ON THE MOON NASA AND DESIGN SQUAD TEAM UP TO INSPIRE A NEW GENERATION OF ENGINEERS - PBS KIDS
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
On THE MOON
NASA and Design Squad team up to
inspire a new generation of engineers
ENGINEERING
in collaboration with the CHALLENGES
FOR SCHOOL AND
National Aeronautics and AFTERSCHOOL
Space Administration PROGRAMS
GRADES 3–12
tion
and Space Administra
National Aeronautics
Dear Educators,
ates’ space program.
an no un ce d a ne w vision for the United St
In 2004, President Bu
sh working on the
rea lity. Th e me n an d women of NASA are
coming on by 2020. A new
Today, that vision is be l ret urn Americans to the mo
ac ec raf t tha t wil pired by what
next generation of sp un try an d aro und the world will be ins
acros s the co
generation of students nkind has ever
lle d the “g rea tes t ad venture on which huma
President Kennedy ca
embarked.”
g people of
of ex plo rat ion , we recognize that the youn
the fut ure
As NASA prepares for Creativity, curiosity,
rs, sc ien tis ts, an d as tronauts of tomorrow.
today are the enginee al, and we
tru ste d too ls of NA SA’s engineering arsen
are the that allow young people
and analytical thinking ts to create experiences
r ed uc ati on al eff or
continually direct ou challenging problems.
the se sk ills as the y investigate and solve
to develop
series focused
h De sig n Sq ua d ® , PB S’s reality competition
er wit t
NASA is proud to partn ership is our belief tha
em en t of en gin ee rin g. Central to this partn rol e in
on the fun and excit ucation will play a vital
hn olo gy, en gin ee rin g, and mathematics ed g, pro ud
science, tec our lon
of the 21 st ce ntu ry. On the Moon is part of
solving the problems ucturing the
en gin ee rin g fue ls sp ace exploration. By str
g how pe that you will find the
tradition of showcasin g applications, it is our ho
l-w orl d en gin ee rin dents in the
activities around rea inn ov ati ve ways to engage your stu
to be eff ec tiv e, e
On the Moon activities exploration, and inspir
pro ce ss , en co ura ge their interest in space
engineering design
r in engineering.
them to pursue a caree
s that will
yo u wh o pla y a ke y rol e in preparing the mind
NASA suppor ts people
like ibilities of engineering
. Us e thi s guide to bring the poss
strengthen the Natio n’s fut ure . Engage their
to ins pir e the m to so lve challenging problems
to life for young people
and cellence.
tea ch the m to au tog raph their work with ex
riosity, and
creativity, foster their cu
Sincerely,
Joyce Winterton
for Education
Assistant AdministratorWhat’s In this Guide
NASA and Design Squad® team up to bring kids in your school or afterschool
program six hands-on challenges. These fun challenges will get your kids
thinking like engineers and excited about NASA’s missions to the moon.
Why Have NASA and Design Squad Teamed Up? 1
Introducing the Design Process 2
Want More
How to Use this Guide 3 Challenges
Going to the Moon with NASA 5 Like These?
Get Design Squad
Talking with Kids about Engineering 7 challenges, activity guides,
games, and much more at
Online Resources from NASA and Design Squad 8
pbs.org /designsquad.
Challenges:
Launch It 9
Design an air-powered rocket that can hit
a distant target.
Touchdown 13
Create a platform that can safely cushion
“astronauts” when they land on a table near you.
Roving on the Moon 17
Build a rubber band powered rover that can
scramble across the room.
Heavy Lifting 22
Build a cardboard crane and see how heavy
a load it can lift.
On Target 27
Modify a paper cup so it can zip down a line
and drop a marble onto a target.
Feel the Heat 32
Heat things up by building a solar hot water heater.
Education Standards 37
Credits 44Why Have NASA And
Design Squad Teamed Up?
NASA is one of the biggest employers of engineers in the world—about 90,000
among its own employees and its corporate partners. So it’s not surprising that
NASA wants kids to learn more about engineering, become interested in the
things engineers do, and experience the world of engineering firsthand.
Design Squad is all about engaging kids in engineering by offering them
opportunities to give it a try. Through its award-winning TV program, Web site,
and hands-on challenges, Design Squad helps kids unleash their creativity,
experience the fun and excitement of engineering, and see that engineers
make an important difference in the world.
By teaming up to develop the On the Moon guide, NASA and Design Squad help you
bring hands-on engineering and the adventure of space exploration to life for kids.
NASA explores space
What’s out there in space? How do we get there? What will we find? What can we
discover there, or learn just by trying to get there, that will make life better here on
Earth? NASA has been working on these questions for over 50 years, pioneering
space exploration, scientific discovery, and aeronautics research. NASA wants kids
to learn more
NASA scientists and engineers work in a wide range of settings around the country, about engineering.
from laboratories to airfields to wind tunnels to control rooms. The main areas they
work in are:
• Aeronautics: where they pioneer new flight technologies that have practical
applications on Earth and improve our ability to explore space.
• Exploration Systems: where they create new technologies and spacecraft that
make human and robotic exploration more affordable and sustainable.
• Science: where they explore Earth, the moon, Mars, and beyond; chart the best
ways to learn about the universe; and help society reap the benefits of Earth
and space exploration.
• Space Operations: where they manage the space shuttle and International
Space Station and provide flight support.
