Printable Resources
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Appendix A: Pre/Post-Test and Answer Key
Appendix B: Pre/Post-Test and Answer Key
Appendix C: Engineering Logbook:
Team Code of Cooperation
Team Career Positions
Engineering Design Challenge
Potential Sponsorship Company Research
Marketing Proposal Outline
Marketing Proposal Rubric
Engineering Technical Brief
Atomic Structure of Carbon Fibers
Atomic Composition of Concrete
“The Secrets of Ancient Rome’s Buildings,” by Erin Wayman, Analysis
“U.S. Air Force Fact Sheet: Excelsior Gondola” Analysis
“U.S. Air Force Fact Sheet: Stargazer Gondola” Analysis
“Red Bull Stratos Fact Sheet” Analysis
Exploring Atmospheric Properties of a Space Dive: Red Bull® Interactive
Inside the Original Space Dive: Joseph Kittinger on 1960 Record Jump
Engineering Design Process
Student Testing Procedures for Tension Strength
Student Testing Procedures for Bend Strength
Choose a Material
Epoxy Resin Use Instructions
Form Team Composite Material and Test
Finding a Material’s Specific Strength
Composite Tensile and Bending Test Results
Appendix D: Engineering Logbook Answer Keys
Appendix E: Bell Ringers
Appendix F: Teacher Resources
Test Fixture Assembly Directions
Epoxy Resin and Caliper Suggestions
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Appendix A: Pre/Post-Test
Name _____________________________
1.
After an initial test of a liquid nitrogen ice cream recipe, Mrs. Meyer’s needs to make a larger
batch for the rest of her students in her science class. She will mix 2 quarts of milk, 1 quart of
cream, and 1 gallon of liquid nitrogen together.
Find the number of 8-ounce servings she can make. Show how you found your
answer. (2 points)
2. During their properties of matter unit, Mrs. Jackson decided to have teams compete in an
engineering design challenge to create the strongest composite material. After testing the
strength of material under bending conditions, two teams compared their results. Matt’s
material withstood 13 Newtons of force over a material with a mass of 1.2 grams. Coleman’s
material withstood 18 Newtons of force over a material with a mass of 1.4 grams.
a. State a unit that can be used to compare the students’ materials. Identify which student
has the stronger material. Show work below to support your comparison. (2 points)
b. In the spirit of competition, the team with the weaker material is motivated to create a
new, stronger material than their competing team. Describe the next two actions they
should take in order to achieve success. Draw upon your knowledge of the engineering
design process to support your reasoning. (2 points)
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
3. The density of an object can be found by dividing its mass by its volume. Which unit could
represent the density of an object?
g/m2
B. g/m3
C. m2 ⁄g
D. m3 ⁄g
A.
4. The seventh grade set a goal to create a material that would hold 250 pounds of force. The
actual material created held 275 pounds of force. What percent of their goal did the material
hold?
A. 75%
B. 91%
C. 110%
D. 125%
5. A space balloon holding an astronaut is rising into the atmosphere at a rate of 350 yards per
minute. Write an equation to find y, the number of yards, the balloon has risen in x minutes.
Use your equation to determine how long it will take the balloon to reach 40,000 yards into
the atmosphere. Show your work below. (2 points)
6. A space balloon can hold the weight equivalent of approximately 13 cars. On average, a car
weighs 2,500 pounds. What is the average number of tons the space balloon can hold?
A. 1,625 tons
B. 3.25 tons
C. 16.25 tons
D. 32.5 tons
7. What is the most abundant gas in the Earth's atmosphere?
A. argon
B. oxygen
C. nitrogen
D. water vapor
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Use the information and diagram below to answer questions 8 - 9:
Felix Baumgartner broke the skydiving altitude record by falling from a capsule positioned
nearly 39 kilometers above the Earth's surface. He landed safely on the ground
approximately 20 minutes later, shattering the world record.
8. According to the text and diagram above, when Felix Baumgartner fell from his capsule, in
which layer of Earth's atmosphere would he have been. What was the approximate
temperature at that altitude (height)? (2 points)
9. Identify the layers of the atmosphere where temperature increases with altitude. Explain
why, even as the altitude increases, the temperature varies significantly. Justify your
reasoning with scientific evidence. (2 points)
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
The following table displays average atmospheric density and Baumgartner’s speed during his
space jump decent at given elevations. Use this table for questions 10-12.
Atmospheric Density and Baumgartner’s Decent Speed by Elevation
(Approximated based on www.redbullstratos.com data)
Elevation
Density
Speed
Temperature
(𝑘𝑚)
40
35
30
25
20
15
10
5
0
(𝑘𝑔/𝑚3 )
0.0039
0.0082
0.018
0.039
0.088
0.19
0.41
0.74
1.2
(𝑘𝑝ℎ)
483
982
1416
1159
998
789
483
241
0
(℃)
-29
-40
-46
-51
-51
-40
-21
-7
4
10. Using data from the table, plot the pairs of values. Place the elevation on the Y-axis and density
or speed on the X-axis. Connect the points. (4 points)


Grid 1: plot elevation and density on a coordinate plane.
Grid 2: plot elevation and speed on a coordinate plane.
0
11. Write a statement comparing atmospheric density to Baumgartner’s speed during his space jump
decent. Explain your reasoning, including how properties of air density affect the speed of falling
objects. Support your explanation with evidence from the graphs you completed above. (3 points)
12. Using the table on the previous page, calculate the rate of temperature drop during his decent
from 40 km to 20 km (include units). (2 points)
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Page 5
1375
0
1125
5
1000
5
875
10
750
10
625
15
500
15
375
20
250
20
1.0
25
0.9
25
0.8
30
0.7
30
0.6
35
0.5
35
0.4
40
0.3
40
0.2
45
0.1
45
1250
Grid 2
Grid 1
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Respond to Question 13 after reading the following text regarding Carbon Fibers.
Carbon Fiber: Background
A carbon fiber is a long, thin strand of material about 0.0002-0.0004 in (0.005-0.010 mm) in
diameter and composed mostly of carbon atoms. The carbon atoms are bonded together in
microscopic crystals that are more or less aligned parallel to the long axis of the fiber. The crystal
alignment makes the fiber incredibly strong for its size. Several thousand carbon fibers are
twisted together to form a yarn, which may be used by itself or woven into a fabric. The yarn or
fabric is combined with epoxy resin and wound or molded into shape to form various composite
materials. Carbon fiber-reinforced composite materials are used to make aircraft and spacecraft
parts, racing car bodies, golf club shafts, bicycle frames, fishing rods, automobile springs, sailboat
masts, and many other components where light weight and high strength are needed.
Carbon fibers were developed in the 1950s as a reinforcement for high-temperature molded
plastic components on missiles. The first fibers were manufactured by heating strands of rayon
until they carbonized. This process proved to be inefficient, as the resulting fibers contained only
about 20% carbon and had low strength and stiffness properties. In the early 1960s, a process
was developed using polyacrylonitrile as a raw material. This produced a carbon fiber that
contained about 55% carbon and had much better properties. The polyacrylonitrile conversion
process quickly became the primary method for producing carbon fibers.
During the 1970s, experimental work to find alternative raw materials led to the introduction of
carbon fibers made from a petroleum pitch derived from oil processing. These fibers contained
about 85% carbon and had excellent flexural strength. Unfortunately, they had only limited
compression strength and were not widely accepted.
Today, carbon fibers are an important part of many products, and new applications are being
developed every year. The United States, Japan, and Western Europe are the leading producers
of carbon fibers.
Carbon Fiber: The Manufacturing Process
The process for making carbon fibers is part chemical and part mechanical. The precursor is
drawn into long strands or fibers and then heated to a very high temperature without allowing it to
come in contact with oxygen. Without oxygen, the fiber cannot burn. Instead, the high
temperature causes the atoms in the fiber to vibrate violently until most of the non-carbon atoms
are expelled. This process is called carbonization and leaves a fiber composed of long, tightly
inter-locked chains of carbon atoms with only a few non-carbon atoms remaining.
(Carbon Fiber, 2002)
13. After reading the above information regarding carbon fiber, Liam made the following claim:
The properties of matter are determined by the arrangement of atoms.
Can he support his claim with evidence from the article? Explain why or why not. Use
specific evidence from the text to support your explanation. (3 points)
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Appendix B: Pre/Post-Test ANSWER KEY
1.
2 points total
1 point
1 point
2.
20 8-ounce servings can be made with the materials given
Correct work for one conversion of units (quarts to ounces, gallons to ounces, etc.)
4 points total
a. State a unit and identify which student has the stronger material
1 point
The unit Newtons per gram or N/g compares the strength of the materials.
1 point
Matt’s material = 13 N / 1.2 g = 10.8 N/g
Coleman’s material = 18 N / 1.4 g = 12.9 N/g
So, Coleman’s material is slightly stronger.
b. Recreation explanation
1 point
The answer focuses on one of the three possible steps:
1. Think about design modifications
2. Make a plan for implementing modifications.
3. Follow your plan and test again.
1 point
The answer focuses on a second one of the three possible steps:
1. Think about design modifications
2. Make a plan for implementing modifications.
3. Follow your plan and test again.
3.
B. g/m³
4.
C. 110%
5.
2 points total
1 point
1 point
6.
16.25 tons
7.
C. nitrogen
8.
2 points total
1 point
1 point
9.
2 points total
1 point
1 point
The equation y = 350x is provided or a similar equation containing different variables
is used in the same manner.
The solution x = 114 minutes is correctly determined and recorded.
Stratosphere
Approximately -20 degrees Celsius
Stratosphere and Thermosphere
Answers could explain using any of the following:

Different layers contain different amounts of ozone

The layer closest to the Earth (troposphere) is warmed by Earth's
surface and the layer closest to the Sun (thermosphere) is warmed by
the Sun's direct rays.
10.
Grid 1 (2 points)
km)
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Grid 2 (2 points)
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Achieving Unbendable Strength in Tense Situations
45
45
40
35
35
11. 3 points
1 point
1 point
1 point
12. 3 points:
1 point
1 point
13. 3 points:
1 point
1 point
1 point
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Speed (kph)
The atmospheric density
The more dense the air, the slower his speed will be as he travels through the
atmosphere
Sample: At 25 km, the atmospheric density was 0.0039 kg/m3 and his speed
was 1159 kph. At 5 km, the atmospheric density was 0.74 kg/m3 (more
dense) and his speed was 241kph (much slower).
1.75
Degrees/kilometer
Yes, the claim can be supported.
The student should explain that the arrangement of atoms determines the
strength of a material.
Any of the following pieces of evidence would be acceptable:

The carbon atoms are bonded together in microscopic crystals that
are more or less aligned parallel to the long axis of the fiber. The
crystal alignment makes the fiber incredibly strong for its size.

Without oxygen, the fiber cannot burn. Instead, the high temperature
causes the atoms in the fiber to vibrate violently until most of the noncarbon atoms are expelled, which leaves a fiber composed of long,
tightly inter-locked chains of carbon atoms with only a few non-carbon
atoms remaining.
Page 8
1375
1250
1125
Density (kg/𝑚3 )
1000
1.0
0.9
0.8
0.7
0.6
0
0.5
0
0.4
5
0.3
5
0.2
10
0.1
10
875
15
750
15
20
625
20
25
500
25
30
375
30
250
Elevation (km)
40
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Appendix C: Engineering Logbook
Engineer’s Name _____________________________
Starting Date:
Completion Date:
__________
__________
Team Name ______________________________________________________
Team Member
Career
Summary of Responsibilities
Why keep an Engineering Logbook?
Engineers keep a logbook for organizing personal and professional reference about project
learning and results.
High performing individuals in all professions are similar in the fact that they monitor and control
where they invest their time, they learn and apply the best practices, and they frequently take
time to reflect and learn from their successes and failures.
What is the purpose of an Engineering Logbook?
 Support completion of a quality design through following the engineering design process
 Personal activity and team collaboration notes
 Research and engineering analysis
 Individual, team, and product performance records
 Organization/format for easy re-reading and re-using prior research, findings, results
 Document processes and evidence for use in publications and/or obtaining patents
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Space Age Wisdom
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Team Code of Cooperation
Starting Date:
Completion Date:
__________
__________
Your team’s first task is to decide how your team will cooperate throughout the design
challenge. As a team, decide on your anticipated goals, or expectations, for each other
and yourself. Also, decide what actions, or consequences, will occur should a team
member fail to follow the team’s agreed upon code of cooperation.
Decide on a team name.
List all members of the team and their career position for this challenge.
List 4-5 anticipated goals.
All team members agree to:
1.
2.
3.
4.
5.
When a team member lets their team down by ignoring the anticipated goals listed above, the
following actions will be taken based on number of offenses.
Step 1:
Step 2:
Step 3:

Teacher Approved: ___________
(Teacher’s initials)
Team Member Signatures:
By signing this document on one of the lines below, I am stating that I agree to meet the
anticipated goals and I understand the consequences if I fail to do so.
______________________________
_____________________________
______________________________
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_____________________________
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Team Career Positions
Starting Date:
Completion Date:
__________
__________
Collaborate with your team to assign each team member a career. Team members are
responsible for fulfilling the roles of their assigned career throughout the design challenge.
Career
Structural
Engineer
Name:
_________________
Mechanical
Engineer
Name:
_________________
Materials
Engineer
Name:
_________________
Aerospace
Engineer
Name:
_________________
Description of Responsibilities
Structural engineers commonly design and analyze buildings and structures, ensuring its
operation or safety throughout its intended lifetime. It is the responsibility of the structural
engineer to ensure the item does not bend, twist, collapse, or vibrate excessively under the
extreme stresses of everyday life.
As a Structural Engineer you will oversee the creation of a composite that can
withstand the testing stresses of the design challenge. You will be responsible
for ensuring that the composite remains safe to use as it is undergoes testing.
Mechanical engineers design, develop, build, and test mechanical devices such as tools,
engines, machinery, vehicles, and thermal systems. Mechanical engineers apply principles
from and work with individuals from several engineering disciplines when selecting
materials, developing designs, manufacturing products, or testing new designs.
As a Mechanical Engineer you will oversee the development of a specimen
and ensure collaboration between all team engineers. You will guarantee the
safety and serviceability of the specimen for the stakeholder.
Materials engineers apply the properties of matter to various areas of science and
engineering. They investigate the relationship between the structure of materials at atomic
or molecular scales and their macroscopic properties. Materials engineers also deal with
important properties and characteristics of materials.
As a Materials Engineer you will oversee the team in choosing and properly
handling all materials for the design challenge. You will guide the team in
analyzing the properties of materials and how they will interact with each
other. You will oversee your team’s research and choice of material
suggestions for the stakeholder to carryout your marketing proposal.
Aerospace engineers design aircraft, spacecraft, satellites, and missiles. They also test
prototypes to make sure that they function according to design. Aerospace engineers
develop new technologies for use in aviation, defense systems, and spacecraft.
As an Aerospace Engineer you will oversee the design and testing of the
composite. You will be responsible for ensuring you team’s design functions
according to the design challenge’s criteria. You will research and develop
methods for the specimen to function effectively when faced with atmospheric
properties experienced during high-altitude flight missions.
Career Research
In order to prepare yourself for more effectively completing the design challenge, you will need to
research your chosen career on your own time. While completing the marketing proposal, your
individual research findings will assist your team in explaining STEM careers required for
achieving a full-scale version of the composite’s design solution.
