to help flavor the pasta aboard the space station. Research specific examples of how genetic engineering is used to modify our food. (HS-LS1)

Scientists used to think that ninety-percent of our DNA had no function. Research over the years has proven otherwise. Research how much we currently understand about DNA and the human genome. What do we know today about the portion of our genome that codes for protein? What do we know today about the portion of our genome that does not code for protein? (HS-LS1)

21. The device sent a burst of dark matter. What is dark matter? Dark energy? How are dark energy and matter used to help explain the origin and behavior of the universe? (HS-ESS1-2; HS-PS1; HS-PS3)

22. Baris finds “plants illuminated by hundreds of orange glow sticks.” Why would Donny surround the plants with glow sticks? How would this benefit Andy and Ted? Explain whether or not the plants could use the light in terms of your knowledge of photosynthesis, pigments, and the absorption spectrum. (HS-LS1-6; HS-LS1-7; HS-LS2-5) 

23. Analysis of Donny’s cells included herpes retroviral proteins, Tardigrade sequences, and genes from a bacterium, Deinococcus radiodurans. Explain the intended purpose of each of these components. 

24. Identify and describe the components of orbital motion as they would apply to an orbiting space station. Hint: consider Kepler’s laws (HS-ESS1-4)

Referenced Next Generation Science Standards (NGSS) Arranged by Discipline

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.