Design Squad engages kids
in engineering
Design Squad is an award-winning TV show that airs on PBS. It’s a powerful way to
open kids’ eyes to the exciting world of engineering. On the show, two teams of Design Squad helps
teenagers take on a wide array of imaginative engineering challenges. The lively kids experience the
action and fun-filled challenges demonstrate for viewers the rich variety of problems fun and excitement
that engineers tackle as they work to improve people’s lives and our society. Design of engineering.
Squad’s Web site and activity guides put a range of valuable resources into the
hands of educators, parents, and kids. These materials engage and empower kids
by having them use their ingenuity to solve problems and design and build
interesting projects.
1INTRODUCING THE
DESIGN PROCESS
When NASA engineers try to solve a problem, their initial ideas rarely
work out perfectly. Like all engineers, they try different ideas, learn IDENTIFY PROBLEM
from mistakes, and try again. The series of steps engineers use to
arrive at a solution is called the design process.
As kids work through a challenge, use questions such as the ones BRAINSTORM
below to talk about their work and tie what they’re doing to specific
steps of the design process.
Brainstorming DESIGN
• At this stage, all ideas are welcome, and criticism is not allowed.
• What are some different ways to start tackling today’s challenge?
BUILD
Designing
• Talk through the brainstormed ideas. What’s really possible given
your time, tools, and materials?
• What specific goal are you trying to achieve, and how will you know
if you’ve been successful? REDESIGN TEST &
• What are some problems you’ll need to solve as you build your EVALUATE
project?
Building, testing,
evaluating, and redesigning
• Does your design meet the goal set out in the challenge?
• Why do you have to test something a few times before getting it to SHARE SOLUTION
work the way you want?
• What can you learn from looking at other kids’ projects and
discussing them?
Sharing solutions
• What were the different steps you had to do to get your project to
work the way you wanted?
• What do you think is the best feature of your design? Why?
• What are some things everyone’s designs have in common?
• If you had more time, how could you improve your design?
Photo: Lauren Feinberg
The design process is built into
each challenge. Over the course
of doing a challenge, kids see
that the steps of the design
process let them think creatively
about a problem and produce a
successful result.
2How to use this Guide
This guide offers six hands-on challenges that bring engineering and NASA’s moon missions to life
for kids in schools and afterschool programs. The challenges take an hour (except Feel the Heat,
which takes 1½ to 2 hours), use readily available materials, give kids many ways to succeed, and
can be done with large groups. The activities also meet many of the national science, technology,
and mathematics standards.
How to get started
Choose a challenge. You’ll want to consider the number of the kids in your group and their ages
and ability levels. The chart below will help you find the right activities for your program’s age group.
Also check the related Science, Math, and Technology Standards starting on page 37 to find
challenges that are a good match for your curriculum.
Challenge Events Grades 3–5 Grades 6–8 Grades 9–12
Launch It
Touchdown
Roving on the Moon
Heavy Lifting
On Target
Feel the Heat
Read the leader notes. These notes will assist you in facilitating the challenges. They include
suggestions to help you prepare for, introduce, and run the activity as well as discussion questions
to help kids explore the activity’s science, engineering, and space-related themes.
Try the activity yourself. A practice run will help you figure out the best way to introduce the activity
and anticipate potential problems your kids may run into.
Print the challenge sheet. This handout walks kids through a challenge, providing them with a
materials list, questions to brainstorm, building tips, and interesting stories related to the challenge.
Get kids excited about NASA’s moon missions. By the year 2020, NASA plans to build an outpost
on the moon and have teams of astronauts live there. Get your kids excited about what’s involved in
living and working on the moon. On pages 5 and 6, you’ll find a brief description of NASA and two of
its moon missions. Share this information with your kids.
Decorate the room with space images. You can motivate kids and help them visualize the moon
and NASA’s moon missions by displaying space-related images. NASA has many excellent ones you
can print out. (Visit moon.msfc.nasa.gov.) To get the NASA images used in this guide, use the URL
found below each image.
3Leading a Challenge lAunCH iT
Leader Notes
fOr EvEnTS And grAdES 3–8
Never led an engineering challenge before? Don’t worry! From getting started, to
The Challenge
Design and build an air-powered rocket that can hit a distant target.
In this challenge, kids follow the engineering design process to: (1) design and build a
rocket from a straw; (2) launch their rocket using a balloon; (3) improve their rocket based
on testing results; and (4) try to consistently hit a target with their rockets.
helping kids succeed, to wrapping up the activity, the leader notes give you all you
1 Prepare ahead of time
• Read the challenge sheet and leader notes
to become familiar with the activity.
• Gather the materials listed on the challenge sheet. Basic air-powered
• Build a sample rocket and launcher. rocket, straw and
need to facilitate a challenge with kids. The leader notes are divided into the
balloon connection,
2 Introduce the challenge (10 minutes) straw and straw
connection
• Tell kids about the role rockets play in getting people and equipment to the moon:
To get to the moon, NASA uses a rocket. A rocket is basically a huge engine that lifts
things into space. Sometimes rockets carry people (called astronauts) into space. Sometimes,
following sections:
they carry NASA’s space shuttle, a satellite, or other piece of space equipment. Today you’ll make
a rocket out of straw that uses air power to hit a target. By testing your rocket, you’ll find ways to
make it work better. Improving a design based on testing is called the engineering design process.
• Show kids your sample rocket and launcher. See if they can name the main parts.