Possible research ideas:
• Role of the chosen engineering career
• Responsibilities of the chosen engineering career
• Educational requirements
• Salary based on education and experience level
• Additional pertinent information for the engineering design process
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Engineering Design Challenge
Starting Date:
Completion Date:
__________
__________
Your team of structural engineers is challenged to create a 10 cm x 10 cm specimen of a
composite material with a superior strength to mass ratio capable of surpassing the Red
Bull Stratos space jump record. Your team must decide which material combination will
create an optimal composite for use in creating components of a stratospheric capsule.
Initial research is focusing on the material selection for the floor of the capsule. Your
team will need to analyze the properties of fibers in tension to draw conclusions
regarding different materials’ ability to withstand forces. Your team will then create a
composite material by combining the material of your choice with a given epoxy resin.
Your team has the flexibility to decide on fiber selection, fiber orientation, and possible
layering. Your team will test its cured composites for tensile and bending strength using
the supplied test rig. Testing will need to be completed at both room temperature and
under extreme cold. Keep in mind that designing a composite for use at room
temperature may be very different than designing for extreme conditions.
Your team will compile and analyze in-class testing results in order to conclude which
combinations of materials yield the strongest, lightest composite solid. Finally, your
team will write a marketing proposal persuading a company to sponsor the construction
of a space capsule with an innovative composite, which will help the company break the
Red Bull Stratos record. Your proposal should lead the company to conclude that
sponsoring a world record can be an effective product-marketing strategy. Research
and testing data must be included to support your scientific claims with credible evidence
and valid reasoning.
Design Challenge Safety Measures:
Science lab rules and procedures have been established and must be followed at all times for
your safety and the safety of others. Please be aware of all toxic materials that we will be working
with and follow all application directions provided on the label. Extreme caution must also be used
around the testing apparatus, making sure to keep all appendages and loose articles of clothing
away in case of getting caught in the pulley.
Keep in mind the following lab safety procedures
 Be responsible; horseplay will not be tolerated.
 Goggles, gloves, and close-toed shoes must be worn at all times.
 Read all written instructions before carrying out any activity.
 Removing of chemicals or equipment is prohibited.
 Dry ice is only to be handled by the teacher.
 Epoxy resin should be spread using a popsicle stick or tongue depressor.
 Always wash hands with soap and water when finished.
 Replace all materials to their correct containers and locations when cleaning your area.
 Know where all the safety equipment is in the classroom.
 If in doubt ask the teacher.
(Lab safety. nd)
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Space Age Wisdom
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Potential Sponsorship Company Research
Starting Date:
Completion Date:
__________
__________
As a team, collaboratively discuss companies that could benefit from attempting to break
space jump records. Be sure that this type of advertising aligns to your companies
marketing style. You may need to visit a few company websites to view information about
them
Hint: look for tabs or links at the top or bottom of the home page that will tell you about the
company, such as: About or Company.
For example, the Red Bull Stratos mission suits their company because their customer base is active
people. The following statement from their website provides evidence of their marketing goals:
“Red Bull® Energy Drink has been developed for people who want to have a clear and focused mind,
perform physically, are dynamic and performance-oriented whilst also balancing this with a fun and active
lifestyle.
In short, Red Bull® gives wings to people who want to be mentally and physically active and have a zest for
life.” (Red Bull® energy drink. n.d.)
Choose the company your team will persuade to sponsor the next space jump. Fill in the
chart below as you research your chosen company. Quote evidence directly from the
companies website.
Company Name:
Mission Statement:
Research Findings
Evidence
(Summarized in your own words)
(Don’t forget to use quotation marks)
Target Audience:
History:
Past and Present Sponsorships/Marketing Ventures:
Current Marketing Strategy:
Team Proposal’s Alignment to Marketing Needs:
Benefits of Team Marketing Proposal:
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Marketing Proposal Outline
Use this as a guide for writing your final proposal. The final marketing proposal must be written in
a technical format and contain each of the following sections.
Audience:
 Provide the name and mailing address of the company to whom you are writing the proposal.
Introduction:
 Present a brief overview of your team’s business and the purpose of your proposal.
 Provide historical background of your chosen sponsor company up to their current situation.
 Explain the effect your marketing strategy will have on the company’s current target
audience.
Situation Analysis:
You are setting the stage for a fresh marketing plan.



Present facts regarding their greatest competitors as well as the current economic situation.
Explain your objectives and how will they benefit the company.
Provide quoted evidence from company’s website to support your claims.
Creative Marketing Strategy:
 Persuasively describe how the company will follow through with your proposal.
 Persuasively explain your proposal for an advertising media plan, and how it is a more
creative strategy than the competitors; therefore, make them stand out.
Benefits:
 Describe how your proposal will also be of benefit scientific research efforts. Include
evidence from knowledge gained from research throughout the unit.
 Discuss potential research data that could be gained regarding atmospheric properties and
human space travel capabilities.
Engineering Design Process:
 Provide a detailed description of the composite’s evolution based on the phases of the
engineering design process.
For each step, state how and why you are doing it that way, and what the deliverable is. The
deliverable should be something the reader could see, hold, feel, and/or experience.



Support testing methods (related to the engineering design process) and results with
diagrams such as chart, table, and/or spreadsheet formats.
Explain STEM careers required for achieving full-scale version of the composite’s design
solution. Include description of the roles, responsibilities, and educational requirements of
these professionals.
Explain how the proposed composite’s properties and arrangement of atoms set it apart from
others; therefore, making it capable of surpassing current space jump records.
Conclusion:
 Explain how the company will evaluate the success of the marketing strategy after it is carried
out.
 Present your final thoughts and wrap up the proposal, creating a desire and urgency for your
audience to take action.
References:
 Cite your sources
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Marketing Proposal Rubric
Name _____________________________
COMPONENT
4
3
2
1
Utilizes mostly accurate,
technical language and
terminology that demonstrates
an understanding of the
concept, design challenge, and
audience.
Attempts to utilize accurate
technical language and
terminology that demonstrates
an understanding of the
concept, design challenge, and
audience.
Minor errors are evident.
Major errors are evident.
TECHNICAL WRITING
Utilizes accurate technical
language and terminology.
Technical
Writing
Cites credible evidence within
document that demonstrates a
comprehensive understanding
of the concept, design
challenge, and audience.
Utilizes accurate, technical
language and terminology that
demonstrates a comprehensive
understanding of the concept,
design challenge, and
audience.
INTRODUCTION
Includes in-depth inferences
and research that justifies the
need for team’s marketing
proposal by concisely:
Purpose
 Defining the problem.
 Stating the design’s purpose
and potential for solving the
problem.
Historical
Background
Effect
Addresses and justifies the
need for team’s marketing
proposal by concisely:
 Defining the problem.
 Stating the design’s purpose
and potential for solving the
problem.
Addresses the need for team’s Addresses the need for team’s
marketing proposal solution by: marketing proposal solution by
including two of the following:
 Defining the problem.
 Stating the design’s purpose  Defining the problem.
and potential for solving the
 Stating the design’s purpose
problem.
and potential for solving the
problem.
In-depth inferences, reinforced
by facts concisely synthesize
company’s historical
background in relationship to
the engineering design problem
Concisely synthesizes
company’s historical
background in relationship to
the engineering design problem
Describes company’s historical
background in relationship to
the engineering design problem
Minor omissions in details are
evident
Vaguely describes company’s
historical background in
relationship to the engineering
design problem
Major omissions in details are
evident
In-depth inferences, reinforced
by research justify and explain
the effect your marketing
strategy will have on the
company’s current target
audience.
Justifies and explains the effect
your marketing strategy will
have on the company’s current
target audience.
Addresses the effect your
marketing strategy will have on
the company’s current target
audience.
Vaguely addresses the effect
your marketing strategy will
have on the company’s current
target audience.
Omissions are evident.
Includes in-depth inferences
and cited evidence to:
 Identifies greatest competitors
as well as the current
 Present facts regarding
 Present facts regarding
economic situation.
greatest competitors as well
greatest competitors as well
 Vaguely addresses
as the current economic
as the current economic
objectives, and how will they
situation.
situation.
benefit the company.
 Explain objectives, and how
 Explain objectives, and how
will they benefit the company.
will they benefit the company.
SITUATION ANALYSIS
Situation
Analysis
 Present facts regarding
greatest competitors as well
as the current economic
situation.
 Explain objectives, and how
will they benefit the company.
Cites evidence to:
Refers to evidence to:
CREATIVE MARKETING STRATEGY
In-depth inferences, reinforced
by research that persuasively:
Creative
Marketing
Strategy
Persuasively:
Persuasively:
 Present facts regarding
 Present facts regarding
 Present facts regarding
greatest competitors as well
greatest competitors as well
greatest competitors as well
as the current economic
as the current economic
as the current economic
situation.
situation.
situation.
 Proposes strategy for an
 Proposes strategy for an
advertising media plan and
advertising media plan and
 Proposes strategy for an
advertising media plan and
suggestions for follow
suggestions for follow
suggestions for follow
through.
through.
through.
 Convinces sponsor strategy is  Convinces sponsor strategy is
more creative than the
 Convinces sponsor strategy is more creative than the
more creative than the
competitors; therefore, will
competitors.
competitors; therefore, will
make them stand out.
make them stand out.
Persuasively:
 Present facts regarding
greatest competitors as well
as the current economic
situation.
 Proposes strategy for an
advertising media plan and
suggestions for follow
through.
Convinces sponsor strategy is
more creative than the
competitors.
Omissions in details are
evident.
BENEFITS
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COMPONENT
4
3
2
1
Societal
Benefits
Displays an in-depth
understanding of societal needs
by using research to identify
specific areas proposal will
benefit scientific research of
atomic properties of matter and
atmospheric
Uses research to identify
specific areas proposal will
benefit scientific research of
atomic properties of matter and
atmospheric properties.
Uses research to identify areas
in which the proposal will
benefit scientific research of
atomic properties of matter and
atmospheric properties.
Identifies areas proposal will
benefit scientific research of
atomic properties of matter and
atmospheric properties.
Concisely discusses potential
research data that could be
gained regarding atmospheric
properties and human space
travel capabilities. Represents
ideas graphically.
Concisely discusses potential
research data that could be
gained regarding atmospheric
properties and human space
travel capabilities.
Potential
Research
Minor omissions in details are
evident.
Discusses potential research
data that could be gained
regarding atmospheric
properties and human space
travel capabilities.
Major omissions in details are
evident.
Identifies potential research
data that could be gained
regarding atmospheric
properties and human space
travel capabilities.
ENGINEERING DESIGN PROCESS
Engineering
Process
Provides an extensive
description of the composite
specimen’s evolution based on
the iterative nature of the
engineering design process.
Provides a detailed description
of the composite specimen’s
evolution based on the iterative
nature of the engineering
design process.
Provides a description of the
composite specimen’s evolution
based on the iterative nature of
the engineering design process.
Provides a description of the
composite specimen’s evolution
based on the iterative nature of
the engineering design process.
Minor omissions of phases
and/or phase content are
evident.
Major omissions of phases
and/or phase content are
evident.
Provides justification,
application, or synthesis
accurately documenting testing
methods (related to the
engineering design process)
and results with diagram, chart,
table, and/or spreadsheet
formats.
Accurate and thorough
documentation of all testing
methods (related to the
engineering design process)
and results with diagram, chart,
table, and/or spreadsheet
formats.
Minor inconsistencies in
documentation of testing
methods (related to the
engineering design process)
and results with diagram, chart,
table, and/or spreadsheet
formats.
Inconsistent documentation of
testing methods (related to the
engineering design process)
and results with diagram, chart,
table, and/or spreadsheet
formats.
Explains STEM careers
applicable for completion of
actual capsule.
Explains STEM careers
applicable for completion of
actual capsule.
Explains STEM careers
applicable for completion of
actual capsule.
Explains STEM careers
applicable for achieving actual
capsule.
Bases explanation on research
Bases explanation on research
and includes description of:
 Roles
 Responsibilities
 Educational Requirements
Bases explanation on research
and includes limited description
of:
 Roles
 Responsibilities
 Educational Requirements
Relates application of the
engineering design process to
an informal experience.
Testing
Documentation
STEM Career and includes description of:
Connection  Roles
 Responsibilities
 Educational Requirements
 Salary Based on Education
and Experience Levels
CONCLUSION
Evaluation
Method
Employs high-level inferences
while drawing on previously
researched facts, testing
results, and reasoning to
explain how the company will
evaluate the success of the
marketing strategy after it is
carried out.
Draws on previously
researched facts, testing
results, and reasoning to
explain how the company will
evaluate the success of the
marketing strategy after it is
carried out.
Draws on previously
researched facts, testing, and
results to state how the
company will evaluate the
success of the marketing
strategy after it is carried out.
Persuasively synthesizes the
Persuasively synthesizes the
Persuasively states the effects
effects of doing nothing to solve effects of doing nothing to solve of doing nothing to solve the
the problem. It is evident the
the problem.
problem.
team researched specific
needs.
Need for
Action
States how the company will
evaluate the success of the
marketing strategy after it is
carried out.
States the effects of doing
nothing to solve the problem.
REFERENCES
References
All references are properly
cited
Draft: 3/22/2016
All references are cited with
minor errors.
References are cited in an
inconsistent format.
Little or no attempt is made to
cite references in a consistent
format.
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Engineering Technical Brief
Composite materials are engineered or naturally occurring materials made from two or more
constituent materials with significantly different physical or chemical properties, which remain
separate and distinct within the finished structure. There are two categories of constituent
materials: matrix and reinforcement. At least one portion of each type is required. The matrix
material surrounds and supports the reinforcement materials by maintaining their relative
positions. The reinforcements impart their special mechanical and physical properties to enhance
the matrix properties. A synergism produces material properties unavailable from the individual
constituent materials, while the wide variety of matrix and strengthening materials allows the
designer of the product or structure to choose an optimum combination.
One of the earliest man-made composite materials dates back earlier than 1500 B.C. when
ancient Egyptians used straw to reinforce mud bricks to create stronger buildings, where the mud
is the matrix, and the straw is the reinforcement. The matrix surrounds and protects the
reinforcement materials, holds them in shape, and transfers loads between fibers, but it has low
strength and stiffness. The reinforcement material has high tensile strength and stiffness, but it is
brittle and flexible on its own. Together, the composite material exhibits the favorable strength
and stiffness properties of each material and limits the negative properties of either material on its
own. While modern composites have superior physical properties compared to their early
counterparts, the basic concept consisting of a reinforcement material surrounded by a matrix
remains the same.
Just as ancient Egyptians used a composite material (a mud/straw mixture) to create stronger
buildings, modern engineers use a composite material for the same purpose. In fact, they use a
composite within a composite. Modern concrete is a composite made up primarily of cement,
sand, and crushed stone. The cement and sand, when mixed with water, form a slurry which is
the matrix portion of the composite. When the slurry hardens, it keeps the crushed stone (the
reinforcement) in position. The crushed stone adds considerable strength to concrete. When
constructing the floors, walls, and ceilings in large multi-story buildings, reinforced concrete is
used. To make reinforced concrete, a flat grid is created using iron bars (rebar), and concrete is
poured over the grid to cover it. When the concrete hardens, the resulting composite (concrete
and internal rebar) is very strong. The rebar in the reinforced concrete today serves the same
purpose as the straw in composite mud used thousands of years ago by ancient Egyptians.
Scientists and engineers made many advancements leading to the first modern composites
during WWII after the development of man-made plastics in the early 1900s and the introduction
of glass fiber in 1935. Since composite materials have high strength and low weight, they are well
suited for applications such as boat hulls and aircraft components. Because of this high strength
to weight ratio, composites have become a suitable replacement for steel and aluminum
components.
Further research and development throughout the 20th century led to the development of
improved matrix materials and reinforcing fibers. Kevlar and carbon fibers are now commonly
used reinforcement materials suitable for high performance applications in aircraft and spacecraft.
