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Unit 9: Space Exploration

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Governance and Civics

Governance & Civics

Reading LiteratureWritingLanguage

Inquiry Engineering Motion

Grade Level 7th Grade Unit Length 10 DaysUnit Overview This unit will include about the relationship between motion, speed, engineering, technology, and space

exploration. This set of lessons will focus on the study of the needs met by technology and how these needs require engineers. Students will participate in hands-on projects that require them to serve as engineers and complete the engineering design process (EDP). Students will design, engineer, and test rockets. Students will also be involved in studying the components such as technology that affects speed, motion, tools, and strength of successful rockets and space equipment.

Unit Essential Question(s)

1. What are the implications brought about by technological and economic competition on the global community?2. How do science concepts, engineering skills, and applications of technology improve the quality of life?

Culminating Event

The STEM Fair will provide students with an opportunity to exhibit their understanding of scientific inquiry, the engineering design process (EDP), and the use of science and technology in society. This unit begins with a study the important impact of scientists and engineers on space exploration and technology. The study of the impact and importance of innovation gives students an understanding of how technology is created and the how engineering can shape our future. Then students will form small groups and assign responsibilities/ roles. The groups will brainstorm to determine what type of technology their team will engineer. Teams will plan for their experiment by developing scaled drawing, procedures, materials list, and a model of their innovative technology, while keeping within their budget. Each group of students will be given a fifteen-dollar budget for their project. This budget must cover all materials (including modifications) and presentation supplies. Teams will complete purchase orders and submit these to their teacher for purchase. Students will continue to follow the EDP to create, test, and modify their pieces of technology. Students must collect data from the experimental test of their prototype and provide rationales for modifications to their design. The culminating project will be the STEM Fair. Student teams will compete by creating a digital presentation, a display board, and demonstrating their prototype. The roles assigned at the onset of this unit will determine how each teammate contributes the day of the Engineering Fair. The goals of this project are to meet the state technology and engineering standards, forming cross-curricular connections, and application of knowledge.

Innovation AcademyUnit Plan Template

Common Assessment STEM Project

Rubric

Project Title: STEM Fair

Student Name:

Date:

Advanced Proficient Needs Improvement

MathComponents

How do I model a situation with an equation?

Realistic numbers, clearly defined variables, properly written equation, and all work done correctly.

Reasonable numbers, defined variables, equation with minor errors, and most work done correctly.

Unreasonable numbers, variables not clearly defined, equation with major errors, and little work done correctly.

Drawing/Model: Done to Scale

All measurements in the scale drawing/model match the calculated measurements.

Most measurements in the scale drawing/model match the calculated measurements.

Some measurements in the scale drawing/model match the calculated measurements.

Use of Scale Factor All calculations and proportions are shown. Scale factor used correctly for all calculations.

Most calculations and proportions are shown. Scale factor used correctly for most of the calculations.

Few calculations and proportions are shown. Scale factor used correctly for some of the calculations.

Drawing/Model: Quality of Presentation

Creative, neat and organized presentation with all of the required information. Significant effort is evident and drawing/model closely resembles the original.

Organized presentation with all of the required information. Overall appearance is good. Effort is evident and drawing/model mostly resembles the original.

Presentation lacks some organization but includes most of the required information. Overall appearance could be improved. Effort is somewhat evident and drawing/model slightly resembles the original.

How can I estimate costs? How can I interpret data from a table?

Clearly made list of materials needed for project with cost. Most cost effective materials purchased. Very little extra or unneeded material purchased.

Incomplete list of materials needed for project with cost. Materials purchased are reasonable, but not the most cost effective. Some extra or unneeded material purchased.

Incomplete list of materials needed for project without cost. Materials purchased are unreasonable and quite a bit of extra or unneeded material purchased.

Science Component Score: EDP

I can create a chart that includes each of the following:- The name of the tool used to test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.

I can create a chart that includes two of the three items listed below:- The name of the tool used to test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.

I can create a chart that includes one of the three items listed below:- The name of the tool used to test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.