The large column that makes up most of the rocket is called the body. The wing-like sheets sticking
out from the lower end of the body are called fins. The small capsule that sits atop the body is the
nosecone. The nosecone is where the astronauts sit or where NASA stows the satellites or
equipment it sends into space.
Prepare ahead of time: Lists things to do to get ready for the activity.
3 Brainstorm and design (10 minutes)
Distribute the challenge sheet. Discuss the questions in the Brainstorm and Design section.
• What are some ways you can change a rocket? (Kids can change: the length of the straw; the
straw’s weight; the weight and shape of the nosecone; the number and position of fins; the amount
of air in the balloon; and how they release the air.)
• How will adding weight to the straw’s nose or having fins affect how it flies? (Adding weight to
the straw’s nose or placing fins near the back can help it fly straighter.)
Introduce the challenge: Provides a script you can use to introduce the activity’s
• When you launch your straw rocket, how does the launch angle affect where it lands?
(Launching a rocket straight up sends it high but not far; straight out makes it fall quickly to the floor.
This could be a great opportunity to explore angles with kids.)
4 Build, test, evaluate, and redesign (30 minutes)
Help kids with any of the following issues. For example, if the straw rocket:
key ideas and show how the challenge relates to NASA’s goal of having people live • sticks to the launch straw—The straw might have become wet as kids blew through it. If so, have
them wipe it. Also, check that the balloon is inflated enough.
• veers off course—Add fins, either at the rear or middle of the rocket.
• lands on its side instead of nose first—Add a little weight to the nose.
on the moon.
9
Leader notes page
Brainstorm and design: Helps kids think about different ways to meet a challenge.
Since challenges offer kids many ways of succeeding, this section jump starts
their thinking about various approaches and possibilities. A nASA/dESign SquAd CHAllEngE
lAunCH iT
Going to the moon? You’ll need a rocket. Plus some things to
keep busy. The rockets NASA sends to the moon go up to 18,000
Build, test, evaluate, and redesign: Lists issues that might surface during a
miles (29,000 km) per hour. But it still takes about three days to
get there. So, sit back, relax, and enjoy the view.
wE CHAllEngE yOu TO…
…design and build an air-powered rocket that can hit a distant target.
challenge and suggests strategies to use with kids who face these issues. BrAinSTOrM And dESign
Think about things that might affect how your air-powered rocket flies.
• How long will your rocket be?
MATEriAlS (per rocket)
•
•
balloon
small lump of clay
• How many paper fins will your straw rocket have—0, 2, or more?
• paper
• How will adding weight to the straw’s nose or having fins affect how it • 1 wide straw
flies? • 1 thin straw that fits inside
Discuss what happened: Provides questions (and answers) for reviewing the
• When you launch your straw rocket, how does the launch angle affect the wide straw
where it lands? • tape
• target (box lid or paper
with a bull’s-eye drawn on)
Build • scissors
1. First, build a balloon-powered launcher. Slide 1–2 inches (3–5 cm) of
the thin straw into a balloon. Make a tight seal by taping the balloon to
activity’s key concepts, helping kids reflect on how they used the design process the straw.
2. Next, build a straw rocket. Use the wide straw for the rocket. Seal one
end. Either plug it with clay or fold the tip over and tape it down.
3. Now launch your rocket. Blow into the thin straw to blow up the
rocket
balloon. Slide the wide straw onto the thin straw. Aim. Let air
(see page 2 for an overview of this process), and highlighting how the challenge
(wide straw)
from the balloon rush out and launch your straw rocket.
TEST, EvAluATE, And rEdESign
Set up a target. Stand 5 feet (1.5 m) away and try to hit
it with your rocket. Can you make your rocket hit the
relates to NASA’s moon-exploration efforts.
launcher
target every time? Try these things if your rocket: (thin straw)
• falls quickly to the ground—Reduce the
weight.
balloon
• misses the target—Launch it at different
angles.
• won’t fly straight—See if fins make a
TM/© 2008 WGBH Educational Foundation
difference. Also, try adding weight to the
rocket’s nose.
Extend the challenge: Presents short activities that kids can do to reinforce and
• sticks to the launch straw—Make
sure the launch straw is dry. If it isn’t,
wipe it dry. Also, try blowing the
balloon up more.
expand the experiences they have had in a challenge.
Kids’ challenge sheet
Curriculum Connections: Lists the topics in a challenge that relate to concepts
commonly covered in science, math, and technology curricula.
Tips for facilitating open-ended challenges
• There are multiple ways to successfully tackle a • Have kids come up with several ways to solve a
challenge, so one successful solution is as good problem before they move ahead with an idea.
as another. Help kids see that the challenges
Photo: Renée Mattier
are not competitions. Instead, they’re
opportunities to unleash an individual’s ingenuity
and creativity.
• When kids feel stuck, have them describe what
they’re doing by explaining why they think they
got the results they did. Then ask questions to
get kids back on track rather than telling them
what to do. For example, ask: “Why do you think
this is happening?” or “What would happen
if…?” or “What is another thing you could try?”
• When something’s not going as desired,
encourage kids to try again. Problems are If a design doesn’t work as planned, encourage kids to
try again. Setbacks often lead to design improvements
opportunities for learning and creative thinking.
and success.