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The newly released Boeing 787 Dreamliner commercial aircraft consists of 50% composite
materials by weight, compared to just 12% on the slightly older Boeing 777.
A common type of composite uses epoxy resin for the matrix and fiberglass cloth for the
reinforcement. Fiberglass cloth looks just like regular cloth, except the interwoven threads are
long fibers made of glass instead of materials such as cotton or silk. There are two common types
of fiberglass cloth, bidirectional and unidirectional. In bi-directional fiberglass cloth, about half of
the fibers are oriented in one direction, while the remaining half are oriented 90 degrees different,
as shown in Figure 1. Since there are equal numbers of blue horizontal fibers and red vertical
fibers, the strength of a composite made with this cloth will be roughly equal in the horizontal and
vertical directions. This is useful for areas where the load is roughly equal in both directions, such
as the fuselage of an aircraft.
Figure 1: Bidirectional fibers
Figure 2: Unidirectional fibers
In unidirectional fiberglass cloth, the majority of fibers are oriented in one direction, while fewer
fibers are oriented 90 degrees different, as shown in Figure 2. In this case there is only one red
vertical fiber for every five blue horizontal fibers. A composite made with this cloth will be much
stronger in the horizontal direction than in the vertical direction. This is useful in situations where
there is a large load and bending force, but primarily in one direction. One example is the spar of
an aircraft wing.
The spar is an internal beam attached to the fuselage and extending out left or right from the
fuselage inside the wing. It supports the load of the wing, and the wing skins are attached to it.
The force that tries to bend a beam (in any direction) is related to the square of the length of the
beam. Because wings are long and narrow, the distance from the spar to the leading or trailing
edge of the wing is relatively small. So the forces trying to bend the leading or trailing edges up
are small, and not many fibers are needed to provide strength in this direction. But the distance
from the fuselage to the wingtip is large, so the force trying to bend the wingtip up and break the
wing is large. Many fibers are needed in this direction to resist this large force. Because of this,
unidirectional cloth is frequently used on the top and bottom of the wing spar to give great
strength along the length of the wing, but less strength forward to the leading edge and back to
the trailing edge (because forces are much less in that direction).
Recommended Reading
 http://en.wikipedia.org/wiki/Composite_material
 http://www.efunda.com/formulae/solid_mechanics/composites/comp_intro.cfm
 http://www.egr.unlv.edu/~bj/Ent_engineering/Materials%20For%20Entertainment%20Engineering.p
df
 http://ocw.mit.edu/courses/materials-science-and-engineering/3-11-mechanics-of-materials-fall1999/modules/composites.pdf
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How to Explore the Atomic Structure of a Carbon Fiber:
Zoom into Carbon Fibers
https://www.youtube.com/watch?v=Vjyjdj-5S5E
Starting Date:
Completion Date:
__________
__________
As you view the video, fill in the missing information below.
Carbon __________ is a relatively new, sophisticated material that has found many uses in
__________.
Two items that are made with carbon fibers are: tennis rackets, skis, high-jump poles, bicycles
Carbon fibers are light and supple, yet strong, boosting its __________________.
A carbon fiber’s desired strength and flexibility can be achieved based on specific needs by
varying the way the fibers are _______________.
Rigid fiber strands are bathed in ___________ ___________ giving it its surprising
characteristics. When bathed in resin long, deep groves in the strands act as an ____________,
ensuring maximum ______________.
In each strand 3,000 – 12,000 carbon fibers are ____________ ____________ together.
Found in the heart of a carbon fiber are stacks of carbon ribbons of all ______________ and
______________, giving its surface a ______________ appearance.
These ribbons are long __________ of __________ __________ perfectly ______________ into
a ______________ of __________ __________.
It is this characteristic ordered ______________ that gives __________ __________ its qualities.
Apply what you have learned:
The properties of matter are determined by the arrangement of atoms. Explain how the
properties of carbon fiber make it a quality material for use in sports. Support your reasoning by
citing evidence from the video as well as from your prior knowledge.
Many sports have benefited from the use of carbon fibers. Explain two other areas you think
could be benefited by the use of carbons fibers. Support your reasoning by citing evidence from
the video as well as from your prior knowledge.
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How to Explore the Atomic Composition of Concrete:
Zoom into Concrete
https://www.youtube.com/watch?v=UUcQSw7oO0k
Starting Date:
Completion Date:
__________
__________
As you view the video, fill in the missing information below.
Concrete is a conglomeration of ____________, ____________, ___________, and
___________.
In this _______________ landscape with _____________ and _____________ are grains of
_______________ that appear as small, lightened spots are _____________ specs of dust.
This rugged landscape is _______________ when _______________ of calcium oxide that
makes up cement are _______________ together by the ______________ of ______________.
A _______________ _______________ takes place when the concrete _______________.
To this _____________ of sand, gravel, ______________, and ____________, another
_____________added is silica, which ____________ during the ____________. This
____________is added to prevent a side ___________ that would produce ____________
instead of ____________.
When we look into the ____________ of the silicon ____________everything is ____________.
It’s this ____________ distribution of silicon ________ that gives it this ___________ effect.
Unlike _________ ________, organized in __________ __________, here in __________ it
is__________.
The properties of matter are determined by the arrangement of atoms. When substances interact
to form new substances, the properties of the new substances may be very different from those of
the old, but the amount of mass does not change.
Apply what you have learned:
Cite information from video clip as well as from the scientific statement above to explain the
process by which substances interact at the atomic level to form concrete. In your explanation,
include what happens to the properties of these substances.
Ancient civilizations used concrete to construct their buildings and structures. How do you think
they discovered that mixing these specific substances together would create such a rugged,
lasting material that is still used today? Also, provide examples of ways in which this ancient
discovery has influenced both engineers and artists of current civilizations.
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The Secrets of Ancient Rome’s Buildings
What is it about Roman concrete that keeps the Pantheon and the Colosseum still standing?
By Erin Wayman
Smithsonian.com, November 16, 2011
The Colosseum, inaugurated in A.D. 80, seated 50,000 and hosted gladiatorial games, ritual animal hunts, parades and executions.
(Tiziana Fabi / AFP / Getty Images)
The Romans started making concrete more than 2,000 years ago, but it wasn’t quite like today’s
concrete. They had a different formula, which resulted in a substance that was not as strong as
the modern product. Yet structures like the Pantheon and the Colosseum have survived for
centuries, often with little to no maintenance. Geologists, archaeologists and engineers are
studying the properties of ancient Roman concrete to solve the mystery of its longevity.
“Roman concrete is . . . considerably weaker than modern concretes. It’s approximately ten times
weaker,” says Renato Perucchio, a mechanical engineer at the University of Rochester in New
York. “What this material is assumed to have is phenomenal resistance over time.”
That resistance, or durability against the elements, may be due to one of the concrete’s key
ingredients: volcanic ash. Modern concrete is a mix of a lime-based cement, water, sand and socalled aggregates such as fine gravel. The formula for Roman concrete also starts with limestone:
builders burned it to produce quicklime and then added water to create a paste. Next they mixed
in volcanic ash—usually three parts volcanic ash to one part lime, according to the writings of
Vitruvius, a first-century B.C. architect and engineer. The volcanic ash reacted with the lime paste
to create a durable mortar that was combined with fist-size chunks of bricks or volcanic rocks
called tuff, and then packed into place to form structures like walls or vaults.
By the beginning of the second century B.C., the Romans were already using this concrete in
large-scale construction projects, suggesting their experimentation with the building material
began even earlier. Other ancient societies such as the Greeks probably also used lime-based
mortars (in ancient China, sticky rice was added for increased strength). But combining a mortar
with an aggregate like brick to make concrete was likely a Roman invention, Perucchio says.
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In the earliest concretes, Romans mined ash from a variety of ancient volcanic deposits. But
builders got picky around the time Augustus became the first Roman emperor, in 27 B.C. At that
time, Augustus initiated an extensive citywide program to repair old monuments and erect new
ones, and builders exclusively used volcanic ash from a deposit called Pozzolane Rosse, an ash
flow that erupted 456,000 years ago from the Alban Hills volcano, 12 miles southeast of Rome.
“Emperor Augustus was the driving force behind the systemization, standardization of mortar
mixes with Pozzolane Rosse,” says Marie Jackson, a geologist and research engineer at the
University of California at Berkeley. Roman builders likely favored the ash deposit because of the
durability of concrete made with it, she adds. “This was the secret to concretes that were very
well bonded, coherent, robust materials.”
Jackson and her colleagues have been studying the chemical composition of concretes made
with Pozzolane Rosse. The ash’s unique mix of minerals appears to have helped the concrete
withstand chemical decay and damage.
The Romans favored another specific volcanic ash when making concrete harbor structures that
were submerged in the salty waters of the Mediterranean. Pulvis Puteolanus was mined from
deposits near the Bay of Naples. “The Romans shipped thousands and thousands of tons of that
volcanic ash around the Mediterranean to build harbors from the coast of Italy to Israel to
Alexandria in Egypt to Pompeiopolis in Turkey,” Jackson says.
Seawater is very damaging to modern concrete. But in Roman concrete, the Pulvis Puteolanus
“actually plays a role in mitigating deterioration when water percolates through it,” Jackson says.
Although the exact mechanism is unknown, it appears that chemical reactions among the lime
paste, volcanic ash and seawater created microscopic structures within the concrete that trapped
molecules like chlorides and sulfates that harm concrete today.
Despite the success of Roman concrete, the use of the material disappeared along with the
Roman Empire. Concrete structures were seldom built during the Middle Ages, suggesting
volcanic ash wasn’t the only secret to the durability of Roman concrete, Perucchio says. “These
really large projects could only be done with the appropriate bureaucracy, with the proper
organization that the Roman Empire would provide.”
(Note. From “The Secrets of Ancient Rome’s Buildings,” by E. Wayman, 2011, Smithsonian.com.
Reprinted from http://www.smithsonianmag.com/history-archaeology/The-Secrets-of-AncientRomes-Buildings.html.)
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“The Secrets of Ancient Rome’s Buildings,” by Erin Wayman: Analysis
Starting Date:
Completion Date:
__________
__________
While gathering information and details from nonfiction texts, one could make many
claims regarding the information presented. In order to evaluate the accuracy of a claim, it
is important to cite quoted evidence directly from the text to support claims made.
For example, based on the article “The Secrets of Ancient Rome’s Buildings” one could make the
following claim:
Ancient Roman concrete lasts longer than today’s concrete.
While evaluating the accuracy of this claim, one would support it by citing the following quoted
passage directly from the article:
“Yet structures like the Pantheon and the Colosseum have
survived for centuries, often with little to no maintenance.”
Respond to the following questions after reading the article, “The Secrets of Ancient
Rome’s Buildings.”
1. The following claim could be made based on the article “The Secrets of Ancient Rome’s
Buildings:”
Ancient Roman structures last longer than modern structures because they included better
ingredients in their concrete.
Choose the fact that best provides evidence to support this claim.
A. “Geologists, archaeologists and engineers are studying the properties of ancient Roman
concrete to solve the mystery of its longevity.”
B. “The volcanic ash reacted with the lime paste to create a durable mortar that was
combined with fist-size chunks of bricks or volcanic rocks called tuff…”
C. “The formula for Roman concrete also starts with limestone: builders burned it to produce
quicklime and then added water to create a paste.”
2. Scientists and engineers describe a composite material as one in which two separate
materials are combined to make a new, different material.
After reading the article, “The Secrets of Ancient Rome’s Buildings,” Elaine made the
following claim:
Ancient Romans are the first known ancient civilization to use composite materials to create
construction materials.
Can she support her claim with evidence from the article? Explain why or why not below.
Remember to cite evidence directly from the article to support your explanation. Be sure to
use quotation marks when quoting.
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3. Scientists have proven that the properties of matter are determined by the arrangement
of atoms. When substances interact to form new substances, the properties of the
new substances may be very different from those of the old, but the amount of mass
does not change.
In the introduction of “The Secrets of Ancient Rome’s Buildings,” the author states,
“Geologists, archaeologists and engineers are studying the properties of ancient Roman
concrete to solve the mystery of its longevity.”
After reading the entire article, explain the properties of ancient Roman concrete you think
have most likely contributed to its longevity. Cite evidence from both the article and the
scientific statement above to support your claim.
4. Describe how ancient architects and engineers used both artistic and problem-solving skills
to design and construct structures such as the Pantheon and the Colosseum. Refer to the
article and its photo in your description.
5. In what ways do you think the design and construction of ancient structures influenced the
scientists, architects, engineers, and artists of later civilizations? Support your answer with
information from both the text and from what you know about how buildings have been
designed and constructed throughout time.
6. Hypothesize two ways the way in which current scientists, architects, engineers, and artists
design and construct structures will influence future civilizations? Explain your reasoning.
Draft: 3/22/2016
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U.S. Air Force Fact Sheet: Excelsior Gondola
EXCELSIOR GONDOLA
U.S. Air Force
As new jet aircraft flew higher and faster in the 1950s, the
USAF became increasingly concerned with the hazards faced
by flight crews ejecting from high-performance aircraft. The
emerging space age introduced the problem of how to provide
astronauts with a safe method of escape while within the
atmosphere. Without proper stabilization, a crewmember
ejecting from an aerospace vehicle at high altitudes could
enter a life-threatening flat spin of up to 200 rpm.
Project Excelsior, with then-Capt. Joseph W. Kittinger Jr. as
test director, was established in 1958 to study and solve these
high altitude escape problems. Mr. Francis Beaupre, a
technician at Wright Field working on the Excelsior project,
devised a parachute system that would safely enable pilots to
eject from high altitudes. His system, the "Beaupre Multi-Stage
Parachute," consisted of a stabilizer parachute that would
prevent uncontrolled spinning and tumbling at high altitudes. A
timing and altitude system automatically deployed both the
stabilizing and main parachutes at the appropriate moments to
ensure the safe and controlled descent of the pilot or
astronaut.
As Project Excelsior did not have the resources to use high
performance aircraft to test the new escape system, a balloon
gondola was designed and built by the skilled staff at Wright
Field to carry the pilot to the desired altitudes for the tests. The
balloon held nearly 3 million cubic feet of helium to lift the open
gondola high into the stratosphere. Capt. Kittinger made three
high altitude parachute jumps from the gondola using the
Beaupre-designed parachute system. On Nov. 16, 1959, Capt.
Kittinger made the first jump from Excelsior I at an altitude of
76,400 feet. During Excelsior II, the second test on Dec. 11,
1959, Capt. Kittinger jumped from an altitude of 74,700 feet.
On the third and last jump in Excelsior III on Aug. 16, 1960,
Capt. Kittinger jumped from a height of 102,800 feet, almost
20 miles above the earth. With only the small stabilizing chute
deployed, Capt. Kittinger fell for 4 minutes, 36 seconds. He
experienced temperatures as low as minus 94 degrees
Fahrenheit and a maximum speed of 614 miles per hour. The
28-foot main parachute did not open until Capt. Kittinger
reached the much thicker atmosphere at 17,500 feet. Capt.
Kittinger safely landed in the New Mexico desert after a 13
minute, 45 second descent. Project Excelsior successfully
proved the new parachute system would solve the problem of
high altitude escape by crewmen.
Front view of the Excelsior Gondola.
U.S. Air Force photo
The ground crew assists Capt. Kittinger in removing
his flight gear after the successful flight of Excelsior III.
(U.S. Air Force photo)
(National Museum of the USAF - fact sheet (printable): Excelsior Gondola, n.d.)