I can apply and record each step of the engineering design process to construct a prototype that meets certain specifications.

I can apply and record most of the steps included in the engineering design process to construct a prototype that meets certain specifications.

I can apply and record some of the steps included in the engineering design process to construct a prototype that meets certain specifications.

Cost Benefit Analysis The student creates a cost-benefit analysis table for both prototypes and writes a well-developed paragraph that describes their findings.

The student creates a cost-benefit analysis for only one prototype and writes a well-developed paragraph that describes their findings.

The student creates an incomplete cost benefit analysis and/or does not include a well-developed paragraph that describes their findings.

Presentation Skills Student invites interviewer to see presentation.

Gives a firm and friendly handshake.

Smiles. Maintains eye

contact. Offers the

interviewer his/her name.

Begins sharing the project without depending on the interviewer to ask questions.

Student is knowledgeable about their topic.

Student invites interviewer to see presentation.


Smiles. Maintains eye contact

most of the time. Offers the interviewer

his/her name. Shares the project when

prompted. Student is somewhat

knowledgeable about their topic.


Smiles at times. Maintains eye contacts

sometimes. Shares the project

when prompted. Student is not very

knowledgeable about their topic.

Source Reliability Student uses reliable sources.

Student has at least 4 reasons why each source should be trusted.

Student uses mostly reliable sources.


The reliability of student’s sources may be questionable.


The students will participate in a project-based learning activity, “Rockets and the Space Race”, that will serve as the introductory lesson for the Space Exploration Unit. The common

assessment will focus on the skills needed to connect math, science, social studies, and language arts to the unit essential questions. A rubric will be used to assess the students’

application of skills and content knowledge during the Culminating Event.

STEM Project Rubric

Project Title: Rockets and the Space Race

Student Name: ______________________________

Date:


Math Component:Time and heightCalculations

I can measure and record flight times and make flight time and height calculations. Calculations are correct.

I can measure and record flight times and make flight time and height calculations. Height calculation was incorrect.

I can measure and record flight times and make flight time and height calculations. Time and height calculations were both incorrect.

Math Component:Initial velocity andQuadratic function

I can find the initial velocity of rocket and write the quadratic function of it’s trajectory. Initial velocity and quadratic function are both correct.

I can find the initial velocity of rocket and write the quadratic function of it’s trajectory. My quadratic function is off slightly because initial velocity calculation is incorrect.

I can find the initial velocity of rocket and write the quadratic function of it’s trajectory. Initial velocity calculation is incorrect and did not try to write quadratic function of trajectory.


I can create a chart that includes each of the following:- The name of the tool used to test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.

I can create a chart that includes two of the three items listed below:- The name of the tool used to test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.

I can create a chart that includes one of the three items listed below:- The name of the tool used to test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.





Science Component Score: Cause and

I can use evidence from a dataset to determine

I can use evidence from a dataset to determine

I cannot use evidence from a dataset to determine causes

Unit Objectives

1. I can explain how do science concepts, engineering skills, and applications of technology improve the quality of life.

2. What are the implications brought about by technological and economic competition on the global community?

Strands (main ideas taught in unit)ELA Reading Literature, Writing, Language

Math Quadratic Functions and Quadratic Equations

Science Inquiry, Engineering / Technology, and Motion

Social Studies Governance and Civics

VocabularyELA 1. Linking verb – a word or expression (as a form of be, become, feel, or seem) that links a subject

with its predicate2. Action verb – a word that functions as the center of a sentence’s predicate and which describes

an act or activity.3. Point-of-View – the perspective from which a piece of text is written4. 1st Person – The speaker is the narrator in the action of the story; it is happening to the speaker.5. 3rd Person – the narrator is not involved in the action of the story.

Math 1. Zeros - the solutions or roots of a quadratic function or equation.2. Discriminant – a portion of the quadratic formula “ b2 – 4ac “ which is used to determine

number of solutions and whether they are real numbers or imaginary.3. Parabola – a particular curve that is formed when a quadratic equation is graphed.4. Quadratic – a word associated with algebraic expressions whose degree is two.5. Line of symmetry – a line on a graph of a parabola that would bisect the parabola such that

either side of the line would be a mirror image of the other side.