4Going to the moon
with nasa
Could people live on the moon for months at a time? Yes! By the year 2020, NASA
plans to build a lunar outpost capable of housing teams of astronauts for six
months or more. But there’s a lot to learn before this can happen. Between now Imagination fuels
and then, NASA will prepare by sending several robotic missions to: innovation
To explore the frontiers
• identify good landing sites. Orbiting spacecraft will image and map the surface of Earth, the solar system,
and identify hazards, such as steep slopes, rough terrain, and other obstacles. and the universe, NASA
engineers find solutions
• measure temperature, lighting, dust, and radiation levels. NASA needs to know
to extraordinary
this to design materials and equipment that will work reliably on the moon and
challenges, and turn
assure astronaut safety. dreams into reality.
• look for useful resources, such as minerals and ice. Shipping things from Earth
is costly—over $25,000 a pound! NASA needs astronauts to make as much as
possible of what they need on site, using raw materials found on the moon,
like calcium compounds to make cement and nitrogen compounds to fertilize
crops.
The two missions featured in this guide—the Lunar Reconnaissance Orbiter and
Lunar Crater Observation and Sensing Satellite—are the first two missions NASA
is sending and are the first step in NASA’s effort to return to the moon.
NASA plans to build a lunar outpost to house astronauts for six months or more.
Get this image at: www.nasa.gov/images/content/148658main_jfa18833.jpg
5The Lunar Reconnaissance
Orbiter (LRO)
LRO is an unmanned spacecraft that will orbit the moon for
at least a year. It will help NASA select safe landing sites,
study radiation levels on the moon, and identify lunar
resources. LRO will use the following sensors to help NASA
put together a comprehensive understanding of the moon’s
features and resources:
• Cosmic-ray Telescope: Studies the effects of radiation LRO orbiting the
and its potential impact on living things. moon. Get LRO
images at:
• Diviner Lunar Radiometer: Gives detailed information about surface and www.nasa.gov/
subsurface temperatures as well as landing hazards, such as rocks and rough mission_pages/LRO/
terrain. multimedia/index.
html.
• Lyman Alpha Mapper: Maps the surface of the moon, searches for ice and frost
at the surface, and images the moon’s permanently shadowed regions, such as
at the bottom of deep craters.
• Neutron Detector: Maps the distribution of the element hydrogen, which is an
indicator of possible water and ice. It also provides information about radiation on the moon.
• Laser Altimeter: Measures the steepness of slopes and surface roughness and generates a high-
resolution, 3D map of the moon.
• Camera: Takes detailed pictures of the moon, capturing images of objects as small as one meter.
• Radio Frequency Demonstration: Searches for ice deposits beneath the surface of the moon.
The Lunar Crater Observation
and Sensing Satellite (LCROSS)
LCROSS has a specific mission: search for ice. If
astronauts are going to live on the moon for extended
periods of time, finding water is essential. Astronauts need
water to drink, and plants need it to grow. Water also can be
broken down into oxygen, which can be used for breathing,
and into hydrogen, which can be used for fuel for the return
trip to Earth. Water is heavy, so sending all the water that a
long-term mission needs from Earth would add considerable
expense to the moon exploration budget. LCROSS approaches
the moon. Get LCROSS
LCROSS to the rescue! It’s helping NASA look for a source of water on the moon. images at: www.nasa.
gov/mission_pages/
LCROSS will test the theory that ancient ice exists in the permanently shadowed
LCROSS/multimedia/
craters near the moon’s poles. Since no sunlight reaches the bottom of these deep index.html.
craters, the dark, frigid conditions there are perfect for preserving possible ancient
ice deposits. NASA is sending LCROSS’s two sections hurtling into a crater near the
moon’s South Pole. Their impacts will make two deep pits in the crater floor, sending
up a plume of dust and gas 6 miles (10 km) high. Instruments on the Lunar Reconnaissance Orbiter,
the Hubble Space Telescope, and Earth will analyze the plume for the presence of water (ice and vapor),
carbon compounds, and minerals that contain water.
6Talking with kids
about engineering
Few kids can describe what engineering is or what an engineer does. Yet once they
find out, many are hooked. You can be the one to help a young person discover
just how cool engineering can be. As you work with kids, use the information below What’s Engineering?
to talk with them about engineering. “Engineers get to imagine the
future and design for it.”
What’s An Engineer? Marisa Wolsky, Design Squad
Executive Producer
Engineers dream up creative, practical solutions and work with other smart,
“Engineering is about thinking
inspiring people to invent, design, and build things that matter. They are changing
through problems, finding
the world all the time. solutions, and helping
What Do Engineers Do?
people.”
Daniele Lantagne,
environmental engineer
• Think creatively. Engineering is an ideal outlet for imagination and creative
problem solving—the perfect field for innovative thinkers. “The best part of being an
• Work with great people. Engineering takes teamwork. As an engineer, you’ll be engineer is the creativity
surrounded by smart, creative people. that’s involved and the
satisfaction that comes from
• Solve problems and design things that matter. Engineers improve people’s solving hard problems.”
lives by tackling problems, improving current designs, and coming up with Jananda Hill,
solutions no one else has thought of. computer-science engineer
• Change the world and make a difference. Among many other pursuits, “Every day I see things that
engineers develop systems that save lives, prevent disease, reduce poverty, could be made better by just
and protect our planet. applying some good
engineering know-how.”
How Do Engineers Make The World Jessica Miller,
A Better Place?
biomedical engineer
Here are some things engineers do to help improve people’s lives.