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“U.S. Air Force Fact Sheet: Excelsior Gondola” Analysis
Starting Date:
Completion Date:
__________
__________
Break down the “U.S. Air Force Fact Sheet: Excelsior Gondola,” by analyzing each paragraph.
Paragraph 1 has been done for you as an example.
Paragraph 1
In a short phrase, identify the who or the what is the topic.
astronauts escaping safely
What are the most important details in this paragraph?
One important detail in this paragraph is that higher and faster aircraft in the 1950’s caused USAF to be concerned about
hazards of ejecting from high-performance aircraft.
An essential detail in this paragraph is tests are needed to find safe methods for astronauts to escape while within
atmosphere.
Another significant detail in this paragraph is that ejecting at high altitude could enter life-threatening spin of 200 rpm.
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
The USAF became concerned about the hazards of astronauts ejecting and escaping from higher and faster aircraft of the
1950’s without spinning at 200 rpm, losing their life.
28 word count
Paragraph 2
In a short phrase, identify the who or the what is the topic.
What are the most important details in this paragraph?
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
_____ word count
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Paragraph 3
In a short phrase, identify the who or the what is the topic.
What are the most important details in this paragraph?
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
_____ word count
Identify the main points from “U.S. Air Force Fact Sheet: Excelsior Gondola” that provide valid reasoning for your team to
conduct the engineering design challenge. Explain your reasoning by providing quoted evidence from the fact sheet as well
as by emphasizing what you have been challenged to do.
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U.S. Air Force Fact Sheet: Stargazer Gondola
STARGAZER GONDOLA
U.S. Air Force
Project Stargazer was established in January 1959 for
high-altitude astronomical investigation from above 95
percent of the earth's atmosphere, permitting undistorted
visual and photographic observations of the stars and
planets. On Dec. 13-14, 1962, Capt. Joseph Kittinger and
Mr. William White made a flight to an altitude of 82,000 feet
over New Mexico in the Stargazer gondola. In addition to
obtaining valuable telescopic observations above the
dense atmosphere of the earth, the flight provided valuable
information relative to the development of pressure suits
and associated life support systems during an extended
period on the edge of space.
The balloon that supported the Stargazer capsule was a
280-foot diameter sphere of Mylar film; however, at launch
only a comparatively small bubble of helium gas occupied
the top of the balloon with the remainder of the balloon
envelope dangling beneath. As the balloon rose, the gas
expanded, filling the balloon until at maximum altitude, it
was completely filled and reshaped the envelope into a
sphere. The gondola was supported below the balloon on a
cable giving a total height at takeoff of approximately 400
feet.
DAYTON, Ohio -- Stargazer Gondola at the
National Museum of the United States Air
Force. (U.S. Air Force photo)
(National Museum of the USAF - fact sheet (printable): Factsheets: stargazer gondola, n.d.)
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“U.S. Air Force Fact Sheet: Stargazer Gondola” Analysis
Starting Date:
Completion Date:
__________
__________
Break down the “U.S. Air Force Fact Sheet: Stargazer Gondola” by analyzing each paragraph.
Paragraph 1
In a short phrase, identify the who or the what is the topic.
What are the most important details in this paragraph?
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
_____ word count
Paragraph 2
In a short phrase, identify the who or the what is the topic.
What are the most important details in this paragraph?
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
_____ word count
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Identify the main points from “U.S. Air Force Fact Sheet: Stargazer Gondola” that provide valid reasoning for your team to
conduct the engineering design challenge. Explain your reasoning by providing quoted evidence from the fact sheet as well
as by emphasizing what you have been challenged to do.
In what ways do you think the Excelsior Gondola project influenced the Stargazer Gondola project?
Support your ideas with evidence from both fact sheets.
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Red Bull Stratos Fact Sheet
STRATOS MISSION
By Bruce Preiss
The purpose of the Red Bull Stratos mission was
to transcend human limits. Supported by a team of
experts, Felix Baumgartner ascended to 128,100
feet in a stratospheric, helium-filled balloon on Oct.
14, 2012 and made a freefall jump rushing toward
earth at supersonic speeds before parachuting to
the ground. The pressurized capsule that he
ascended in weighed 2,900 lbs (as much as a VW
Beetle).
Felix Baumgartner broke the speed of sound
reaching an estimated speed of 833.9 mph
jumping from the stratosphere, which when
certified will make him the first man to break the
speed of sound in freefall while delivering valuable
data for future space exploration. Felix broke two
other world records (highest freefall, highest
manned balloon flight), leaving the longest freefall
record to project mentor Col. Joe Kittinger.
Felix Baumgartner sits in his capsule
during rehearsal for the final manned flight
of Red Bull Stratos in Roswell, New Mexico,
on October 6, 2012.
(Red Bull® photo)
(Mission to the edge of space, n.d.)
Felix's entire trip back to earth lasted 9:09 minutes,
with 4:22 of that time in freefall. At one point
during his freefall Baumgartner appeared to spin
rapidly, but he quickly re-gained control and
moments later opened his parachute as members
of the ground crew cheered and viewers around
the world heaved a sigh of relief.
“The exit was perfect but then I started spinning
slowly. I thought I'd just spin a few times and that
would be that, but then I started to speed up. It
was really brutal at times. I thought for a few
seconds that I'd lose consciousness. I didn't feel a
sonic boom because I was so busy just trying to
stabilize myself,” said Baumgartner.
Felix Baumgartner’s steps off the capsule
for his record-breaking parachute jump on
October 14, 2012. (Red Bull® photo)
(Mission to the edge of space, n.d.)
Baumgartner and his team spent five years
training and preparing for the mission that is
designed to improve our scientific understanding of how the body copes with the extreme
conditions near space. His successful feat holds the potential to provide valuable medical and
scientific research data for future pioneers.
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“Red Bull Stratos Fact Sheet” Analysis
Starting Date:
Completion Date:
__________
__________
Break down the “Red Bull Stratos Fact Sheet” by analyzing each paragraph.
Paragraph 1
In a short phrase, identify the who or the what is the topic.
What are the most important details in this paragraph?
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
_____ word count
Paragraph 2
In a short phrase, identify the who or the what is the topic.
What are the most important details in this paragraph?
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
_____ word count
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Paragraph 3
In a short phrase, identify the who or the what is the topic.
What are the most important details in this paragraph?
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
_____ word count
Paragraph 4
In a short phrase, identify the who or the what is the topic.
What are the most important details in this paragraph?
Write an objective summary of the author’s main points in this section (30 words or less).
Note: objective summaries do not include your personal opinion, but focus only on the message the author is conveying.
_____ word count
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Identify the main points from “Red Bull Statos” that provide valid reasoning for your team to conduct the engineering design
challenge. Explain your reasoning by providing quoted evidence from the fact sheet as well as by emphasizing what you
have been challenged to do.
In what ways do you think the Excelsior Gondola and Stargazer Gondola projects had an influence on the Red Bull Stratos
mission? Support your ideas with evidence from all three fact sheets
Hypothesize ways in which you think the Excelsior Gondola, Stargazer Gondola, and Red Bull Stratos projects will influence
future space missions. Support your ideas with your own prior knowledge as well as with evidence from each of the three
fact sheets.
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How will your team use influences from the Excelsior Gondola, Stargazer Gondola, and Red Bull Stratos projects as you
complete your engineering design challenge?
What evidence can your team use to help persuade a company to sponsor the next potentially record-breaking space jump
mission?
Over 8 million people viewed the live jump on YouTube, setting an Internet video record.
Forbes Magazine’s, October 9, 2012, article, “Red Bull® Takes Marketing Buzz Into Space,” reported:
“Judging from Red Bull®’s rapid transformation from a start-up Austrian corporation to a global giant that is
challenging Coke (NYSE:KO) and Pepsi (NYSE:PEP) in their own home-turf, its buzz campaigns must be working.
And Felix Baumgartner’s space jump seems to have already accomplished one of its goals: It has drawn a broad
coverage by the mass media and the social media.”
(http://www.forbes.com/sites/panosmourdoukoutas/2012/10/09/red-bull-takes-marketing-buzz-into-space/)
(Red Bull® takes marketing buzz into space – Forbes, n.d.)
Do you believe the Red Bull Stratos mission was an effective marketing strategy for the Red Bull® company? Explain why or
why not. Support your explanation with valid evidence from any texts you have read throughout this unit, and with facts
gained through your own personal research regarding the results of the Red Bull Stratos mission’s marketing strategy.
How do you think the Red Bull Stratos mission will influence that manner in which business market their products in the
future? Hypothesize the lasting effect this mission will have on future marketing strategies for all companies in general.
Support your reasoning with valid evidence from any texts you have read throughout this unit, and with facts gained through
your own personal research.
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Exploring Atmospheric Properties of a Space Dive: Red Bull® Interactive
http://www.redbullstratos.com/the-mission/mission-timeline/
Starting Date:
Completion Date:
__________
__________
Explore the Red Bull Stratos mission by viewing each of the mission stages through the
links on the bottom of the page as shown below.
As you move through each stage, fill in the missing information by clicking the
record the altitude, temperature, and speed data where required.
links and
Altitude: 4 thousand feet
Temperature: 45 degrees Fahrenheit
Pressure:12.69 pounds-force/square inch (psi)
Density: 1.09 kilograms/cubic meter (kg/m 3)
Felix Baumgartner fully loaded weighs ___________ pounds wearing specialized equipment for a
supersonic freefall. He’s protected head to toe in a ___________ space suit.
The pressurized capsule weighs as much as a ______ ___________ (2,900 lbs). A
___________-___________ balloon will lift the capsule and Felix at about 1,000 feet per minute.
Altitude: ___________ thousand feet
Temperature: ___________ degrees Fahrenheit
Pressure:0.64 pounds-force/square inch (psi)
Density: 0.07 kilograms/cubic meter (kg/m 3)
As the balloon ascends, the temperature ___________ with height up to the tropopause. In the
___________ the temperature actually increases with height. This warming comes from
___________ ___________ absorbing ultraviolet light from the sun.
Altitude: ___________ thousand feet
Atmospheric Temperature: ___________ degrees Fahrenheit
Pressure:0.064 pounds-force/square inch (psi)
Density: 0.006 kilograms/cubic meter (kg/m 3)
Speed: ___________ miles per hour (mph)
Felix is likely to reach the speed of ___________ within 40 seconds from 120,000 ft. As he
moves away from the edge of ___________ and closer to the troposphere, the atmosphere
becomes ___________ as it holds more air ___________.
Altitude: ___________ thousand feet
Atmospheric Temperature: ___________ degrees Fahrenheit
Pressure:0.13 pounds-force/square inch (psi)
Density: 0.013 kilograms/cubic meter (kg/m 3)
Speed: ___________ miles per hour (mph)
As Felix falls closer to the ___________, where airliners fly, the ___________ ___________ are
multiplying which acts as a gradual brake when he comes thundering through the sky at
___________ speeds.
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Altitude: ___________ thousand feet
Atmospheric Temperature: ___________ degrees Fahrenheit
Pressure:0.64 pounds-force/square inch (psi)
Density: 0.07 kilograms/cubic meter (kg/m 3)
Speed: ___________ miles per hour (mph)
Felix deploys his parachute at ___________ ft. From this point he has 10-15 minutes before
reaching the ground. His total time in the air from the edge of space to Earth: ___________
minutes.
Connection between altitude, density, and aerodynamic drag
Look back at the speed data you just recorded. Notice how Felix’s speed increases to almost 800
miles per hour as he falls from his jump point into the stratosphere. Then, Felix’s speed begins to
decrease as he continues to fall without even opening his parachute! What causes Felix to slow
down? Support your answer with evidence from both your prior knowledge and the data above.
Look back again at the density data at different altitudes.
The density of air is higher at lower altitudes. This is because there are more air
molecules closer to the surface of the Earth. Felix begins to slow down as he enters
lower layers of the atmosphere due to the effects of aerodynamic resistance, also known
as drag.
More air molecules → higher density
Higher density → more aerodynamic drag
More aerodynamic drag → slower speed
Airplanes fly at altitudes of 25,000-40,000 feet. Explain why the atmospheric properties make this
altitude beneficial for a plane to operate efficiently. Cite evidence from the above statement to
support your reasoning.
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Inside the Original Space Dive: Joseph Kittinger on 1960 Record Jump
Record-setter's personal account in classic National Geographic article.
http://news.nationalgeographic.com/news/2012/10/121008-joseph-kittinger-felix-baumgartner-skydive-science/
Starting Date:
Completion Date:
__________
__________
Good readers make INFERENCES when they encounter complex texts. When you make an
inference, you are drawing a conclusion that is not explicitly stated in the text.
Details from the text + your background knowledge about the topic = INFERENCE.
Directions: In the table below, you will find several excerpts from a National Geographic article
about Joseph Kittinger’s 1960 record setting skydive from 102,800 feet above sea level. Read
each excerpt carefully. You will combine the information from Kittinger’s account with the
information you gleaned about the atmosphere in the Red Bull Mission Interactive to develop an
inference.
Time: BEFORE LAUNCH
Text Excerpt (Kittinger’s personal
account)
EXAMPLE:
“As launch-day-minus-one
progresses, I come under the
close scrutiny of our two project
physicians. For a week I have
been on a high-protein, lowresidue diet, and I avoid gasproducing foods.”
My Background Knowledge
My Inference
I know that…
INFER: Why did Kittinger avoid
gas-producing foods?
Gas expands with increasing
altitude.
Gas expands with increasing
altitude, so air trapped in his
intestines could cause severe
pain during his jump. Therefore,
he avoided gas-producing foods
before the launch.
I know that …
INFER: Why did Kittinger wear
several layers of clothing?
“I put on layer after layer of
clothing.”
Time: THE ASCENT
Text Excerpt (Kittinger’s personal
account)
“At 43,000 feet [13,100 meters] …
my right hand does not feel
normal. I examine the pressure
glove; its air bladder is not
inflating.”
My Background Knowledge
My Inference
I know that…
INFER: Why is Kittinger worried
that the glove is not pressurized?
What might happen to his hand?
I know that…
INFER: What level of the
atmosphere has Kittinger
reached?
.
“The prospect of exposing the
hand to the near-vacuum of peak
altitude causes me some
concern.”
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“The temperature drops steadily
until it reaches -94° F [-70° C]. at
50,000 feet [15,200 meters], then
starts to rise.”
I know that…
INFER: At this point in the ascent,
the temperature was -36 degrees
Fahrenheit, yet Kittinger is
sweating. Why?
“Burdened by heavy clothes and
gear, I begin to pay the physical
toll for my altitude. Every move
demands a high cost in energy.
My eyes smart from the fierce
glare of the sun. When it beams in
the gondola door on my left side, I
feel the effect of strong radiation
and begin to sweat. On my right
side, mostly in shadow, heat
escaping from my garments
makes a vapor like steam.”
TIME: JUMP AND DESCENT
Text Excerpt (Kittinger’s personal
account)
My Background Knowledge
My Inference
I know that…
INFER: Why doesn’t Kittinger
hear anything? Why does he
dread the flat spin?
I know that…
INFER: What is the “thick blanket”
to which Kittinger refers?
“At zero count I step into space.
No wind whistles or billows my
clothing. I have absolutely no
sensation of the increasing speed
with which I fall…When the 6-foot
[180-centimeter] stabilization
canopy pops out, I already have
dropped to about 96,000 feet
[29,300 meters]. I am delighted to
find myself perfectly anchored
against the dreaded flat spin. I
turn with ease by sticking out an
arm and leg.”
“At 21,000 feet [6,400 meters] the
thick blanket envelops me. Some
3,500 feet [1,000 meters] lower,
and 4 minutes, 38 seconds after
my fall began, my main canopy
pops open. I can see neither sky
nor ground, but I know the worst
is over.”