Science 1. Cost-Benefit Analysis: An analysis of the cost effectiveness of different alternatives in order to see whether the benefits outweigh the costs.

2. Model: A systematic description of an object or phenomenon that shares important characteristics with the object or phenomenon. Scientific models can be material, visual, mathematical, or computational and are often used in the construction of scientific theories.

3. Modification: The act of modifying or the condition of being modified.4. Momentum: A measure of the motion of a body equal to the product of its mass and velocity.

Also called linear momentum.5. Prototype: 1. An original type, form, or instance serving as a basis or standard for later stages. 2. An original, full-scale, and usually working model of a new product or new version of an

existing product. 3. An early, typical example

Social Studies 1. House of Representatives – The larger of Congress’s two legislative bodies. Its membership is based on the population of each individual state. By law, its current membership is set at 435 Representatives, plus nonvoting delegates from the District of Columbia and the U.S. territories.

2. Apportionment – the determination of the proportional number of members each U.S. state sends to the House of Representatives, based on population figures.

3. Redistricting – the process of drawing the United States electoral district boundaries, often in response to population changes determined by the results of the decennial census.

4. Census – the U.S. Census counts every resident in the United States. It is mandated by Article I,

Section 2 of the Constitution and takes place every 10 years. The data collected by the decennial census determine the number of seats each state has in the U.S. House of Representatives and is also used to distribute billions in federal funds to local communities.

5. Gerrymander – Manipulate the boundaries of (an electoral constituency) so as to favor one party or class.

Key QuestionsELA Math Science Social Studies

How does the format of a novel affect the point-of-view?

How can I replace overly used verbs in my writing with more vivid, interesting verbs?

How can I make writing more interesting by learning about synonyms?

How can I graph a quadratic function?

How can I identify the zeros, minimum or maximum, line of symmetry, and y-intercept of a quadratic function from the graph?

How can I identify the zeros of a quadratic function using a quadratic equation?

How can I identify the number of solutions for a quadratic function?How can I identify the zeros, minimum or maximum, direction of opening, line of symmetry, and y-intercept of a quadratic function from the equation?

How is motion related to space exploration and technology?

How are speed, velocity, and acceleration related to space exploration and technology?

How is engineering related to space exploration and technology?

How can engineering affect my daily life?

Explore how technology responds to social, political, and economic needs.

Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.

Compare the intended benefits with the unintended consequences of a new technology.

Describe and explain adaptive and assistive bioengineered products.

How does the government of the United States determine the number of representatives each state is entitled to?

What is the census and how is it used?

How do states determine who will fill the available seats in the House of Representatives?

Who draws the lines for Congressional districts?

What are the social and political implications of gerrymandering?

Hook for Unit The hook for this unit will be the Fly Me to the Moon project that focuses on the basic aerodynamics of spacecraft and the governance and civics of creating a lunar nation. Students will compete against each other, seeing who can construct an air-powered rocket in the shortest amount of time while reaching the highest elevation. The data collected will then be analyzed in mathematics. Students will complete a

creative writing activity that proposes how they will structure the government of a lunar nation.

Literature Component

For this unit, students will have two literature choices: The Dead and the Gone and Life As We Knew It, both by Susan Beth Pfeffer. These two pieces of literature will be read during this unit and students will be placed into book study groups where they will discuss and analyze the points of view of each story. Since the two novels cover the same event from two different points of view, students will begin to develop an understanding of point of view through reading these novels and discussing them. With these novels, students will also learn the importance of vocabulary and summaries through their literature circles/book clubs.

Writing Closure

For the closure of this unit, students will reflect upon learned material for all classes through writing. Students will write two journal entries from two different points of view. These journal entries will be focused on topics dealing with a covered in this space unit in each class. Students will have a choice of what to write about, but they must use the journal format to correlate their writing with the books they read, one of which was in journal format.

