Innovation Academy
Unit Plan Template
Unit 9: Space Exploration
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ELA Teacher
Governance
Reading Literature
Writing
Language
Math Teacher
Science Teacher
Inquiry
Engineering
Governance &
Civics
Social Studies Teacher
Grade Level
Unit Overview
10 Days
7th Grade
Unit Length
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.
Common
Assessment
STEM Project
Rubric
Math
Components
How do I model a
situation with an
equation?
Drawing/Model: Done
to Scale
Use of Scale Factor
Drawing/Model:
Quality of Presentation
How can I estimate
costs? How can I
interpret data from a
table?
Science Component
Score: EDP
Project Title: STEM Fair
Student Name:
Date:
Needs
Improvement
Advanced
Proficient
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.
All measurements in
the scale
drawing/model match
the calculated
measurements.
All calculations and
proportions are shown.
Scale factor used
correctly for all
calculations.
Most measurements in the
scale drawing/model match
the calculated
measurements.
Some measurements in the
scale drawing/model match
the calculated
measurements.
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.
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.
Clearly made list of
materials needed for
project with cost. Most
cost effective materials
purchased. Very little
extra or unneeded
material purchased.
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.
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.
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.
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.
Incomplete list of materials
needed for project without
cost. Materials purchased
are unreasonable and quite
a bit of extra or unneeded
material purchased.
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 I can apply and record
each step of the
Score: EDP
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 costbenefit analysis for only one
prototype and writes a welldeveloped 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.
engineering design
process to construct a
prototype that meets
certain specifications.
Presentation Skills
Source Reliability
The student creates a
cost-benefit analysis
table for both
prototypes and writes a
well-developed
paragraph that
describes their
findings.
 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 uses
reliable sources.
Student has at
least 4 reasons
why each source
should be trusted.









Student invites
interviewer to see
presentation.
Gives a firm and
friendly handshake.
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.

Student uses mostly
reliable sources.
Student has at least 3
reasons why each
source should be
trusted.






Gives a firm and
friendly handshake.
Smiles at times.
Maintains eye contacts
sometimes.
Shares the project
when prompted.
Student is not very
knowledgeable about
their topic.
The reliability of
student’s sources may
be questionable.
Student has at least 2
reasons why each
source should be
trusted.
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
Advanced
Project Title: Rockets and the Space Race
Student Name: ______________________________
Date:
Proficient
Needs Improvement
Math Component:
Time and height
Calculations
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 and
Quadratic 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.
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 apply and record
each step of the
engineering design
process to construct a
prototype that meets
certain specifications.
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
most of the steps
included in the
engineering design
process to construct a
prototype that meets
certain specifications.
I can use evidence from a
dataset to determine
causes or effects in the
cause and effect
relationships that explain
a phenomenon.
I can apply and record some
of the steps included in the
engineering design process
to construct a prototype that
meets certain specifications.
The student
addresses seven of
the nine criteria
specified in the
prompt.
The student meets
two-thirds of the
one page length
The student addresses
five of the nine criteria
specified in the
prompt.
Science Component
Score: EDP
Science Component
Score: Cause and
Effect
I can use evidence from
a dataset to determine
cause and effect
relationships that
explain a phenomenon.
Social Studies
Component
The student
addresses nine of
the nine criteria
specified in the
prompt.
The student meets
the one page
length
Social Studies
Component
I cannot use evidence from a
dataset to determine causes
or effects in the cause and
effect relationships that
explain a phenomenon.
The student meets
one-third of the one
page length
ELA Component
Unit
Objectives
requirement with
only 1-3 mistakes
in grammar,
spelling, and
punctuation.
requirement with
only 3-5 mistakes
in grammar,
spelling, and
punctuation.
requirement with
more than five
mistakes in grammar,
spelling, and
punctuation.
 There are 8
vivid verbs used
in writing.
 The chart is
completed with
exceptional
reasoning of
why these verbs
are better than
the original
verb.
 There are 5 vivid
verbs used in
writing.
 The chart is
completed with
reasoning of why
these verbs are
better than the
original verb.
 There are 3 vivid
verbs used in
writing.
 The chart is
completed with an
attempt to explain
reasoning why these
verbs are better
than the original
verb.
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
Vocabulary
ELA
Math
Science
Governance and Civics
1. Linking verb – a word or expression (as a form of be, become, feel, or seem) that links a subject
with its predicate
2. 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 written
4. 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.
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.
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 Questions



ELA
How does the
format of a novel
affect the pointof-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?
Math




How can I graph a
quadratic function?
How can I identify
the zeros, minimum
or maximum, line of
symmetry, and yintercept 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?