Excerpts retrieved from (Kittenger, Capt.Joseph W., December, 1960).
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Engineering Design Process
Starting Date:
Completion Date:
__________
__________
Ask:
Test:
What is the problem?
What have others done?
What are the constraints and criteria?
Follow your plan for solving the problem.
Test your solution.
Improve:
Think:
What are some possible solutions?
Brainstorm ideas and choose the best ones.
Think about design modifications.
Make a plan for implementing
modifications.
Follow your plan and test again.
Plan:
Write your plan for solving the problem.
Draw a diagram of your solution.
Make a list of materials you will need.
Ask:
What is the problem you are trying to solve? Summarize the Engineering Design Challenge in
your own words.
Refer back to the following articles: “The Secrets of Ancient Rome’s Buildings”, “Excelsior
Gondola”, “Stargazer Gondola”, and “Stratos Mission.” List what others have done to solve the
problem. What were the uses and benefits of composites in the discussed in the articles?
Refer to the engineering design challenge and decide what the constraints are. List them below.
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Think:
After reading the Engineering Technical Brief, individually and then collaboratively brainstorm
ideas for solving the problem within the constraints of the challenge. List your ideas below.
Individual Ideas: Without talking to your team, come up with and list ideas for solving the problem.
Team Ideas: Share and discuss your ideas with your team. List ways in which your team could possibly
solve the problem.
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Discuss possible materials that could solve the problem. What are some things that your team
feels should be a quality of the material you choose to use in your composite? List at least 5
qualities.
Homework: With permission from your parents, bring a material from home for testing tomorrow.
The material specimen will need to be large enough to cut at least five 10 cm x 10 cm pieces from
it (the material will be consumed, so it will not be taken back home).
Plan, Test, Think Again:
Closely observe materials provided by your teacher and by team members. As a team, you will
use the testing rig in order to test four of the materials for tensile strength. Before testing, decide
what qualitative and quantitative data that will help you to choose the best material available to
you for completing the challenge. In the space below, create a table to record qualitative
observations and quantitative testing results. The qualitative and quantitative data you gather will
help you decide which material to use for creating a composite. However, you must also keep in
mind that you need to consider the extreme changes in atmospheric property that a space
capsule must endure.
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Constructing and Preparing Your Composite Specimen for Testing: Tips/Tricks
Starting Date:
Completion Date:
__________
__________
To construct a sample specimen to be tested for bend strength, follow the procedure below.
1. As specified in the Engineering Design Challenge you will need a specimen that is 10
centimeters by 10 centimeters.
2. You will use parchment to form the base of your composite build.
3. On the parchment paper, mark out an area of 10cm by 10 cm.
4. You will need approximately 50 milliliters of epoxy resin.
5. Follow the procedure from the following “Epoxy Resin Use Instructions” guide in order to
complete the sample composite.
6. Follow the manufacture guidelines for curing time.
7. When cure time has been achieved, locate the center of your sample by drawing a line from
each corner.
8. Drill a hole in the sample with a common 3/8-drill bit (drill motor recommended).
To construct a sample specimen to be tested for tensile strength, follow the procedure below.
1. In this test, you will need a composite sample that is 10 centimeters by 1 centimeter.
2. You will use parchment (wax paper) to form the base of your composite build.
3. On the parchment paper, mark out an area of 10cm by 1 cm.
4. You will need approximately 5 milliliters of epoxy resin.
5. Follow the procedure from the following “Epoxy Resin Use Instructions” guide in order to
complete the sample composite.
6. Follow the manufacture guidelines for curing time.
7. Mark off an area on each end of the test strip 2.5 centimeters long (this leaves a 5 centimeter
test portion in the middle).
8. Mount in the test rig as specified in the testing instructions to conduct the test.
Teacher tip:
In this type of testing, the material is prone to slipping out of the clamp. Our engineers suggest
the use of sandpaper to increase the friction between the test sample and the clamping surfaces.
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Student Testing Procedures for Tension Strength
Starting Date:
Completion Date:
1. Mark off testing section of your composite
specimen.
2. Push specimen through each clamp so that
you are not clamping the testing section.
Clamp
on
Testing
Section
__________
__________
Clamp
on
3. Tighten top and bottom clamps as tight as
possible.
4. Hang one of the clamps off of the spring scale.
5. Attach winch hook to the other clamp. Your
setup should look similar to the picture on the
right.
6. Observe the “pre-load” measurement from the
spring scale and record this in your data table.
7. Designate one person from your team to turn the
winch, one person to watch the specimen, and at
least one person to watch the number on the
spring scale.
8. Begin turning winch handle very slowly so that
the spring scale measurement increases at the
same pace that you are turning your hand on the
winch. You must go very slowly! (You also need
to keep an eye on the clamped section to ensure
that the specimen does not slip from the clamps.
If this happens, retighten clamps and restart the
test.)
9. Slowly keep turning the winch until your specimen reaches failure point  when the
specimen begins to separate from itself. At this point, the person watching the specimen
needs to say “FAILURE” and the person watching the spring scale needs to record the
largest number that was reached on the spring scale.
10. Remove broken specimen, detach clamps, and reset for the next team.
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Student Testing Procedures for Bend Strength
1. Make sure that your teacher has prepared the testing rig to switch from tension strength
to bend strength testing.
2. Take your composite specimen and insert the eyebolt into the pre-drilled hole.
3. Tighten the eyebolt with a hex nut until it is as tight as possible.
4. Place the specimen on the testing beam.
5. Clamp the specimen onto both sides of the crossbars.
6. Hang the spring scale from the eyebolt.
7. Attach the winch hook. Your setup should look similar to the picture below.
8. Observe the “pre-load” measurement from the spring scale and record this in your data table.
9. Designate one person from your team to turn the winch, one person to watch the specimen,
and at least one person to watch the number on the spring scale.
10. Begin turning winch handle very slowly so that the spring scale measurement increases at
the same pace that you are turning your hand on the winch. You must go very slowly! (You
also need to keep an eye on the clamped section to ensure that the specimen does not slip
from the clamps. If this happens, retighten clamps and restart the test. )
11. Slowly keep turning the winch until your specimen reaches failure point  when the
specimen breaks. At this point, the person watching the specimen needs to say “FAILURE”
and the person watching the spring scale needs to record the largest number that was
reached on the spring scale.
12. Remove broken specimen, detach clamps, and reset for the next team.
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Choose a Material
As a team, analyze the recorded qualitative and quantitative data and choose the material your
team will use for completing the engineering design challenge.
Chosen Material: __________________________________________________________
Sketch a close-up view of your chosen material. Write a statement describing these
characteristics. Be sure to include fiber orientation and possible layering capabilities.
Fiber-Reinforced composites often aim to improve the strength to weight and stiffness to weight
ratios (i.e. desire light-weight structures that are strong and stiff!). Glass or Metal Fibers are
generally embedded in polymeric matrices.
Fibers are available in 3 basic forms:
Continuous fibers are long, straight and generally layed-up parallel to each other.
Chopped fibers are short and generally randomly distributed (fiberglass).
Woven fibers come in cloth form and provide multidirectional strength.
Hypothesize how the physical properties of the fibers in your team’s composite will increase the
probability of success of your composite with the design challenge. Be sure to include why you
think the material will be able to withstand fluctuations in air density, temperature, and pressure.
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Epoxy Resin Use Instructions (page 1 of 2)
Along with your team, read and discuss each section of the following instructions
BEFORE creating your team composite.
BEFORE creating you team composite, each team member, including yourself,
MUST verify that you have read these instructions by placing their signature at the
end of the instructions.
Objective: Fabrication of reinforced-epoxy resin composite materials.
Safety:
 Read and follow the epoxy resin material safety data sheet (MSDS)
 Students shall wear safety goggles at all times when working in lab.
 Students shall wear protective gloves when working with epoxies, and should always
wash hands with soap and water after use. Unused epoxy resin should be left to solidify
and cool before disposing.
Materials:
 Epoxy Resin Parts A and B
 MSDS
 Reinforcement materials
 Flat glass or metal sheet (approximately12 inch x 12 inch) – referred to as the “curing
plate”
 Parchment paper
 Popsicle sticks or tongue depressors
 Mass scale
 Scotch (or similar) tape
 Cups (for mixing resin)
 Paper Towels
 Scissors
 Nitrile or latex gloves
 Safety goggles
Mold Preparation
1. Wipe curing plates clean with dry paper towels.
2. Measure and cut a piece of parchment paper, roughly the size of the curing plates.
3. Tape the parchment paper to the curing plate.
4. Cut reinforcement layers to the desired size.
5. Measure and record the total mass of the reinforcement layers.
6. Stack the reinforcement materials in the desired order.
7. Fix the reinforcement layers to the curing plate by applying tape to each corner of the
reinforcement materials.
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Epoxy Resin Use Instructions (page 2 of 2)
Epoxy Resin Mixing and Application
IMPORTANT: Wear gloves and goggles while completing the following steps.
1. Place the cup onto the mass scale; tare (zero) the scale.
2. Measure out the desired mass of Epoxy Resin Part A into the cup (follow recommended
mixing ratios for the epoxy resin).
3. Measure the desired mass of Epoxy Resin Part B into the same cup in which Part A was
placed (follow recommended mixing ratios for the epoxy resin).
4. Thoroughly mix Parts A and B together using a popsicle stick or tongue depressor. Be
sure to mix in all of both Parts A and B. Complete mixing will typically be characterized by
a color change of the epoxy resin during the mixing process.
5. Use a popsicle stick or tongue depressor to apply the resin to the reinforcement layers.
Be sure to minimize the number of voids in the composite by thoroughly pressing the
epoxy resin into the fabric layers with the tongue depressor. Try to evenly distribute the
epoxy resin and minimize any variations in composite material thickness.
6. Set the cup with unused epoxy resin aside (do not throw away yet, the resin must cure
before throwing away) and allow the epoxy resin to cure for recommended period of time
(found in the directions supplied with the epoxy resin).
7. Once the epoxy resin has cured, peel the composite material off of the curing plate and
trim any excess thin, cured epoxy resin flashing from the edges. Typically, thin pieces of
epoxy resin flashing can be snapped-off.
8. Discard the cured cup of epoxy resin.
9. Remove the parchment paper from the curing plate and discard.
10. Measure and record the mass of the cured composite material.
11. Determine the mass of the resin added to the composite by subtracting the mass of the
reinforcement layers from the total composite mass.
12. Determine the mass fraction of the reinforcement material by dividing the mass of the
reinforcement materials (determined during the Mold Preparation, Step 5) by the total
mass of the composite.
13. Determine the mass fraction of the epoxy resin by dividing the mass of the epoxy resin
(determined during Step 11) by the total mass of the composite.
14. Prepare the composite material for testing.
Signatures
By placing my signature below, I am verify that ___________________________ has read and proven
(Team Member’s Name)
understanding of ALL instructional procedures on the document, “Epoxy Resin Use Instructions.”
________________________________, ___________________________, ________________
(Career Position)
(Team Member Signature)
(Date)
________________________________, ___________________________, ________________
(Career Position)
(Team Member Signature)
(Date)
________________________________, ___________________________, ________________
(Career Position)
(Team Member Signature)
(Date)
________________________________, ___________________________, ________________
(Career Position)
(Team Member Signature)

(Date)
Teacher Approved: ___________
(Teacher’s initials)
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Form Team Composite Specimen and Test
Starting Date:
Completion Date:
__________
__________
Reflect on knowledge gained throughout research and testing thus far in the unit. Predict how the
physical properties of your team’s composite will perform with various atmospheric conditions,
especially extreme temperature fluctuations. What will you do to increase its durability at extreme
temperatures? Support your prediction and reasoning with scientific evidence regarding how
atoms react with various temperatures?
Your team will now form your composite from your chosen material and the epoxy resin your
teacher has supplied. In the space below sketch a scale model of your completed specimen with
dimensions, as shown below. Be sure to include a scale.
Preload Measurement Instructions:
First, measure the specimen length and width in centimeters and record the preload
measurement values in the data table on the following page. Next, measure the specimen
thickness in millimeters using a caliper. In order to find an accurate thickness value, measure the
thickness at a minimum of three locations and record the average thickness on the data table.
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Finding a Material’s Specific Strength
Specific strength of a material is defined as a material’s strength divided by the material’s specific
gravity, providing a standard basis for comparing strength – to –weight ratio characteristics of
different materials. This material property is commonly used in aerospace structural design given
a common goal of minimizing structural weight required to support a given set of loads.
Material strength is determined through mechanical testing of several material specimens in
tension, flexure, shear, or compression. The maximum force achieved during testing divided by
the cross-sectional area of the testing specimen defines a material’s ultimate strength. Any
strength data collected and reported is always described in-terms of which type of testing was
performed to obtain a given strength value. Thus it is not uncommon for a material to have
tensile, flexural, shear, and compressive strength values listed in a summary of material
properties.
Specific gravity of a material is a unit-less material property that is equal to the mass density of
the material divided by the mass density of water. For instance, if the density of a carbon-epoxy
composite is 1.7 𝑔⁄𝑐𝑐 , the specific gravity of this material is 1.7, knowing that the density of water
is 1 𝑔⁄𝑐𝑐 .
It is worth noting that depending upon the resource used for calculating the specific strength of a
material, the density, as opposed to the specific gravity, of the material may also be used directly
in the specific strength calculation. It is important to understand the units being used in a given
set of calculations and remain consistent when drawing comparisons. Knowing how to convert
between specific gravity and density will allow for easily adapting to the chosen method of
calculation. Unit conversions become more complex and non-intuitive when directly using
strength/density for specific strength, perhaps above the 6-8th grade level.
Example Calculation
A glass-filled epoxy composite, having a density of 1.9 𝑔⁄𝑐𝑐 and cross-sectional area of 2.54 ×
10−5 𝑚2 withstood a maximum tensile force of 7,620 𝑁. A carbon-filled epoxy composite, having a
density of 1.6𝑔⁄𝑐𝑐 and a cross-sectional area of 2.54 × 10−5 𝑚2 withstood a maximum tensile
force of 43,180 𝑁. Determine which material had the highest specific strength.
Glass-filled epoxy
Strength: 7620⁄0.0000254𝑚2 = 3.0 × 108 𝑃𝑎
Specific Gravity: 1.9 (𝑔⁄𝑐𝑐 )⁄1.0 (𝑔⁄𝑐𝑐 ) = 1.9
Specific Strength: 3.9 × 108 𝑃𝑎 ∕ 1.9 = 1.58 × 108 𝑃𝑎
Carbon-filled epoxy
Strength: 43180𝑁 ∕ 0.0000254𝑚2 = 17.3 × 108 𝑃𝑎
Specific Gravity: 1.6 (𝑔⁄𝑐𝑐 ) ∕ 1.0 (𝑔⁄𝑐𝑐 ) = 1.6
Specific Strength: 17.3 × 108 𝑃𝑎 ∕ 1.6 = 10.8 × 108 𝑃𝑎
The Carbon-filled epoxy material has the highest specific strength.
The numbers presented in this problem make it very apparent that carbon-filled epoxy has the
highest specific strength of the two materials without even performing the calculations. Steel
could also be substituted for glass-filled epoxy to make the answer less obvious and more
revealing to the student.
Recommended Reading
 http://www.engineeringtoolbox.com/engineering-materials-properties-d_1225.html
 http://en.wikipedia.org/wiki/Specific_strength
 http://www.uh.edu/engines/epi2688.htm
 http://www.asminternational.org/content/ASM/StoreFiles/05287G_Sample_Chapter.pdf
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Starting Date:
Completion Date:
__________
__________
Specific Strength – Student Guide
Quick Check
Definition
Why should we
care?