Materials Needed for Culminating

Event

Space Race (see appendix for more detail and options) Cardboard tubes Various materials for nose cones and fins Glue Tape Launch tube Air compressor or bike pump iPad

Engineering Fair Several common Household items Engineering Fair Packet Engineering Journals Display boards Live Binder Macbook

Standards: Common Core Standards, Tennessee State Standards

ELACommon Core Standards.

CC.7.W.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CC.7.SL.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

CC.7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purposeand audience have been addressed.

MathCommon Core Standards.

IF.A.1Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases

and using technology for more complicated cases.CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.REI.B.4b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

ScienceTennessee State Standards.

Embedded InquiryConceptual Strand

Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.

Guiding QuestionWhat tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?

Grade Level Expectations:GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret

data.GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between

evidence and explanations.GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and

questions for further exploration.GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and

models.Checks for Understanding

0707.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

0707.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.

0707.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.

0707.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation.

0707.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.

State Performance IndicatorsSPI 0707.Inq.1 Design a simple experimental procedure with an identified control and

appropriate variables.SPI 0707.Inq.2 Select tools and procedures needed to conduct a moderately complex

experiment.SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.SPI 0707.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by

evidence.SPI 0707.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

Embedded Technology & EngineeringConceptual Strand

Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.

Guiding QuestionHow do science concepts, engineering skills, and applications of technology improve the quality of life?

Grade Level Expectations:

GLE 0707.T/E.1 Explore how technology responds to social, political, and economic needs.GLE 0707.T/E.2 Know that the engineering design process involves an ongoing series of events

that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.

GLE 0707.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.

GLE 0707.T/E.4 Describe and explain adaptive and assistive bioengineered products.Checks for Understanding

0707.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility of materials.0707.T/E.2 Apply the engineering design process to construct a prototype that meets certain

specifications.0707.T/E.3 Explore how the unintended consequences of new technologies can impact

society.0707.T/E.4 Research bioengineering technologies that advance health and contribute to

improvements in our daily lives.0707.T/E.5 Develop an adaptive design and test its effectiveness.

State Performance IndicatorsSPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a

prototype.SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was

successfully applied.SPI 0707.T/E.3 Distinguish between the intended benefits and the unintended consequences of

a new technology.SPI 0707.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food,

biofuels, medicines, integrated pest management).Standard 11 - MotionConceptual Strand 11

Objects move in ways that can be observed, described, predicted, and measured.Guiding Question 11

What causes objects to move differently under different circumstances?Grade Level Expectations:

GLE 0707.11.1 Identify six types of simple machines.GLE 0707.11.2 Apply the equation for work in experiments with simple machines to determine

the amount of force needed to do work.GLE 0707.11.3 Distinguish between speed and velocity.GLE 0707.11.4 Investigate how Newton’s laws of motion explain an object’s movement.GLE 0707.11.5 Compare and contrast the basic parts of a wave.GLE 0707.11.6 Investigate the types and fundamental properties of waves.

Checks for Understanding0707.11.1 Compare the six types of simple machines.0707.11.2 Compete an investigation to determine how machines reduce the amount of

force needed to do work.0707.11.3 Summarize the difference between the speed and velocity based on the distance

and amount of time traveled.0707.11.4 Recognize how a net force impacts an object’s motion.0707.11.5 Create a graphic organizer to illustrate and describe the basic parts of a wave.0707.11.6 Compare how transverse and longitudinal waves are produced and transmitted.

State Performance IndicatorsSPI 0707.11.1 Differentiate between the six simple machines.SPI 0707.11.2 Determine the amount of force needed to do work using different simple

machines.SPI 0707.11.3 Apply proper equations to solve basic problems pertaining to distance, time,

speed, and velocity.SPI 0707.11.4 Identify and explain how Newton’s laws of motion relate to the movement of

objects.SPI 0707.11.5 Compare and contrast the different parts of a wave.SPI 0707.11.6 Differentiate between transverse and longitudinal waves in terms of how they

are produced and transmitted.

Social StudiesTennessee State Standards.