• Build spacecraft that travel to the moon
• Develop state-of-the-art cell phones
• Create more fuel-efficient cars
• Invent artificial retinas to help restore vision
• Design lighter bike frames
• Construct tall skyscrapers and high bridges
• Build systems to purify water and process waste
• Design clothing that repels mosquitoes
Photo: Lauren Feinberg
• Create satellites that detect drought around the world
• Develop feather-light laptops
Find Out More
Explore more about engineering. The following Web sites offer fun projects, videos You can be the one to help
a young person discover just
of engineers doing innovative work, and videos of real-world STEM connections:
how cool engineering is.
• NASA eClips at nasa.gov/audience/foreducators/nasaeclips
• Engineer Your Life at engineeryourlife.org
• Discover Engineering at discoverengineering.org
• Design Squad at pbs.org/designsquad
7Online Resources From
NASA And Design Squad
From NASA From Design
Want more ways to extend and enrich
your kids’ experiences of space
Squad
Extend and enrich your kids’
exploration and living on the moon?
Design Squad experiences. Find the following
Tap NASA’s vast collection of moon-related animations,
resources at pbs.org/designsquad.
videos, interactives, and educator guides at NASA.gov.
• Watch Design Squad—Get all the episodes
• Engineering Design Challenges (Grades 5–12)
online and view video clips of engineers who
• Exploring the Moon Teacher’s Guide
showcase diverse, creative career paths in
(Grades 4–12)
engineering.
• Field Trip to the Moon Educator Guide (Grades 5–8)
• Get more hands-on, open-ended engineering
• Field Trip to the Moon Companion Guide challenges—Each comes with leader notes
(Grades 5–8) and reproducible challenge sheets in English
• Field Trip to the Moon Informal Educator Guide and Spanish.
(informal settings) • Host Design Squad clubs and events—Get the
• Lunar Nautics: Designing a Mission to Live and Work Event Guide to help you host fun-filled
on the Moon Educator Guide (Grades 5–8) engineering events for kids and families. It
• Lunar Plant Growth Chamber Educator Guide contains five challenges with reproducible
(Grades 9–12) activity sheets in English and Spanish, a list of
• Moon Munchies Educator Guide sources for materials, a planning checklist, and
(Grades K–4) an evaluation form. The Web site also has
• Packing Up for the Moon (Grades 5–8) downloadable signs, iron-on T-shirt transfers,
and volunteer certificates.
Also, get games, activities, and the Exploring the Moon • Stay informed—Sign up for an E-newsletter
Teacher’s Guide from the Lunar Reconnaissance Orbiter about the show, Web site, resources, events,
Web site at lro.gsfc.nasa.gov/education.html. and trainings.
Fit the guide’s Challenges Into Any Program
Classrooms, afterschools, clubs, and other ongoing programs
On the Moon challenges provide fun ways for kids to apply the design process and core science
concepts. Each activity is distinct, offering kids variety, letting them unleash their creativity, and
helping them practice important skills, such as problem solving, teamwork, and critical thinking.
Events and other one-time occasions
Take On the Moon activities to a museum, library, mall, or university and spark kids’ interest and
confidence in engineering with a lively, fun-filled event. The first two challenges are especially good for
events like science and engineering days—they use simple, readily available materials, and are open
ended, with multiple solutions that engage a wide variety of ages and ability levels.
8For Events and Grades 3–8
launch it
Leader Notes
The Challenge
Design and build an air-powered rocket that can hit a distant target.
In this challenge, kids follow the engineering design process to: (1) design and build a
rocket from a straw; (2) launch their rocket using a balloon; (3) improve their rocket based
on testing results; and (4) try to consistently hit a target with their rockets.
1 Prepare ahead of time
• Read the challenge sheet and leader notes
to become familiar with the activity.
• Gather the materials listed on the challenge sheet. Basic air-powered
• Build a sample rocket and launcher. rocket and balloon
launcher
2 Introduce the challenge (10 minutes)
• Tell kids about the role rockets play in getting people and equipment to the moon.
To get to the moon, NASA uses a rocket. A rocket is basically a huge engine that lifts
things into space. Sometimes rockets carry people (called astronauts) into space. Sometimes,
they carry NASA’s space shuttle, a satellite, or other piece of space equipment. Today you’ll make
a rocket out of straw that uses air power to hit a target. By testing your rocket, you’ll find ways to
make it work better. Improving a design based on testing is called the engineering design process.
• Show kids your sample rocket and launcher. See if they can name the main parts.
The large column that makes up most of the rocket is called the body. If you add wing-like sheets to
the lower end of the body, they are called fins. The small capsule that sits atop the body is the
nosecone. The nosecone is where the astronauts sit or where NASA stows the satellites or
equipment it sends into space.
3 Brainstorm and design (10 minutes)
Distribute the challenge sheet. Discuss the questions in the Brainstorm and Design section.
• What are some ways you can change a rocket? (Kids can change: the length of the straw; the
straw’s weight; the weight and shape of the nosecone; the number and position of fins; the amount
of air in the balloon; and how they release the air.)
• How will adding weight to the straw’s nose or having fins affect how it flies? (Adding weight to
the straw’s nose or placing fins near the back can help it fly straighter.)
• When you launch your straw rocket, how does the launch angle affect where it lands?
(Launching a rocket straight up sends it high but not far; straight out makes it fall quickly to the floor.
This could be a great opportunity to explore angles with kids.)