Science
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





Social Studies
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?

intended benefits
with the unintended
consequences of a
new technology.
Describe and explain
adaptive and
assistive
bioengineered
products.
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.
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.
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
Writing
Closure
Materials
Needed for
Culminating
Event
Standards: Common Core Standards, Tennessee State Standards
ELA
Common
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 purpose
and audience have been addressed.
Math
Common
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.
Science
Tennessee
State
Standards.
Embedded Inquiry
Conceptual Strand
Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in
the 21st century.
Guiding Question
What 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 Indicators
SPI 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 & Engineering
Conceptual Strand
Society benefits when engineers apply scientific discoveries to design materials and processes that develop
into enabling technologies.
Guiding Question
How 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 Indicators
SPI 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 - Motion
Conceptual 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 Understanding
0707.11.1
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
0707.11.4
0707.11.5
0707.11.6
State Performance Indicators
SPI 0707.11.1
SPI 0707.11.2
SPI 0707.11.3
SPI 0707.11.4
SPI 0707.11.5
SPI 0707.11.6
Social
Studies
Tennessee
State
Standards.
Summarize the difference between the speed and velocity based on the distance
and amount of time traveled.
Recognize how a net force impacts an object’s motion.
Create a graphic organizer to illustrate and describe the basic parts of a wave.
Compare how transverse and longitudinal waves are produced and transmitted.
Differentiate between the six simple machines.
Determine the amount of force needed to do work using different simple
machines.
Apply proper equations to solve basic problems pertaining to distance, time,
speed, and velocity.
Identify and explain how Newton’s laws of motion relate to the movement of
objects.
Compare and contrast the different parts of a wave.
Differentiate between transverse and longitudinal waves in terms of how they
are produced and transmitted.
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.
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
Advanced
Proficient
Needs Improvement
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.
Science Component
Score: EDP
I can apply and record each step
of the engineering design process
to construct a prototype that
meets certain specifications.
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 apply and record most of the
steps included in the engineering
design process to construct a
prototype that meets certain
specifications.
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 some of
the steps included in the
engineering design process to
construct a prototype that meets
certain specifications.
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 Mars
and 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
Title:
Employer:
Description:
Travel:
Hours/week:
Education:
Science:
Math:
This career:
Mars:
John's work:
THE JOB IN BRIEF
Engineer, Exploration/Robotics Division
Johnson Space Center, NASA
Explore the great beyond.
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.
45
SKILLS AND EDUCATION NEEDED
Bachelors of Architectural Engineering
Masters of Engineering in Engineering Management
Certified professional engineer
Chemistry, astro-dynamics and especially physics.
All the time. I still refer to my calculus textbooks sometimes.
FOR MORE INFORMATION
www.spaceflight.nasa.gov/mars/
www.windows.ucar.edu/cgibin/tour.cgi?link=/mars/mars.html&sw=true&dr=&cd=false&fr=f&v=&edu=mid
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?
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)) RIF
Where:
W = Weight of the device in grams
N = Number of parts
SH = 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:
Sand
Gravel
Plastic Drinking Bottle (single serving size) with cap
1 Single Serving Size bottle of soda (contained in a plastic bottle only)
Packaging Tape or Scotch Tape
Brass of PVC Tubing (9/16” diameter)
Craft Sticks
Cardboard Paper Towel Roll – or similar cardboard item (such as a Pringle Can)
Cardboard Toilet Paper Roll
Hot Glue & accompanying Glue Gun
35 mm Film Canisters
Small Paper Cups (4 oz.)
Foam pipe
Rubber Bands (size 64)
Styrofoam food tray
Duct Tape
Wooden Ruler
Press Tack
Washer
Nut
Balloon
Small Lump of Clay
Paper
Plastic Drinking Straw
Construction Paper
Water
Effervescent Tablet
Baking Soda
Measuring Spoons
Wax Paper
Vinegar
Styrofoam Bowl
Glue – Tacky glue or regular
Index Cards
Mentos
Space Rocket
Purchase Order
Purchase Order
Where to
Purchase
Item
Number
Cost per Item
Total Cost
Total
Overall Budget: ___________________________
Expenses: ___________________________
Budget Left after Purchase Order: ___________________________
ROLE
RESPONSIBILITY
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.
NAME
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
Top View
Building Design Blueprint – First Prototype
Side View
Building Design Blueprint – First Prototype
Front View