GLE 3.09 Understand the nature, distribution, and migration of human populations on Earth's surfaces.GLE 4.01 Understand different systems of governance.

7.3.spi.20. Predict the consequences of population changes on the Earth's physical and cultural environments.7.4.spi.3. Recognize how the boundaries of Congressional districts change in the state of Tennessee. (i.e. statutory requirements, population shifts, political power shifts).

The students will participate in a project-based learning activity, “Rockets and the Space Race”, that will serve as one of the project for the Space Exploration Unit. The common assessment will focus on the skills needed to connect math, science, social studies, and language arts to the unit essential questions. A rubric will be used to assess the students’

application of skills and content knowledge during the Culminating Event.

SPACE EXPLORATIONRockets & the Space Race

Fly Me to the Moon Project – Social Studies Component Lunar Nation: Congressional Apportionment and Redistricting

The year is 2050 and you have left Earth to help establish a nation on the moon. In less than a year, nearly one million other people (formerly residents of countries across Earth) will be joining you. As part of the founding team, you are responsible for drafting a constitution that ensures all citizens have a voice through a representative democracy. Specifically, you have been given the task of writing the instructions for how representatives will be apportioned and districted throughout the nation.

Write one page (double-spaced, 12 point font, Times New Roman) on the apportionment and redistricting plans for the nation. Be sure to include the following criteria:

Requirements of representatives (age, sex, residency, education, etc.) Quantity of representatives How will the representatives be apportioned throughout the nation? How will district lines be drawn? How many districts will be drawn? Who will draw the district lines? How will you prevent gerrymandering? Process for electing the representatives

Finally, include a paragraph that describes how your nation’s processes differ from those of the United States of America. You are welcome to use any reliable outside resources to guide you in your writing. Be sure to refer to the rubric for scoring guidelines.

Science Project Rubric

STEM Project Rubric Project Title:

Rockets and the Space Race

Student Name:

Date: Unit 9



I can create a chart that includes each of the following:- The name of the tool used to

I can create a chart that includes two of the three items listed below:

I can create a chart that includes one of the three items listed below:

test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.

- The name of the tool used to test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.

- The name of the tool used to test the prototype for strength of a material used to construct our prototype.- The name of the tool used to test the hardness of a material used to construct our prototype.- The name of the tool used to test the flexibility of a material used to construct our prototype.





Science Component Score: Cause and Effect

I can use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.

I can use evidence from a dataset to determine causes or effects in the cause and effect relationships that explain a phenomenon.

I cannot use evidence from a dataset to determine causes or effects in the cause and effect relationships that explain a phenomenon.

Project Introduction

The hook for this unit will begin with a meeting a scientist who specializes in aerospace engineering.

Do something that challenges you and makes you happy; the money'll show up.

"When people learn what I do for a living, they say 'I want your job!'" laughs John Connolly, an engineer at the Johnson Space Center. It's not surprising. He has so much fun at work, he's amazed he gets paid for it! John's job has led him to appear on televisions all over the world, explaining NASA's Mars Missions. He's been a consultant for movie makers. He had his image painted by a famous artist who specializes in space subjects. He was a character in a science fiction novel. He even met his wife, Jan Connolly at work.

What exactly does John do? He's a "rocket scientist" who designs space exploration missions. "People want to go to Mars and I want to be a part of that," he explains. Before humans travel that far, though, they need to learn more about the red planet. So John and his fellow engineers design robotic spacecraft that can visit Mars and send back information. On April 7, 2001, for example, NASA launched the Mars Odyssey. Its mission includes gathering information about chemicals and minerals on Mars' surface. NASA is planning five more Mars missions over the next ten years. In 2011, they hope a robot will actually bring back samples of rock and dirt from Mars. It looks like John and his crew have a lot of work cut out for them. We're sure they're up for the challenge!