4 Build, test, evaluate, and redesign (30 minutes)
Help kids with any of the following issues. For example, if the straw rocket:
• sticks to the launch straw—The straw might have become wet as kids blew through it. If so, have
them wipe it. Also, check that the balloon is inflated enough.
9• veers off course—Add fins, either at the rear or middle of the rocket.
• lands on its side instead of nose first—Add a little weight to the nose.
• doesn’t go far—Blow up the balloon more; reduce the straw’s weight; change the tilt of the launch;
change the length of the straw rocket—a longer straw gets a bigger blast of air, which pushes on the
straw for a longer time, speeding it up and sending it farther.
5 Discuss what happened (10 minutes)
Have the kids show each other their rockets and talk about how they solved any problems that came up.
Emphasize the key ideas in today’s challenge by asking:
• What features of your design helped your rocket hit the target? (Key factors include the rocket’s
weight, launch angle, ability to fly straight, and the balloon’s pressure.)
• After testing, what changes did you make to your rocket and launcher? (Answers will vary.)
• How did changing the launch angle affect how your rocket flew? (Steep launch angles send a
rocket high into the air but not far horizontally. Shallow launch angles send a rocket far horizontally but
not high.)
• What’s an example of potential (stored) and kinetic (motion) energy? (Potential energy: Energy is
stored when the balloon is inflated and the material is stretched, and when the rocket is higher in the
air. Kinetic energy: Stored energy is changed into motion energy when the pressurized air inside the
balloon rushes out and when the rocket moves.)
• After reading the stories on the back of the handout, what do you think about traveling by rocket?
(Kids see that rockets can travel huge distances, travel fast, and need a lot of force to get going.)
Extend the Challenge
See how far kids’ rockets can go.
• Have kids test how far their rocket goes per breath of air used to fill the balloon. For example,
have them fill the balloon with three breaths of air, launch the rocket, and measure how far it
travels from its launch point. Repeat with five, seven, and nine breaths. Have kids plot distance
traveled against number of breaths. (Note: In each round, keep the launch angle constant.)
• Have kids experiment with different launch angles by using a protractor to position a book cover
or sheet of cardboard at a series of various angles, such as 30, 45, 60, and 90 degrees. Have
them launch their rockets and compare how far they go.
Curriculum Connections
Launch It ties to the following concepts commonly covered in science, math, and technology
curricula. For a list of education standards supported by the activity, see pages 37 and 38.
• Potential and kinetic energy—Blowing up a balloon stretches the rubber, which stores energy
as potential energy. When the pressurized air inside the balloon rushes out, the potential energy
changes to motion energy (kinetic energy), making the rocket move.
• Distance-angle relationships of an object in flight—By launching rockets at different angles,
kids will see that the travel distance and shape of the flight path change.
• Path of a moving object—During flight, the rocket follows a trajectory, which is a curved path.
• Measurement—Kids measure launch angles and the distance traveled by the rocket.
10A NASA/Design Squad Challenge
LAUNCH IT
Going to the moon? You’ll need a rocket. The rockets NASA
sends to the moon go up to 18,000 miles (29,000 km) per hour.
But it still takes about three days to get there. So, sit back,
relax, and enjoy the view.
We Challenge You To…
…design and build an air-powered rocket that can hit a distant target.
Brainstorm and Design
Think about things that might affect how your air-powered rocket flies.
Materials (per rocket)
• balloon
• How long will your rocket be? • small lump of clay
• How many paper fins will your straw rocket have—0, 2, or more? • paper
• 1 wide straw
• How will adding weight to the straw’s nose or having fins affect how • 1 thin straw that fits inside
it flies? the wide straw
• When you launch your straw rocket, how does the launch angle • tape
• target (box lid or paper
affect where it lands?
with a bull’s-eye drawn on)
• scissors
Build
1. First, build a balloon-powered launcher. Slide 1–2 inches (3–5 cm)
of the thin straw into a balloon. Make a tight seal by taping the balloon
to the straw.
2. Next, build a straw rocket. Use the wide straw for the rocket. Seal
one end. Either plug it with clay or fold the tip over and tape it down.
3. Now launch your rocket. Blow into the thin straw to blow up the
balloon. Slide the wide straw onto the thin straw. Aim. Launch! rocket
(wide straw)
Test, Evaluate, and Redesign
Set up a target. Stand 5 feet (1.5 m) away and try to hit
it with your rocket. Can you make your rocket hit the
target every time? Try these things if your rocket:
launcher
• falls quickly to the ground—Reduce the weight. (thin straw)
Design Squad TM/© 2008 WGBH Educational Foundation
• misses the target—Launch it at a different angle.
• won’t fly straight—See if fins make a difference.
Also, try adding weight to the rocket’s nose.
• sticks to the launch straw—Make sure the
launch straw is dry. If it isn’t, wipe it dry.
Also, try blowing up the balloon more.
Basic air-powered rocket
and balloon launcherTake Me to the Moon
It’s been over 25 years since NASA’s been to
the moon. But that’s about to change. Soon, two
spacecraft—the Lunar Reconnaissance Orbiter
and the Lunar Crater Observation and Sensing
Satellite—will be on their way. Compared to a
rocket, these spacecraft are tiny—together they’re Check out NASA’s
the size of a school bus and only about as heavy moon missions at
as a medium-sized elephant. Still, it’s not easy to moon.msfc.nasa.gov.
get them into space. The rocket carrying them will
burn about 90,000 gallons (341,000 liters) of An Atlas-5 rocket
high-tech fuel in the first few seconds of the trip. is as tall as a
When they say, “Blast off,” they really mean it. 20-story building.