A ratio is a _______________________________________________.
A material’s ____________ divided by the material’s _____________ ___________.
This provides a basis for comparing strength-to-weight ratio characteristics of different
materials.
This material property is commonly used in _________structural design given a
common goal of __________ structural weight required to support a given set of loads.
Tensile Strength Compressive Strength -
Activate prior
knowledge
Unit Conversions – Cancel the Old, Leads to the New
135𝑚𝑔 = ______ 𝑔
126,000 𝑐𝑚³ = _______ 𝑚³
1.45 𝑔/𝑐𝑚³ into specific
strength
Add the math
to the mix
Applications of Specific Strength
Glass-Filled Epoxy
Carbon-Filled Epoxy
Specific Gravity
1.9
1.6
Cross-Sectional Area
2.54 × 10−4 𝑚2
2.54 × 10−5 𝑚2
Max Tensile Force
7,620 𝑁
43,180 𝑁
Strength
Specific Strength
Which epoxy’s strength is more beneficial for an aerospace engineering project?
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Composite Specimen Bend Testing Results
Starting Date:
Completion Date:
Preload
Measurements
Room
Temperature
Bend
Test Results
Redesign
Room
Temperature
Bend
Test Results
__________
__________
Winning Team’s
Extreme Cold
Tension
Test Results
Specimen
Length (cm)
Specimen Width
(cm)
Specimen Height
(mm)
(thickness)
Specimen
Volume (cm3)
Specimen Cross
Sectional Area
(cm2)
Specimen Mass
(g)
Specimen
Density (g/cm3)
Specimen
Temperature
(°C)
Mass Withstood
(g)
Pre-Load Force
(N)
Maximum Force
Reading
(N)
Force Withstood
(N)
Specimen
Tensile Strength
(N/m2)
Specimen
Specific Strength
(N/m2)
Note:
 Pay close attention to your units as you record data and calculate values.

Tensile strength is the force withstood divided by cross sectional area.
Specific strength is the tensile strength divided by density.
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Analyze Results, Think Again, Improve, Test
Starting Date:
Completion Date:
__________
__________
In the chart below, fill in each team’s data as they test their composite material. You will then use
your observations and the data collected to make a decision about how to modify your design to
achieve better results.
Team
Composite
Specific Strength
Qualitative Observations
What are some specific positive qualities about their composite?
What improvements could be made to improve their composite’s strength?
The properties of matter are determined by the arrangement of atoms. Analyze each team’s
results. Explain how the properties of the composites make it a quality material for use in sports.
Support your reasoning by citing evidence from knowledge gained throughout this unit.
Explain how your think engineers have improved the performance of near-space vehicles by
using composite materials. Support your reasoning by citing evidence from knowledge gained
throughout this unit.
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Testing Analysis
1. What is the percent of change between the maximum force reading (in Newtons) for the
tensile or bend room temperature testing result? (You need to pick whichever test has been
completed multiple times to be able to make this comparison.)
2. Plot the tensile strength of your specimen compared to the number of layers used to create
your sample on a coordinate axes. Compare your plot by adding the results of other teams
onto your graph. What correlation exists between these variables?
3. Assume the relationship between force withstood and cross sectional area to be proportional.
Make a table to demonstrate the areas necessary to produce an increase/decrease in cross
sectional area by ± 2cm². Plot the data from your table and make a line graph. What does the
slope of this graph represent?
4. Compare the specific strength of your specimen to the specimens of other teams. The team
with the highest specific strength material has the highest strength to weight ratio. How does
a high strength to weight ratio material benefit your engineering design challenge?
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Comparison/Connection: Concluding Analysis
Comparison #1
What is one modification you made between
your first and second tests?
How did the specific strength change due to
this change?
Why do you think that the change in strength
occurred?
Which other group had a similar specific
strength?
How were their materials different (or used
differently) than yours?
Explain, based on the availability of materials,
which product is more easily produced at that
strength level.
Comparison #2
What is a second modification you made
between your first and second tests?
How did the specific strength change due to
this change?
Why do you think that the change in strength
occurred?
Which other group had a similar specific
strength?
How were their materials different (or used
differently) than yours?
Explain, based on the availability of materials,
which product is more easily produced at that
strength level.
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Appendix C: Engineering Logbook ANSWER KEYS
How to Explore the Atomic Structure of a Carbon Fiber:
Zoom into Carbon Fibers ANSWER KEY
https://www.youtube.com/watch?v=Vjyjdj-5S5E
Starting Date:
Completion Date:
__________
__________
As you view the video, fill in the missing information below.
Carbon fiber is a relatively new, sophisticated material that has found many uses in sports.
Two items that are made with carbon fibers are: tennis rackets, skis, high-jump poles, bicycles
Carbon fibers are light and supple, yet strong, boosting its performance.
A carbon fiber’s desired strength and flexibility can be achieved based on specific needs by
varying the way the fibers are weaved.
Rigid fiber strands are bathed in epoxy resin giving it its surprising characteristics. When bathed
in resin long, deep groves in the strands act as an anchor, ensuring maximum cohesion.
In each strand 3,000 – 12,000 carbon fibers are tightly bound together.
Found in the heart of a carbon fiber are stacks of carbon ribbons of all sizes and densities, giving
its surface a disorganized appearance.
These ribbons are long strands of carbon atoms perfectly organized into a beehive of carbon
atoms.
It is this characteristic ordered structure that gives carbon fiber its qualities.
Respond to the following after viewing the video.
The properties of matter are determined by the arrangement of atoms. Explain how the
properties of carbon fiber make it a quality material for use in sports. Support your reasoning by
citing evidence from the video as well as from your prior knowledge.
Responses will vary.
Many sports have benefited from the use of carbon fibers. Explain two other areas you think
could be benefited by the use of carbons fibers. Support your reasoning by citing evidence from
the video as well as from your prior knowledge.
Responses will vary.
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How to Explore the Atomic Composition of Concrete:
Zoom into Concrete ANSWER KEY
https://www.youtube.com/watch?v=UUcQSw7oO0k
Starting Date:
Completion Date:
__________
__________
As you view the video, fill in the missing information below.
Concrete is a conglomeration of gravel, sand, cement, and water.
In this granulated landscape with cracks and holes are grains of sand that appear as small,
lightened spots are scattered specs of dust.
This rugged landscape is formed when particles of calcium oxide that make up cement are
bonded together by the action of water.
A chemical reaction takes place when the concrete sets.
To this mixture of sand, gravel, cement, and water, another component added is silica, which
dissolves during the reaction. This ingredient is added to prevent a side reaction that would
produce lime instead of concrete.
When we look into the interior of the silicon ball everything is blurred. It’s this random distribution
of silicon atoms that gives it this foggy effect.
Unlike crystal atoms, organized in regular structures, here in concrete it is chaos.
The properties of matter are determined by the arrangement of atoms. When substances
interact to form new substances, the properties of the new substances may be very
different from those of the old, but the amount of mass does not change.
Apply what you have learned:
Cite information from video clip as well as from the scientific statement above to explain the
process by which substances interact at the atomic level to form concrete. In your explanation,
include what happens to the properties of these substances.
Responses will vary.
Ancient civilizations used concrete to construct their buildings and structures. How do you think
they discovered that mixing these specific substances together would create such a rugged,
lasting material that is still used today? Also, provide examples of ways in which this ancient
discovery has influenced both engineers and artists of current civilizations.
Responses will vary.
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“The Secrets of Ancient Rome’s Buildings,” by Erin Wayman: Analysis
ANSWER KEY
Starting Date:
Completion Date:
__________
__________
While gathering information and details from nonfiction texts, one could make many
claims regarding the information presented. In order to evaluate the accuracy of a claim, it
is important to cite quoted evidence directly from the text to support claims made.
For example, based on the article “The Secrets of Ancient Rome’s Buildings” one could make the
following claim:
Ancient Roman concrete lasts longer than today’s concrete.
While evaluating the accuracy of this claim, one would support it by citing the following quoted
passage directly from the article:
“Yet structures like the Pantheon and the Colosseum have
survived for centuries, often with little to no maintenance.”
Respond to the following questions after reading the article, “The Secrets of Ancient
Rome’s Buildings.”
1. The following claim could be made based on the article “The Secrets of Ancient Rome’s
Buildings:”
Ancient Roman structures last longer than modern structures because they included better
ingredients in their concrete.
Choose the fact that best provides evidence to support this claim.
A. “Geologists, archaeologists and engineers are studying the properties of ancient Roman
concrete to solve the mystery of its longevity.”
B. “The volcanic ash reacted with the lime paste to create a durable mortar that was
combined with fist-size chunks of bricks or volcanic rocks called tuff…”
C. “The formula for Roman concrete also starts with limestone: builders burned it to produce
quicklime and then added water to create a paste.”
2. Scientists and engineers describe a composite material as one in which two separate
materials are combined to make a new, different material.
After reading the article, “The Secrets of Ancient Rome’s Buildings,” Elaine made the
following claim:
Ancient Romans are the first known ancient civilization to use composite materials to create
construction materials.
Can she support her claim with evidence from the article? Explain why or why not below.
Remember to cite evidence directly from the article to support your explanation. Be sure to
use quotation marks when quoting.
Elaine’s claim cannot be supported. The articles states, “Other ancient societies such as
the Greeks probably also used lime-based mortars (in ancient China, sticky rice was added
for increased strength).” Both ancient Greeks and ancient China were combining materials
and forming composites. Therefore, other ancient civilizations were using composite
materials as well as ancient Rome.
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3. Scientists have proven that the properties of matter are determined by the arrangement
of atoms. When substances interact to form new substances, the properties of the
new substances may be very different from those of the old, but the amount of mass
does not change.
In the introduction of “The Secrets of Ancient Rome’s Buildings,” the author states,
“Geologists, archaeologists and engineers are studying the properties of ancient Roman
concrete to solve the mystery of its longevity.”
After reading the entire article, explain the properties of ancient Roman concrete you think
have most likely contributed to its longevity. Cite evidence from both the article and the
scientific statement above to support your claim.
Responses will vary. Students should include a reasonable explanation that includes valid
points and relevant evidence quoted directly from both the article and the scientific
statement.
4. Describe how ancient architects and engineers used both artistic and problem-solving skills
to design and construct structures such as the Pantheon and the Colosseum. Refer to the
article and its photo in your description.
Responses will vary. Students should include a reasonable explanation that includes valid
points and relevant evidence quoted directly from the article and specific references to the
article’s photo.
5. In what ways do you think the design and construction of ancient structures influenced the
scientists, architects, engineers, and artists of later civilizations? Support your answer with
information from both the text and from your prior knowledge about how buildings have been
designed and constructed throughout time.
Responses will vary. Students should include a reasonable explanation that includes valid
points and relevant evidence quoted directly from the article and specific references to their
personal experiences and prior knowledge.
6. Hypothesize two ways the way in which current scientists, architects, engineers, and artists
design and construct structures will influence future civilizations? Explain your reasoning.
Responses will vary. Students should include a reasonable explanation that includes valid
points and relevant evidence, and specific references to the article, their personal
experiences and prior knowledge.
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Inside the Original Space Dive: Joseph Kittinger on 1960 Record Jump:
ANSWER KEY
Record-setter's personal account in classic National Geographic article.
http://news.nationalgeographic.com/news/2012/10/121008-joseph-kittinger-felix-baumgartner-skydive-science/
Starting Date:
Completion Date:
__________
__________
Good readers make INFERENCES when they encounter complex texts. When you make an
inference, you are drawing a conclusion that is not explicitly stated in the text.
Details from the text + your background knowledge about the topic = INFERENCE.
Directions: In the table below, you will find several excerpts from a National Geographic article
about Joseph Kittinger’s 1960 record setting skydive from 102,800 feet above sea-level. Read
each excerpt carefully. You will combine the information from Kittinger’s account with the
information you gleaned about the atmosphere in the Red Bull Mission Interactive to develop an
inference.
Time: BEFORE LAUNCH
Text Excerpt (Kittinger’s personal
account)
EXAMPLE:
“As launch-day-minus-one
progresses, I come under the
close scrutiny of our two project
physicians. For a week I have
been on a high-protein, lowresidue diet, and I avoid gasproducing foods.”
“I put on layer after layer of
clothing.”
My Background Knowledge
My Inference
I know that…
INFER: Why did Kittinger avoid
gas-producing foods?
Gas expands with increasing
altitude.
Gas expands with increasing
altitude, so air trapped in his
intestines could cause severe
pain during his jump. Therefore,
he avoided gas-producing foods
before the launch.
I know that …
INFER: Why did Kittinger wear
several layers of clothing?
Temperatures may fall below -80
degrees Fahrenheit on ascent.
Temperatures fall below -80
degrees Fahrenheit near the
stratosphere, so Kittinger would
need to protect himself with many
layers.
Time: THE ASCENT
Text Excerpt (Kittinger’s personal
account)
“At 43,000 feet [13,100 meters] …
my right hand does not feel
normal. I examine the pressure
glove; its air bladder is not
inflating.”
“The prospect of exposing the
hand to the near-vacuum of peak
altitude causes me some
concern.”
Draft: 3/22/2016
My Background Knowledge
My Inference
I know that…
INFER: Why is Kittinger worried
that the glove is not pressurized?
What might happen to his hand?
Air pressure decreases as altitude
increases. This causes a vacuum
effect. Body fluids could boil and
freeze due to lack of air pressure.
The vacuum created at high
altitudes could cause the hand to
swell or lose circulation.
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“The temperature drops steadily
until it reaches -94° F [-70° C]. at
50,000 feet [15,200 meters], then
starts to rise.”
“Burdened by heavy clothes and
gear, I begin to pay the physical
toll for my altitude. Every move
demands a high cost in energy.
My eyes smart from the fierce
glare of the sun. When it beams in
the gondola door on my left side, I
feel the effect of strong radiation
and begin to sweat. On my right
side, mostly in shadow, heat
escaping from my garments
makes a vapor like steam.”
I know that…
INFER: What level of the
atmosphere has Kittinger
reached?
The temperature begins to rise
once the stratosphere is reached.
This warming comes from ozone
molecules absorbing ultraviolet
light from the sun.
He has passed the troposphere
barrier. In the stratosphere the
temperature actually increases
with height.
I know that…
INFER: At this point in the ascent,
the temperature was -36 degrees
Fahrenheit, yet Kittinger is
sweating. Why?
The ozone layer would not protect
Kittinger from solar radiation at
this altitude.
Temperature definitions break
down in space. The solar
radiation was causing him to
sweat despite the low
temperature.
TIME: JUMP AND DESCENT
Text Excerpt (Kittinger’s personal
account)
“At zero count I step into space.
No wind whistles or billows my
clothing. I have absolutely no
sensation of the increasing speed
with which I fall…When the 6-foot
[180-centimeter] stabilization
canopy pops out, I already have
dropped to about 96,000 feet
[29,300 meters]. I am delighted to
find myself perfectly anchored
against the dreaded flat spin. I
turn with ease by sticking out an
arm and leg.”
“At 21,000 feet [6,400 meters] the
thick blanket envelops me. Some
3,500 feet [1,000 meters] lower,
and 4 minutes, 38 seconds after
my fall began, my main canopy
pops open. I can see neither sky
nor ground, but I know the worst
is over.”
My Background Knowledge
My Inference
I know that…
INFER: Why doesn’t Kittinger
hear anything? Why does he
dread the flat spin?
At this altitude, there is no
atmosphere to slow him down.
Due to the lack of atmosphere
below, nothing will slow him
down. A stable body position is
key to preventing an
uncontrollable spin and possible
loss of consciousness.