What exactly do you do? My main responsibility is to try to find safe ways for people to travel beyond Earth orbit, to places like the moon and Mars. At the same time that we're designing these missions for people, I'm also thinking about the robots we need to send out to explore the places the people might go. To design missions that might happen 10 or 20 years in the future, we need to predict future advances in technology. I'm always reading, trying to find new ideas that we might use in one of our missions. Sometimes I come across ideas that even help me here on Earth. This week, for instance, I found some software for predicting how high model rockets will fly and then we did a model rocket test out in the parking lot. It was great, and the rocket flew exactly the way the software said it would.

What's the coolest part of your job? Getting to design things that go to Mars. It's awesome to think that something that I helped to design, and that I've held in my hand, is now on Mars.

What's your favorite part? Never growing up! And having fun at my job! I love coming into work because everyday I get to answer questions that no one's ever thought about before.

Describe a funny incident that happened at work. Soon after we sketched our current human moon lander design, we realized that it looks just like it came from a TV show from the 1960's--one that many of us probably saw as kids. It was a case of life imitating science fiction. And it also showed us how our experiences from childhood shape how we think as adults.

Tell a story about problem solving in your job. One well-publicized problem we had a while back was the fact that the Mars probe didn't work. We had to figure out why. After going over and over the situation, we learned that a single line of computer code was missing and that was enough to mess up the whole project. It was good to find the source of the problem, though, because it will help us avoid the same mistake in the future.

How did you become an aerospace engineer? I was interested in science from a young age. I'd sketch spaceships in study hall and I used to launch rockets as a kid. I get paid to do that stuff now. I did have a regular engineering job after college, but it didn't constantly challenge me. So I left and came to NASA to do what I love.

People want to go to Marsand I want to be a part of that.

What surprised you about your job when you first started? I was impressed by the passion the people here at NASA have for their work. Lots of us work here to be as close as we can to this great adventure called "space." Any of us could double or triple our pay if we worked somewhere else, but we wouldn't be able to do the cool stuff we do here. I was also surprised by all the acronyms I had to learn to understand what people were talking about. Also, the amount of bureaucracy. Luckily, there are good people who know how to combine research, development and politics.

What will aerospace engineers be doing ten years from now? I think that in ten years there'll be a serious effort in the U.S. to send people beyond the Space Station, to the moon again and then onward to Mars.

What's the next step on your career path? I'm going to do whatever I can to see that robotic missions lead humans back to the moon and on to Mars.

What advice do you have for students entering high school? Do something that challenges you and makes you happy; the money'll show up. And learn to be a good team player. Listening is very important. You have to "surrender ideas"--be willing to share the credit for an idea and accept that there are other people out there with good ideas, too. You also have to respect differences. Smart people contribute in different ways, for example. Some people have good ideas daily; others have brilliant ideas annually. You need both kinds. What are your daily tasks and decisions? There is no "typical" day. I have to decide which jobs get priority on a moment-by-moment basis. What's the part you like least about your job? When something goes wrong, as with the Mars Pathfinder probe.

What's your average stress level at work? Not bad because the projects I plan are usually not happening yet. It can be stressful when something fails, though.

Is your workload steady or does it fluctuate?

It fluctuates. Mornings start out structured with our daily "tag-up" meetings [to check in] but by 11am monkey wrenches have been thrown into the works.

What disappointed you? That politics can interfere with science. Sometimes, decisions aren't based on their technical merits. When we were first planning the probe for the Mars trip, for example, we designed and used an airbag rover, not because it was safest but because the public loved it.

How do people react when they learn what you do? They say, "I want your job!"

How do you cope with parts of your job that you dislike? I focus on my goal: to be a part of the future. People want to go to Mars and I want to be a part of that.

What information do you need to keep up in your field and where do you get it? I'm a certified engineer, and I do what I need to get re-certified every year. And I read a lot! At least one magazine daily. I read science fiction, Einstein's theory of relativity, anything with the word "space" in it. I also go on the Internet and read NASAWATCH. I've been helping to write a textbook: Human Space Mission and Design, so I've done a lot of reading for that, too.

What type of space do you work in? Office and jet propulsion lab.

What's the dress code? Casual.

Do you usually work alone or with people? I have to be independent in a sense because my boss is rarely around, but I work as part of a team with others.