The nosecone
is where the
astronauts sit or
My, How Things Have Changed!
where NASA stows Today’s rockets travel fast, far, and for a long
the satellites or time. One rocket, called Voyager 1, has been
equipment it sends
traveling for more than 30 years and is now
into space.
about 10 billion miles (16 billion km)
from Earth! Quite a change from the
early days. In 1926, Robert Goddard
designed and built the first liquid-
fuel rocket. It flew for only 2½
The rocket body is
seconds and went just 41 feet
mostly a huge fuel (12.5 m). Talk about improving
tank on top of a design!
rocket engines.
Robert Goddard
and the first
liquid-fuel rocket
Watch DESIGN SQUAD on PBS or online at pbs.org/designsquad.
Major funding for Design Squad provided by Additional funding for Design Squad provided by
Watch the DESIGN SQUA
episode on PBS or onlin
Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH. All rights reserved.
This NASA/Design Squad challenge was produced through the support of the National Aeronautics and Space Administration (NASA).
For more information about NASA missions and educational programs, visit nasa.gov.For Events and Grades 3–8
Touchdown
Leader Notes
The Challenge
Design and build a shock-absorbing system that will protect two “astronauts” when they land.
In this challenge, kids follow the engineering design process to: (1) design and build a shock-absorbing
system out of paper, straws, and mini-marshmallows; (2) attach their shock absorber
to a cardboard platform; and (3) improve their design based on testing results.
1 Prepare ahead of time cabin
(paper cup)
• Read the challenge sheet and leader notes to become
familiar with the activity.
• Gather the materials listed on the challenge sheet. platform
(cardboard)
• Fold an index card into a spring (see illustration).
2 Introduce the challenge (5 minutes)
• Tell kids why a spacecraft that can land gently
is important for getting astronauts to and from
the moon safely.
NASA is looking for safe landing sites on the moon. Once
they find one, they need to design and build a spacecraft
spring (folded
that can land there without injuring astronauts or damaging index card)
the spacecraft. Today you’ll make a lander—a spacecraft astronauts
that can land safely when you drop it on the floor. As you (marshmallows)
test, you’ll find ways to make it work better. Improving a
design based on testing is called the engineering design process. Sample lander
• Show kids the spring made out of an index card.
When you jump off a high step, you bend your back and knees to absorb some of the energy and
break your fall. That’s what a shock absorber does—absorbs the energy of an impact. Soft things,
like marshmallows, cotton balls, foam, and bubble wrap absorb shock well. You can also use paper,
like this index card made into a spring by folding it like an accordion.
3 Brainstorm and design (10 minutes)
Distribute the challenge sheet. Discuss the questions in the Brainstorm and Design section.
• What kind of shock absorber can you make from these materials to help soften a landing?
(Mini-marshmallows can serve as soft footpads. Cards can be folded into springs. Straws can provide
a flexible structure. Rubber bands can flex and hold things together.)
• How will you make sure the lander doesn’t tip over as it falls through the air? (Making the parts
below the platform weigh more than the parts on the top helps the lander fall straight down. Also, it
helps to evenly distribute the weight on top of the platform.)
4 Build, test, evaluate, and redesign (35 minutes)
Help kids with any of the following issues. For example, if the lander:
• tips over when it drops—Move the cup slightly away from the side that’s tipping. Or, reposition the
parts of the shock-absorbing system to better balance the weight.
13• bounces instead of landing softly—Change the size, position, or the number of shock-absorbing
parts. Kids can also add mini-marshmallows for landing-pad feet. Or, they can use marshmallows
at key junctions in the lander’s frame to help absorb energy.
5 Discuss what happened (10 minutes)
Have the kids show each other their landers and talk about how they solved any problems that came
up. Emphasize the key ideas in today’s challenge by asking:
• What forces affected your lander as it fell? (It accelerated [sped up] as it fell due to the pull of
gravity. Air also pushed on it, and this air resistance slowed it down.)
• After testing, what changes did you make to your lander? (Answers will vary.)
• Engineers’ early ideas rarely work out perfectly. How does testing help them improve a design?
(Testing helps you see what works and what doesn’t. Knowing this lets you improve a design by fixing
the things that aren’t working well or could work even better.)
• What did you learn from watching others test their landers? (Answers will vary. But in general,
kids will see that there are many ways to successfully tackle a challenge.)
• The moon is covered in a thick layer of fine dust. How might this be an advantage?
A disadvantage? (If the dust layer is soft, it would help cushion a landing. However, if it is too soft, a
lander could sink into it and get stuck. Also, the lander’s rocket engine could send up clouds of dust,
which could get into the machinery and cause it to jam or malfunction.)
Extend the Challenge
• Hold a “How High Can You Go?” contest. Have kids drop their landers from two feet. Eliminate all
landers that bounce out their “astronauts.” Next, raise the height to three feet. Continue in this
fashion until a winner emerges. You can also increase the challenge by having kids add a third
marshmallow “astronaut” to their cups.
• Test springs of different sizes. Have kids see if the number of folds in an index card makes a
difference in the amount of force the spring can absorb. Have them fold index cards with two, four,
and six folds. Have them test to see how much of a difference these different springs make in how
softly a lander touches down.