I know that…
INFER: What is the “thick blanket”
to which Kittinger refers?
As he descends, the air becomes
denser.
As he moves away from the edge
of space, the atmosphere
becomes thicker as it holds more
air molecules, which will slow him
down.
Excerpts retrieved from (Kittenger, Capt.Joseph W., December, 1960).
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Exploring Atmospheric Properties of a Space Dive: Red Bull Interactive
ANSWER KEY
http://www.redbullstratos.com/the-mission/mission-timeline/
Starting Date:
Completion Date:
__________
__________
Explore the Red Bull Stratos mission by viewing each of the mission stages through the
links on the bottom of the page as shown below.
As you move through each stage, fill in the missing information by clicking the
and record the altitude, temperature, and speed data where required.
links
Altitude: 4 thousand feet
Temperature: 45 degrees Fahrenheit
Pressure:12.69 pounds-force/square inch (psi)
Density: 1.09 kilograms/cubic meter (kg/m 3)
Felix Baumgartner fully loaded weighs 260 pounds wearing specialized equipment for a
supersonic freefall. He’s protected head to toe in a specialized space suit.
The pressurized capsule weighs as much as a VW Beetle (2,900 lbs).
A helium-filled balloon will lift the capsule and Felix at about 1,000 feet per minute.
Altitude: 70 thousand feet
Temperature: around -70 degrees Fahrenheit
Pressure:0.64 pounds-force/square inch (psi)
Density: 0.07 kilograms/cubic meter (kg/m 3)
As the balloon ascends, the temperature decreases with height up to the troposphere. In the
stratosphere the temperature actually increases with height. This warming comes from
ozone molecules absorbing ultraviolet light from the sun.
Altitude: 120 thousand feet
Atmospheric Temperature: -50 degrees Fahrenheit
Pressure:0.064 pounds-force/square inch (psi)
Density: 0.006 kilograms/cubic meter (kg/m 3)
Speed: 300 miles per hour (mph)
Felix is likely to reach the speed of sound within 40 seconds from 120,000 ft. As he moves away
from the edge of space and closer to the troposphere, the atmosphere becomes thicker as it
holds more air molecules.
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Altitude: 100 thousand feet
Atmospheric Temperature: -50 degrees Fahrenheit
Pressure:0.13 pounds-force/square inch (psi)
Density: 0.013 kilograms/cubic meter (kg/m 3)
Speed: 775 miles per hour (mph)
As Felix falls closer to the troposphere, where airliners fly, the air molecules are multiplying
which acts as a gradual brake when he comes thundering through the sky at supersonic speeds.
Altitude: 70 thousand feet
Atmospheric Temperature: -70 degrees Fahrenheit
Pressure:0.64 pounds-force/square inch (psi)
Density: 0.07 kilograms/cubic meter (kg/m 3)
Speed: 675 miles per hour (mph)
Felix deploys his parachute at 5000 ft. From this point he has 10-15 minutes before reaching the
ground. His total time in the air from the edge of space to Earth: 15-20 minutes.
Connection between altitude, density, and aerodynamic drag
Look back at the speed data you just recorded. Notice how Felix’s speed increases to almost 800
miles per hour as he falls from his jump point into the stratosphere. Then, Felix’s speed begins to
decrease as he continues to fall without even opening his parachute! What causes Felix to slow
down? Support your answer with evidence from both your prior knowledge and the data above.
The density of air is higher at lower altitudes. This is because there are more air molecules
closer to the surface of the Earth. Felix begins to slow down as he enters lower layers of the
atmosphere due to the effects of aerodynamic resistance, also known as drag.
More air molecules → higher density
Higher density → more aerodynamic drag
More aerodynamic drag → slower speed
Airplanes fly at altitudes of 25,000-40,000 feet. Explain why the atmospheric properties make this
altitude beneficial for a plane to operate efficiently. Cite evidence from the above statement to
support your reasoning.
Lower air density at higher altitudes means the aircraft experiences less aerodynamic drag,
which allows the plane to operate more efficiently.
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Specific Strength – Teacher Guide
Quick Check
Definition
Why should we
care?
A ratio is a comparison of two quantities.
A material’s strength divided by the material’s specific gravity. This provides a basis for
comparing strength-to-weight ratio characteristics of different materials.
This material property is commonly used in aerospace structural design given a
common goal of minimizing structural weight required to support a given set of loads.
Tensile Strength Compressive Strength -
Activate prior
knowledge
Unit Conversions – Cancel the Old, Leads to the New
135𝑚𝑔 = ______ 𝑔
(135𝑚𝑔) × (1𝑔⁄1000𝑚𝑔) = 0.135𝑚𝑔
126,000 𝑐𝑚³ = _______ 𝑚³
(126,000𝑐𝑚3 ) × (1𝑚2 ⁄1003 𝑐𝑚3 ) = 0.126𝑚3
1.45 𝑔/𝑐𝑚³ into specific
strength
(1.45𝑔⁄𝑐𝑚3 ) ∕ (1.0𝑔⁄𝑐𝑚3 ) = 1.45
Add the math
to the mix
Applications of Specific Strength
Glass-Filled Epoxy
Carbon-Filled Epoxy
Specific Gravity
1.9
1.6
Cross-Sectional Area
2.54 × 10−4 𝑚2
2.54 × 10−5 𝑚2
Max Tensile Force
7,620 𝑁
43,180 𝑁
Strength
3.0 × 108 𝑁⁄𝑚2
17.3 × 108 𝑁⁄𝑚2
Specific Strength
1.58 × 108 𝑁⁄𝑚2
10.8 × 108 𝑁⁄𝑚2
Which epoxy’s strength is more beneficial for an aerospace engineering project?
The carbon-filled epoxy material has the highest specific strength.
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Appendix D: Bell Ringers
Day 1 Bell Ringer
Name _____________________________
Let the Units Lead You
Match each measurement unit with the description and abbreviation that best
models the application/usage of that unit.
Units of Measure
1. pound
2. milligram
3. mile
4. feet
5. cubic centimeters
6. meters
7. liters
8. gallons
9. square meters
10. Newtons
Draft: 3/22/2016
Descriptions
Abbreviations
A. This unit is how the
price of gasoline is
calculated in the
U.S.A.
C. This metric unit
measures the
volume inside of a
polyhedron.
E. A unit describing the
area of polygon.
B. L
G. 100 centimeters
combine to make
this unit.
I. A metric unit used in
the U.S.A. to sell
soda pop in large
quantities.
K. This unit measures
the force of an
object.
M. This unit measures
your weight in the
U.S.A.
O. The larger unit used
to describe height in
the U.S.A.
Q. A gram contains
1000 of these to
measure mass
metrically.
S. A unit quantifying
distance commonly
covered during a
P.E. class.
H. mg
D. m²
F. ft.
J. mi.
L. m
N. N
P. lb.
R. cm³ or cc
T. gal.
Page 65
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 2 Bell Ringer
Name _____________________________
Prop Up the Proportionality
Assume each table represents a proportional relationship between two variables. Two
variables are proportional if a unit rate exists between the two. Complete the table for
each relationship.
1.
Number of gallons of
gas used
Number of miles
driven
1
2
32
64
1
2
1.5
3
1
2
¼
½
3
4
5
3
4
5
3
4
5
2.
Number of workouts
per week
Number of miles ran
per week
3.
Boxes of macaroni
and cheese
Number of cups of
2% milk
The following variables need to be proportional; however, the materials composed have
yet to reach the constant of proportionality. How much more of each given dependent
variable must be added to reach equilibrium?
4. A copy machine makes approximately 750 copies every weekday. The table below
shows the number of pages used so far this week. How many more copies will be
made to maintain proportionality between these variables?
Number of weekdays
Number of pages
copied
1
2
3
4
5
750
1500
2250
3000
3500
5. An employee at most businesses received 60 minutes each weekday to take a lunch
break. The table below shows the number of minutes used so far this week. How
many more minutes does an employee get for his or her lunch break this week?
Number of weekdays
Number of minutes
used
Draft: 3/22/2016
1
2
3
4
5
60
120
180
240
273
Page 66
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 3 Bell Ringer
Name _____________________________
Just the Way You Slice It
Suppose each of the following polyhedrons is placed sitting flat onto a table. If
you horizontally slice through each of the polyhedrons, what two-dimensional
geometric figure will be created?
Example)
Rectangular Prism
A horizontal slice creates a
rectangle.
1. Cube
2. Triangular Prism
3. Cone
4. Triangular Pyramid
5. Cylinder
6. Square Pyramid
Draft: 3/22/2016
Page 67
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 4 Bell Ringer
The Mind-Manipulating of Misused Data
Read all questions before writing anything down.
Name _____________________________
1. The scores for two science classes on a recent exam are as follows, expressed as a
percentage:
Mr. Smith:
Mrs. Walker:
12, 24, 67, 77, 79, 81, 82, 85, 85, 90, 92, 94, 97, 99, 99
50, 70, 72, 72, 74, 74, 74, 76, 78, 82, 88, 90, 92, 92, 94
What measure of center (mean, median, mode) should be used to determine which class
performed better on the test? Explain your answer.
___________________________________________________________________
___________________________________________________________________
Which class performed better on the exam?
___________________________________________________________________
2. A new soft drink company is marketing its products to adolescents and young adults. The
marketing team is determining how to spend most of its money: a Super Bowl advertisement,
social networking ads, or consistent newspaper and magazine advertisements. Which
sample space will likely yield the most effective results?
___________________________________________________________________
___________________________________________________________________
3. How close was the second-highest company’s profit margin to Company C? Why would this
graph be considered misleading?
___________________________________________________________________
___________________________________________________________________
7.2
Company A
7.1
Company B
Company C
7
Profit
If you have read this far without writing anything down, even your name, raise your hand before
continuing to answer the questions.
Draft: 3/22/2016
Page 68
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Days 5 and 6 Bell Ringer
Name _____________________________
Put the Proportions in Place
Determine if the following relationships are proportional by sketching a line graph of the data.
Recall that a relationship is proportional if a graph has a constant rate of change and a y-intercept
through the origin.
1.
Hours of work for
cable repairman
Cost charged to
customer
1
2
3
4
5
39.99
54.99
69.99
85.99
99.99
1
2
3
4
5
12
18
32
48
32
1
2
3
4
5
9
18
27
36
45
2.
Seconds after
kicking a football
Vertical height of the
football
3.
Number of movie
tickets
Total cost of movie
tickets
Edge into Equations for Proportionality
Match the correct vocabulary word with its authentic application.
1. y-intercept
A. The number in front of a variable
2. slope
B. dependent variable = slope * independent variable
3. rate of change
C. A pattern without a constant rate of change
4. unit rate
D. A rational number that does not change
5. coefficient
E. The starting point of a graph on the y-axis
6. constant
F. The pattern in a linear relationship.
7. direct variation
G. The amount of increase or decrease in a set of
numbers
H. The price of a single item is an example of this.
8. nonlinear relation
Draft: 3/22/2016
Page 69
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 7 Bell Ringer
Name _____________________________
Sample Space Has Its Place
Fill in the blank with an appropriate marketing technique for the given information.
Include the answers to What? When? Where? and Who? in your answer.
Example – Old Spice Body Wash for Men
Television commercial during sporting events to focus on a large age range of men
What – television commercial
When – during sporting events
Where – on TV
Who – a large age range of men
1. Doritos Potato Chips
___________________________________________________________________
___________________________________________________________________
2. The Lion King musical theatre production
___________________________________________________________________
___________________________________________________________________
3. Medication for Arthritis
___________________________________________________________________
___________________________________________________________________
4. Dora the Explorer dolls
___________________________________________________________________
___________________________________________________________________
5. The videogame console that replaces XBOX 360 and Playstation 3
___________________________________________________________________
___________________________________________________________________
Name _____________________________
Draft: 3/22/2016
Page 70
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 8 Bell Ringer
Name _____________________________
The Price is Prickly – Percent of Change
For each of the following objects, find the percent of change between the old price
and newly adjusted price.
Object: iPhone 4S
Old: $399
New: $350
Object: Autographed LeBron James
Cleveland Cavaliers jersey
Old: $250
New: $475
Object: Kinect motion sensor for
XBOX 360
Old: $129.99
New: $99.99
Draft: 3/22/2016
Page 71
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 9 Bell Ringer
Name _____________________________
Putting Pennies on the Price – Percent of Change Creation
1. Determine a product that you want to sell in a store. Name your product and
give your product a price.
Product Name: ________________________________________________
Product Price: _________________________________________________
2. Explain why your product might undergo a change in its price, either a markup
or a markdown. Include an authentic scenario that would support your markup
or markdown.
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Give your product a new price, one as a markup and the other as a markdown.
Markdown Price: ______________________________
Percent of Change:
Markup Price: ________________________________
Percent of Change:
Draft: 3/22/2016
Page 72
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 10 Bell Ringer
Name _____________________________
Scandalous Scale Models
Determine the missing length or scale factor between the pair of similar
figures. Use proportional reasoning to support your work.
What is the value of x?
What is the value of y?
What is the scale factor from the large
polygon to the small polygon?
What is the scale factor from the small
polygon to the large polygon?
Draft: 3/22/2016
Page 73
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 11 Bell Ringer
Name _____________________________
Mix Up the Math Models for Marketing
A graph, table, and equation are commonly used to quantitatively argue
persuasively for against the price and performance of specific products.
Match each of the following positive and negative attributes concerning
each to the correct mathematical model.
A.
B.
C.
D.
E.
F.
Creates a list of organized information between variables (+)
Tricky to organize coefficients and constants into one of these (-)
A pictorial representation of a relation between variables (+)
Only representative of what scale is being used on either axes (-)
Quickly produces values for any variable within a pattern (+)
Patterns may not be accurately reflected based on which data is listed (-)
Mathematical Models
Equation
Graph
Table
Positive Characteristic
Positive Characteristic
Positive Characteristic
Negative Characteristic
Negative Characteristic
Negative Characteristic
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 12 Bell Ringer
Name _____________________________
Single Out the Summary
What mathematical concept stuck with you the most during this project?
_________________________________________________________
In the box below, briefly sketch a concept web connecting at least 7 of the
following math terms together with parts of your project. Each word needs to
have at least two linking branches to other terms or activities. Additionally,
please briefly indicate why you have linked together the given words or phrases.
coefficient
constant
convert
direct variation
equation
expression
force
graph
markup
markdown
mathematical model
nonlinear
percent
percent of change
proportion
rate
rate of change
ratio
scale factor
slope
surface area
table
unit
unit rate
variable
volume
y-intercept
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 1 Bell Ringer ANSWER KEY
Let the Units Lead You
1. pound - This unit measures your weight in the U.S.A. (lb)
M and P
2. milligram - A gram contains 1000 of these to measure mass metrically.
H and Q
3. mile - A unit quantifying distance commonly covered during a P.E. class.
S and J
4. feet - The larger unit used to describe height in the U.S.A.
F and O
5. cubic centimeters - This metric unit measures the volume inside of a polyhedron.
C and R
6. meters - 100 centimeters combine to make this unit.
G and L
7. liters - A metric unit used in the U.S.A. to sell soda pop in large quantities.
B and I
8. gallons - This unit is how the price of gasoline is calculated in the U.S.A. (gal)
A and T
9. square meters - A unit describing the area of polygon.
E and D
10. Newtons - This unit measures the force of an object.
K and N
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 2 Bell Ringer ANSWER KEY
Prop Up the Proportionality
Assume each table represents a proportional relationship between two variables. Two
variables are proportional if a unit rate exists between the two. Complete the table for
each relationship.
1.