What kinds of equipment do you work with? Computers, models. I work mainly with information.

What role does writing play in your work? Writing is essential to everything I do. It wouldn't matter if you were the best engineer in the world if you couldn't communicate in writing what you're doing. Writing is how I communicate with most of the world. I send and receive about 100 e-mails a day, so writing is critical.

What role does public speaking play in your work? Yes, and I have lots of media training. In fact, I was talking with the press when the Mars probe failed. That was fun.

How do interpersonal skills come into play in your work? Very important. Our office is set up like a bullpen. We're always yelling across partitions because teamwork is so important. Everyone's work affects everyone else's.

What You Need to Know

THE JOB IN BRIEF

Title: Engineer, Exploration/Robotics Division

Employer: Johnson Space Center, NASA

Description: Explore the great beyond.

Travel: I travel about twice a month and I've seen lots of the world through my work. Last week, I was in France working with engineers from the French Space Agency. Next month, I'll be teaching at the International Space University in Bremen, Germany.

Hours/week: 45

SKILLS AND EDUCATION NEEDED

Education: Bachelors of Architectural EngineeringMasters of Engineering in Engineering ManagementCertified professional engineer

Science: Chemistry, astro-dynamics and especially physics.

Math: All the time. I still refer to my calculus textbooks sometimes.

FOR MORE INFORMATION

This career: www.spaceflight.nasa.gov/mars/

Mars: www.windows.ucar.edu/cgi-bin/tour.cgi?link=/mars/mars.html&sw=true&dr=&cd=false&fr=f&v=&edu=mid

John's work: www.planetary.org/html/mmp/astro/connj/connj70.htm

Project Goals:

Design and Build a rocket that will soar higher than the other rockets in your class.

What is the Space Race?

Rockets & the Space Race

The Challenge:

Design and Build a rocket that will soar higher than the other rockets in your class.

The objective of the competition is to design a device that will soar higher than the other rockets in your class. Competitors will compete to design a space rocket prototype with the lightest weight, the fewest number of parts, and the highest projection from the launch site (see equation at the end of the rules.)

All scores will be determined using the Rockets and the Space Race Official Rules equations. The goal of the competition is to obtain the lowest non-zero score. Any space rocket prototype that results in the prototype breaking receives a score of zero. All devices will be launched from the same location. In the event of a tie in any of the categories or competition rounds, the tying entrants will continue to have their devices launched until one device achieves a clearly winning score.

At the beginning of each class’ competition each device entered will be weighed. The lowest weight for a device will be zero (no negative values will be allowed.) No changes or modifications to the device will be allowed once it has been weighed. Once the device has successfully soared without breaking its weight will be subtracted to determine the weight of the device only, which will be used in the formula.

The number of parts used for each device will be counted. Each individual piece will count as one part. For example, if the space rocket prototype contains 100 plastic straws glued together the device will have 101 parts (100 parts plastic straws and 1 part glue.)

Scores will be calculated using the following formula. If the space rocket prototype breaks, your score is zero. The lowest non-zero score wins:

Score = (30 (W/89) + 30 (N/3) + 40 (SH/10)) RIFWhere:

W = Weight of the device in gramsN = Number of partsSH = Soaring Height (1 = 40 feet or more, 2 = 30 - 39 feet, 3 = 20 - 29 feet, 4 = 10 - 19feet, 5 = 5 - 9 feet, 6 = less than 5 feet)RIF = Rocket Integrity Factor

The Process:

Utilize the ENGINEERING DESIGN PROCESS to complete this challenge.

Ask: What are the Problems?What are the Constraints?

Imagine:Brainstorm Ideas.Choose the Best Idea.

Plan: Draw a Blueprint for your Design.Gather the Needed Materials.

Create: Follow the Plan.Build, Test, and Evaluate:

Improve: Discuss what can work better.Redesign:

The Research:

How It Works and How to Make It

These are some example questions that will help you understand the science behind your design.

