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Transformation 2013 Design Challenge 5E Lesson
Title: Location and Function of Spaceports Authored by: Ronald T. Tipton Additional content and revisions by: Transformation 2013 Subject: Principles of Engineering Grade Level:
Challenge Abstract:
In this Design Challenge, students will take on the role of aerospace engineers. The students will research spaceport facilities, weigh advantages and disadvantages of spaceport locations, identify two new spaceport locations, and present their findings in a proposal to Orbital Sciences Corporation executives (aka the class).
Meeting the Needs of STEM Education through Design Challenge
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Design Challenge Title: Location and Function of Spaceports TEKS addressed: National Research Council (NRC) National Science Education Standards A – Science as Inquiry D – Earth and Space Science E – Science and Technology
Engage Activity Approximate time: 15 minutes The teacher will present the background information highlighted in the next paragraph. The students will be assigned to research the latitude and longitude of at least ten private and public launch sites around the Earth and map them on a virtual globe program, such as Google Earth, and map the locations using place-marks or the equivalent feature in the program they use. The student will then choose a launch site and speculate as to why it is located where it is and what advantages and disadvantages that provides to various payload missions. Background Information: Since October 4, 1957 when Sputnik 1 was launched, over 5000 artificial satellites have been raised to orbit around the Earth. The preferred location for spaceport launches is the equator. This allows the operator to take advantage of the Earth’s rotation to put the rocket into orbit when it is launched to the East. In reality there are many factors that go into location of a spaceport facility in addition to its latitude. Some of these factors are proximity to population centers, location in territory controlled by the launching agency, access to trained technicians, and the mission of the object being launched. Your team will evaluate the mission related advantages and disadvantages of ten spaceport facilities around the globe. You will list the stations by latitude, longitude, and location. You will choose two locations for new spaceports based on objective criteria that you create. You will choose a private space launch company and compare and contrast it with a government agency responsible for putting objects into orbit. You will also compare the types of payloads, missions, governing structure, and launch locations of the two organizations. Then you will make a list of criteria that you consider important to choose two locations in the United States to locate a new spaceport. You will present your findings to your fellow students and to an aerospace engineer to be announced.
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Engage Activity Products/Artifacts
At the end of the teacher talk, the students will produce a circle map of what they know about spaceports and the teacher will check for completion.
Materials/Equipment: – A virtual globe program, such as, Google Earth or NASA World Wind – Presentation Software – Computer Projector Resources: Internet and/or Library Access Circle Map: http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html#DBM Rocket Spaceport Info: http://www.spacetoday.org/Rockets/Spaceports/LaunchSites.html
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Explore Activity 1 Approximate time: 65 min Students will use graphic organizers to assign students to tasks and develop a plan for the project. Remainder of day 1 and day 2: The students will use a virtual globe program and the internet to research their assignment. Day 3: The students will prepare and practice their presentations to the class..
Explore Activity Products/Artifacts
Journal entry
Materials/Equipment: – A virtual globe program, such as, Google Earth or NASA World Wind – Presentation Software – Computer Projector Resources: Internet and/or Library Access Graphic Organizers: http://www.graphic.org/goindex.html
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Explain Activity Approximate time: The students will discuss in their groups to decide what they will do with their collected data. The will use graphic organizers, like a flow map, to outline their data.
Explain I Activity Products/Artifacts
Journal The student teams will present their findings to their classmates for evaluation.
Materials/Equipment: – A virtual globe program, such as, Google Earth or NASA World Wind – Presentation Software – Computer Projector Resources: Internet and/or Library Access Graphic Organizers: http://www.graphic.org/goindex.html
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Elaborate Activity Approximate time: 45 minutes of homework Homework: The student will create a double bubble map to compare the similarities and differences between the purposes of space travel and conventional methods of travel.
Elaborate Activity Products/Artifacts
The student will write a one page paper comparing the similarities and differences between the purposes of space travel and conventional methods of travel.
Materials/Equipment: None Resources: Double Bubble Map: http://205.213.162.11/project_write/PW_2002/handouts/maps/double%20bubble.pdf
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Evaluate Approximate time: 5 minutes per student of teacher evaluation time 4th Period: The teams will present to their classmates using presentation software, such as Microsoft PowerPoint. The teacher will grade using the rubric provided. Points Sites Located
Sites Mapped
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More than ten sites using correct latitude and longitude. Student has all sites properly place-marked in a virtual globe program.
Eight to ten sites using correct latitude and longitude. Student has most sites properly “placemarked” in a virtual globe program. The students clearly defined the advantages and disadvantages of most of their site based on logical criteria.
Advantages and Disadvantages
The students clearly defined the advantages and disadvantages of each of their site based on logical criteria.
Presentation
All students on the team presented in a clear, logical, and practiced procession. The student compared space and terrestrial travel showing understanding of their common and different purposes.
Homework
Journal
The journal entries were clearly written showing the student’s progression of ideas and progress.
All students on the team presented but the presentation was not practiced. The student compared space and terrestrial travel showing understanding of their common and different purposes but made minor grammatical errors. The journal entries were clearly written showing the student’s progression of ideas and progress but had minor grammatical errors.
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Five to seven sites using correct latitude and longitude. Not Applicable
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Two to four sites using correct latitude and longitude. Not Applicable
One or fewer sites were located correctly
The students defined the advantages and disadvantages of most of their site based on logical criteria but left out considerations. All students on the team presented but the presentation was unclear or illogical. The students were not clear about what the purpose of one the two types of travel.
The students inconsistently defined the advantages and disadvantages their site and left out several major considerations. Only one student presented the teams findings.
The students could not define reasons for their chosen location.
The students were not clear about what the purpose of one the two types of travel and made minor grammatical errors.
The student did not complete the assignment.
The journal entries were not clearly written with regards to the student’s progression of ides and progress.
The journal entries were not clearly written with regards to the student’s progression of ides and progress and had minor grammatical errors.
The journal entries were unreadable.
Students could or would not place-mark sites
The team was unable to present their findings.
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Evaluate Activity Products/Artifacts
Artifacts: Journal Graphic Organizers
Products: Presentation Homework Paper See rubric for product definitions.
Materials/Equipment: – A virtual globe program, such as, Google Earth or NASA World Wind – Presentation Software – Computer Projector – Graphic Organizers Resources: Internet and/or Library Access