Number of gallons of
gas used
Number of miles
driven
1
2
3
4
5
32
64
96
128
160
1
2
3
4
5
1.5
3
4.5
6
7.5
1
2
3
4
5
¼
½
¾
1
5/4
2.
Number of workouts
per week
Number of miles ran
per week
3.
Boxes of macaroni
and cheese
Number of cups of
2% milk
The following variables need to be proportional; however, the materials composed have
yet to reach the constant of proportionality. How much more of each given dependent
variable must be added to reach equilibrium?
4. A copy machine makes approximately 750 copies every weekday. The table below
shows the number of pages used so far this week. How many more copies will be
made to maintain proportionality between these variables?
Number of weekdays
Number of pages
copied
1
2
3
4
5
750
1500
2250
3000
3500
250 more pages will be copied to reach proportionality.
5. An employee at most businesses received 60 minutes each weekday to take a lunch
break. The table below shows the number of minutes used so far this week. How
many more minutes does an employee get for his or her lunch break this week?
Number of weekdays
Number of minutes
used
1
2
3
4
5
60
120
180
240
273
27 more minutes can be used as a part of a lunch break.
Draft: 3/22/2016
Page 77
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 3 Bell Ringer ANSWER KEY
Just the Way You Slice It
1. Cube – the slice produces a square
2. Triangular Prism – the slice produces
a triangle
3. Cone – the slice produces a circle
4. Triangular Pyramid – the slice
produces a triangle
5. Cylinder – the slice produces a circle
6. Square Pyramid – the slice produces
a square
Draft: 3/22/2016
Page 78
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 4 Bell Ringer ANSWER KEY
The Mind-Manipulating of Misused Data
1. The scores for two science classes on a recent exam are as follows, expressed as a
percentage:
Mr. Smith:
12, 24, 67, 77, 79, 81, 82, 85, 85, 90, 92, 94, 97, 99, 99
Mrs. Walker: 50, 70, 72, 72, 74, 74, 74, 76, 78, 82, 88, 90, 92, 92, 94
What measure of center (mean, median, mode) should be used to determine which
class performed better on the test? Explain your answer.
The median should be used because this measure of center is not effected by
extreme values. The mean can be skewed based on minimum or maximum
values that stray away from the norm.
Which class performed better on the exam?
Mr. Smith’s median: 85
Mrs. Walker’s median: 76
Mr. Smith’s mean: 77.5
Mrs. Walker’s mean: 78.5
Although Mr. Smith’s class has a lower mean, his students’ scores aside from
two minimum values outperform Mrs. Walker’s by nearly 10 percentage points.
2. A new soft drink company is marketing its products to adolescents and young adults.
The marketing team is determining how to spend most of its money: a Super Bowl
advertisement, social networking ads, or consistent newspaper and magazine
advertisements. Which sample space will likely yield the most effective results?
In order to maximize exposure for costs, the company should choose social
networking ads. A Super Bowl ad has an extremely high price while only
reaching sports fans as a demographic. Newspaper and magazine
advertisements are not primarily targeted to young adults. As a result, the
frequency and diversity of social advertizing opportunities proves to be the
best selection.
3. How close was the second-highest company’s profit margin to Company C? Why
would this graph be considered misleading?
Company B is within 0.2 of Company C, however, the disparity of the scale on
the bar graph makes the difference appear much larger than this slim margin.
7.2
Company A
7.1
Company B
Company C
7
Profit
Draft: 3/22/2016
Page 79
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Days 5 and 6 Bell Ringer ANSWER KEY
Put the Proportions in Place
Determine if the following relationships are proportional by sketching a line graph of the data.
Recall that a relationship is proportional if a graph has a constant rate of change and a y-intercept
through the origin.
1.
Hours of work for
cable repairman
Cost charged to
customer
1
2
3
4
5
39.99
54.99
69.99
85.99
99.99
This graph will be linear but does not pass through the origin.
2.
Seconds after
kicking a football
Vertical height of the
football
1
2
3
4
5
12
18
32
48
32
This graph is not linear and does not pass through the origin.
3.
Number of movie
tickets
Total cost of movie
tickets
1
2
3
4
5
9
18
27
36
45
This graph is linear and passes through the origin; as such, the relationship
between number of movie tickets and the total cost is proportional.
Edge into Equations for Proportionality
Match the correct vocabulary word with its authentic application.
1. y-intercept – E
A. The number in front of a variable
2. slope – F
B. dependent variable = slope * independent variable
3. rate of change - G
C. A pattern without a constant rate of change
4. unit rate – H
D. A rational number that does not change
5. coefficient – A
E. The starting point of a graph on the y-axis
6. constant – D
F. The pattern in a linear relationship.
7. direct variation – B
G. The amount of increase or decrease in a set of
numbers
8. nonlinear relation - C H. The price of a single item is an example of this.
Draft: 3/22/2016
Page 80
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 7 Bell Ringer ANSWER KEY
Sample Space Has Its Place
All answers will vary. See student answers to determine reasonableness.
Ensure that students answer:
What?
When?
Where?
Who?
Day 8 Bell Ringer ANSWER KEY
The Price is Prickly – Percent of Change
iPhone 4S:
amount of change = 399 – 350 = 49
original = 399
Object: iPhone 4S
Old: $399
49 / 350 * 100 = 14%
The markdown on the iPhone 4S is
14%.
New: $350
LeBron James autographed jersey:
Object: Autographed LeBron James
Cleveland Cavaliers jersey
amount of change = 475 – 250 = 275
original = 250
275 / 250 * 100 = 110%
The markup on the jersey is 110%.
Kinect motion sensor for XBOX 360:
amount of change = 129.99 – 99.99 =
30
original = 129.99
30 / 129.99 * 100 = 23.08%
The markdown on the Kinect is
23.08%
Draft: 3/22/2016
Old: $250
New: $475
Object: Kinect motion sensor for
XBOX 360
Old: $129.99
New: $99.99
Page 81
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 9 Bell Ringer ANSWER KEY
Putting Pennies on the Price – Percent of Change Creation
Answers will vary. Use these guides to ensure students complete task
accurately.
Markup – an increase in price
Markdown – a decrease in price
Percent of Change = the change in price divided by the original price
multiplied by 100.Day
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
10 Bell Ringer ANSWER KEY
Scandalous Scale Models
Determine the missing length or scale factor between the pair of similar
figures. Use proportional reasoning to support your work.
What is the value of x?
X = 10.5 / 3.5 * 1.5 = 4.5 inches
What is the value of y?
Y = 5.2 / 7.8 * 3.45 = 2.3 cm
What is the scale factor from the large
polygon to the small polygon?
What is the scale factor from the small
polygon to the large polygon?
The scale factor is 7/2 or 3.5 (24.5 ÷ 7)
The scale factor is 2/7 (7÷24.5)
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Day 11 Bell Ringer ANSWER KEY
Mix Up the Math Models for Marketing
A graph, table, and equation are commonly used to quantitatively argue
persuasively for against the price and performance of specific products.
Match each of the following positive and negative attributes concerning
each to the correct mathematical model.
A.
B.
C.
D.
E.
F.
Creates a list of organized information between variables (+)
Tricky to organize coefficients and constants into one of these (-)
A pictorial representation of a relation between variables (+)
Only representative of what scale is being used on either axes (-)
Quickly produces values for any variable within a pattern (+)
Patterns may not be accurately reflected based on which data is listed (-)
Mathematical Models
Equation
Graph
Positive Characteristic
Quickly produces
values for any
variable within a
pattern (+)
Positive Characteristic
Positive Characteristic
A pictorial
Creates a list of
representation of a
organized
relation between
information
variables (+)
between variables
(+)
Negative Characteristic
Negative Characteristic
Only
Patterns may not
representative of
be accurately
what scale is
reflected based on
being used on
which data is listed
either axes (-)
(-)
Negative Characteristic
Tricky to organize
coefficients and
constants into one
of these (-)
Table
Day 12 Bell Ringer ANSWER KEY
Single Out the Summary
Answers will vary and depend on choices that students make on what to
include in concept web.
Draft: 3/22/2016
Page 84
Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Appendix F: Teacher Resources
Test Fixture Assembly Directions
To be completed by the teacher prior to the lesson.
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Assemble left and right legs by connecting 3’ section of slotted angle to 2’ section of
slotted angle. Be sure to make connection such that legs are mirror images of each
other. The 3’ section will be the vertical component of the legs. Attach the 3’ sections
at mid-length of the 2’ sections, as depicted.
> Length of
winch handle
Connect the left and right legs using 2 – 2’ sections of slotted angle as depicted. The
upper connecting slot angle shall be flush with the top of the vertical 3’ members. The
distance between the lower connecting slot angle and the floor should be greater than
the length of the winch handle. Recommend connecting the top connecting slot angle
section first. Also recommend a second set of hands to help hold things together
while inserting bolts.
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Space Age Wisdom
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Cut 4 parts:
2 – 6” long from the slotted angle (use the 1’ long section)
2 – 6” long from the aluminum angle
Drill 3/8” diameter holes in aluminum angle pieces as depicted
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Connect the 6” long sections of aluminum angle to the 6” long slotted angle sections
mounted to the fixture in the previous step.
Connect the 6” long sections of aluminum angle to the 6” long slotted angle sections
mounted to the fixture in the previous step.
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Perform any assembly required for the winch according to instructions provided with
the winch. Mount the winch to the bottom cross-member using provided hardware.
Precise location is not important so long as the winch is off-center, with the opening
for the strap oriented toward the center of the fixture, as depicted.
Attached swivel hook to the bottom cross-member as depicted. The closed end of the
swivel-hook will be used to transition the strap between horizontal and vertical. Position
will be refined during next step, once strap is placed.
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Space Age Wisdom
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Thread the strap through the swivel hook into the winch and wind the strap around the
winch shaft as instructed by winch assembly instructions. Leave about 18” length of
strap in front of winch. Note: the ratchet portion of the ratchet strap is not used.
Adjust the attach location of the swivel hook to ensure the horizontal portion of the
strap is parallel to the lower cross-member when the vertical portion of the strap is
perpendicular to the lower cross-member.
Configuring for Tension:
Mount an S-Hook, mid-span on the upper cross-member. Hang a spring scale from
this S-Hook. Prepare a tensile specimen using two hand-clamps. Hang the specimen
from the spring scale, and hang an S-Hook from the bottom specimen clamp. Attach
the hook of the ratchet strap to the bottom hook.
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Space Age Wisdom
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Configuring for Beam Bending:
Move aluminum angle sections inward to desired span for bending testing. Place
chain anchor shackle at mid length of the specimen (straight section interfacing with
specimen). Place specimen onto fixture. Attach S-hook onto anchor shackle. Attach
ratchet strap hook to spring scale and attach spring scale to bottom of S-hook.
Configuring for Plate Bending:
Move aluminum angle sections inward to desired span for bending testing. Mount eye bolt
into specimen as depicted and diagramed above. Place specimen onto fixture with the
mid-length points of opposing sides of the specimen being placed on the aluminum
brackets. Attach S-hook onto eye bolt. Attach ratchet strap hook to spring scale and
attach spring scale to bottom of S-hook.
Draft: 3/22/2016
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Space Age Wisdom
Achieving Unbendable Strength in Tense Situations
Epoxy Resin and Caliper Suggestions
Material, mechanical, and aerospace engineers must consider several criteria when selecting an
epoxy resin system for a composite material system to be used within a near-space vehicle:











Mechanical properties
Thermal properties
Outgassing properties
Manufacturing characteristics
Optical properties
Electrical properties
Compatibility with other materials used on the vehicle
Storage limitations
Health hazards
Mass density
Cost
These criteria can be relaxed, given that composite materials manufactured during this
educational STEM unit are not truly intended for operation on a near-space vehicle. Key areas of
consideration when selecting epoxy resins for this educational unit include:
Student safety:
Resin systems must be safe for use by students with teacher guidance. Some epoxy resins
produce significant amounts of heat while curing. This is due to an exothermic chemical reaction
caused when a curing agent, typically referred to as “Part B”, is mixed into the primary epoxy
chemical ingredient, typically referred to as “Part B”. Resin systems with longer cure times
typically produce lower heat levels. Another safety concern with epoxy systems is odor produced
during cure. Resin system with longer cure times that meet low volatile organic compounds
(VOC’s) standards will help to minimize odor produced during cure. Unfortunately, selection of
epoxy isn’t as simple as selecting the longest cure time low VOC epoxy available as logistics of
this educational unit requires cure times at room temperature lower than 24 hours.
Cost:
Epoxy resins that meet low VOC standards or have superior mechanical properties will typically
be associated with higher costs. Additionally, epoxies purchased in-store at common home
improvement stores will be more expensive due to higher overhead costs.
Mechanical properties:
As previously mentioned, epoxy resins used during this unit do not require aerospace-grade
mechanical properties, but it is recommended that the epoxy resin be rigid at ambient room
temperatures (approximately 70oF) to minimize potential testing inaccuracies and complications.
Draft: 3/22/2016
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Space Age Wisdom
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Epoxy Resin and Caliper Suggestions (continued)
A list of recommended epoxies can be found below in Table 1. All of these resin systems have a
minimum of 20 minutes of pot life (time before the resin begins to harden). Other factors to
consider when selecting epoxy resins is product quality control and product manufacturer.
Adhesive products produce by Lord and Loctite are well known and used throughout the
aerospace industry. Fibre Glast is fairly well-known, and produces general consumer-grade (not
aerospace-grade) composite materials. US Composites seems to have the most attractive
product offering, but is not as well-known as other companies. There are several additional
companies that distribute epoxy resins, but they are either located outside of the U.S. or do not
have sufficient information on their website. It is recommended that educators obtain samples of
candidate epoxy systems for trials prior to purchasing a large quantity of resin. It is estimated that
a single team producing four composite parts of approximately 6 inch x 6 inch x 0.050 inch size
will need about 100 ml of epoxy resin for this assignment accounting for material loss during
fabrication and 55% resin content.
Table 1: List of Suggested Epoxies
Optical
Cure Time
Cost/Quantity
Properties
Product
Supplier
Lord 310
Chembar
24 hours
Opaque, Gray
$0.05/ml
Loctite E00CL Hysol
R.S. Hughes
12 hours
Clear
$0.16/ml
Fibre Glast
2000 Resin
with 2020
Hardner
Fibre Glast
Corporation
24 hours
Translucent,
Amber
$0.04/ml
EPOX635314
US
Composites
10 hours
Translucent,
Amber
$0.02/ml
Comments
1 quart each of part
A and B. Virtually
odorless.
Claims to be lowodor and fast set-up
time. 200ml kit size.
No specific claims
for low-odor, but
respiratory
protection is not
required if used as
directed. 1gallon A/1
quart B kit
Claims to be lowodor, and good for
laying-up
composites. 1 gallon
A/42.6 ounce B kit
Caliper Suggestions:
Calipers should be used for specimen thickness measurements. The measurement step for this
lesson should not be time consuming, so it is not necessary for each group to have their own
caliper. Harbor Freight and Amazon both sell quality stainless steel calipers that will work well for
this lesson. Either digital or dial readouts are acceptable, but dial calipers may not always provide
metric readings. It is recommended to avoid the use of plastic calipers because they are prone to
flexing and produce inaccurate readings.
Retailer
Harbor Freight
Amazon
Harbor Freight
Harbor Freight
Draft: 3/22/2016
Table 2: List of Suggested Calipers
Description
Material
4” Digital Caliper
Stainless Steel
6” Digital Caliper
Stainless Steel
6” Dial Caliper
Stainless Steel
6” Digital Caliper
Stainless Steel
Price
$9.00
$13.95
$18.29
$19.99
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