Who invented _________?How does a __________ work?What are the different parts of a __________?What are the important characteristics of a __________?How is performance measured for a _________?Where does _________ get used?What is __________ made of?Why is __________ made from or using __________?What is the best material, component, or algorithm for building ________? (You may even ask this separately for the different parts of your device or program.)

List of 5 Websites and Information Found:

1.

a.

b.

c.

2.

a.

b.

c.

3.

a.

b.

c.

4.

a.

b.

c.

5.

a.

b.

c.

Brainstorming

Group brainstorming is a great way to generate lots and lots of ideas. Ask your friends, parents, and relatives if they would be willing to help you brainstorm ideas to your design problem. Gather a few of these people together for 30 minutes to an hour and tell them about your design problem. Then, leave the rest to discussion! Keep in mind:

Fewer than five or six people per brainstorming session are best.No judgment! No ideas are bad ideas during ideation.Post-it notes are a great way for the people to show their ideas to the group.You should write down all of the ideas mentioned in your design notebook.

THE ORIGINAL PROBLEM OUR PROJECT WILL SOLVE IS: __________________________________________________________________________________ __________________________________________________________________________________

__________________________________________________________________________________

Please list four ideas that you have brainstormed before selecting this topic.

1. ________________________________________________________________________________

__________________________________________________________________________________

2. ________________________________________________________________________________

__________________________________________________________________________________

3. ________________________________________________________________________________

__________________________________________________________________________________

4. ________________________________________________________________________________

__________________________________________________________________________________

Sketching and Doodling

You can come up with great ideas by using all of the techniques above, but ideation really isn't complete without sketching and doodling. Drawing is an ideal way to express your ideas and to visually connect multiple ideas to one another. Draw everything on your mind! Even if the idea is not fully developed, try to draw it and see what it looks like. Sketch all of the ideas that you have already come up with using other ideation techniques. By sketching, you will see new aspects of those ideas and be able to come up with even more.

"Sleep on It!"

Science Material Options for “Rockets and the Space Race”:

You will be working in teams this week to research, design, create, and test a space rocket prototype. Your team will research space rockets and other space exploration technology to determine which design features to include in the creation of your space rocket. Your design and materials request must reflect your research.

Your team will be responsible for supplying your team’s materials. Be resourceful think about what you have at home that you can supply for your team’s success. If your team needs assistance gathering/purchasing the materials a science class material’s purchase order (see below) must be submitted for those materials by the end of project time on Wednesday, March 12th.

Material Options List:

SandGravelPlastic Drinking Bottle (single serving size) with cap1 Single Serving Size bottle of soda (contained in a plastic bottle only)Packaging Tape or Scotch TapeBrass of PVC Tubing (9/16” diameter)Craft SticksCardboard Paper Towel Roll – or similar cardboard item (such as a Pringle Can)Cardboard Toilet Paper RollHot Glue & accompanying Glue Gun35 mm Film CanistersSmall Paper Cups (4 oz.)Foam pipeRubber Bands (size 64)Styrofoam food trayDuct TapeWooden RulerPress TackWasher Nut BalloonSmall Lump of ClayPaperPlastic Drinking StrawConstruction PaperWaterEffervescent TabletBaking SodaMeasuring SpoonsWax PaperVinegarStyrofoam BowlGlue – Tacky glue or regularIndex CardsMentos

Space Rocket

Purchase Order Purchase Order

Item Where to Purchase

Number Cost per Item Total Cost

Total

Overall Budget: ___________________________

Expenses: ___________________________

Budget Left after Purchase Order: ___________________________

ROLE RESPONSIBILITY NAME

Head Architect Making architectural drawing of structure

Lead Treasurer Finances of company

Head Construction Engineer Building the structure

Project Manager (Leader) Obtain & Manage building supplies, and clean-up along with rubric information. Assists with any job necessary.

All Team Members

Records and writes the proposal that will include the purpose, design, theory and goals for your solar cooker.

Students’ Engineering Design Log

Materials List(Also complete Purchase Order)

Technical Procedures

Building Design Blueprint – First Prototype

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