Curriculum connections
Touchdown ties to the following concepts commonly covered in science, math, and technology
curricula. For a list of education standards supported by the activity, see pages 38 and 39.
• Potential and kinetic energy—When the lander hits the surface, its motion (kinetic) energy is
changed into stored (potential) energy, which gets stored in the shock absorbers.
• Acceleration due to gravity—The lander accelerates (speeds up) as it falls due to Earth’s
gravitational pull.
• Air resistance—Air exerts a force on the lander as it falls, slowing it down.
• Measurement—Kids measure the various heights from which they drop the lander.
14A NASA/Design Squad Challenge
touchdown
Landing on the moon is tricky. First, since a spacecraft can go as
fast as 18,000 miles per hour (29,000 km/hour) on its way to the
moon, it needs to slow way down. Then it needs to land gently. That
lander has astronauts inside, not crash-test dummies. Easy does it!
What dangers would
astronauts face if
they landed here?
Materials (per lander)
• 1 piece of stiff paper or
cardboard (approximately
Answer: hitting a boulder, crater, or hill 4 x 5 in/10 x 13 cm)
• 1 small paper
or plastic cup
• 3 index cards
We Challenge You To… (3 x 5 in/8 x 13 cm)
• 2 regular marshmallows
…design and build a shock-absorbing system that will protect two • 10 miniature
“astronauts” when they land. marshmallows
• 3 rubber bands
Brainstorm and Design • 8 plastic straws
• scissors
Think about how to build a spacecraft that can absorb the shock of a • tape
landing.
• What kind of shock absorber can you make from
these materials that can help soften a landing?
• How will you make sure the lander doesn’t tip
over as it falls through the air?
Build
1. First, design a shock-absorbing system.
Think springs and cushions.
Design Squad TM/© 2008 WGBH Educational Foundation
2. Then, put your spacecraft together.
Attach the shock absorbers to the
cardboard platform.
3. Finally, add a cabin for the astronauts.
Tape the cup to the platform. Put two
astronauts (the large marshmallows) in it.
(NOTE: The cup has to stay open—no lids!)
A lander under
constructionTest, Evaluate, and Redesign
Ready to test? Drop your lander from a height of one foot (30 cm). If the
“astronauts” bounce out, figure out ways to improve your design. Study any
problems and redesign. For example, if your spacecraft:
• tips over as it falls through the air—Make sure it’s level when you
release it. Also check that the cup is centered on the cardboard. Finally, Check out NASA’s
check that the weight is evenly distributed.
moon missions at
• bounces the astronauts out of the cup—Add soft pads or change the moon.msfc.nasa.gov.
number or position of the shock absorbers. Also, make the springs less
springy so they don’t bounce the astronauts out.
The Coolest
Job at NASA
When people asked
Cathy Peddie what
she wanted to do
when she grew up,
she would point at
the sky and say, “I want to work up there!”
Now an engineer at NASA, she manages
the Lunar Reconnaissance Orbiter (LRO)
project. She calls it “the coolest job at
NASA.” LRO will orbit the moon for at least Buried Alive?
a year and collect information to help NASA The first people who landed on
prepare for having people live and work the moon took a big risk. That’s
there. Hear her describe the mission at: because the moon is covered
learners.gsfc.nasa.gov/mediaviewer/LRO. with a thick layer of fine dust.
No one knew how deep or soft
this layer was. Would a spacecraft
visited the moon. But sink out of sight when it landed? Now we know—
Only 12 people have ever
to have teams of the layer is firm. In the picture, you can see that
someday soon NASA plans
six months at a time.
astronauts living there for Apollo 11’s lander pads sank only about 2 inches
(5 cm) into the dust. What a relief! This helped
NASA figure out the kinds of shock absorbers
and landing systems its spacecraft need.
Watch DESIGN SQUAD on PBS or online at pbs.org/designsquad.
Major funding for Design Squad provided by Additional funding for Design Squad provided by
Watch the DESIGN SQUA
episode on PBS or onlin
Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH. All rights reserved.
This NASA/Design Squad challenge was produced through the support of the National Aeronautics and Space Administration (NASA).
For more information about NASA missions and educational programs, visit nasa.gov.for Grades 6–12
roving on the moon
Leader Notes
The Challenge
Build a rubber band-powered rover that can scramble across the room.
In this challenge, kids follow the engineering design process to: (1) design and build a
rover out of cardboard; (2) figure out how to use rubber bands to spin the wheels; and (3)
improve their design based on testing results.
1 Prepare ahead of time axle
square
• Read the challenge sheet and leader notes to become familiar wheels
with the activity.
• Gather the materials listed on the challenge sheet.
• Build a sample rover. rubber band
2 Introduce the challenge (5 minutes)
• Tell kids some of the ways rovers will be used
on the moon.
NASA plans to land astronauts on the moon by the year 2020.
The astronauts will need moon cars—called rovers—to drive axle
across the moon’s surface, carry supplies, help build their slits
outpost, and explore the area. Today you’ll build and test a
body Sample rover
rubber band-powered rover.
• Show kids your sample rover. Tell them:
This is a prototype of a rover, just like the one you are going to build. Prototypes are used
all the time in engineering. They give you a basic design to build, test, and evaluate.
Once you understand a design’s strengths and weaknesses, you can then find ways to
improve it. Today, for example, as you test your rover prototype, you’ll find ways to make
it work better. Improving a design based on testing is called the engineering design
process.
3 Brainstorm and design (10 minutes)
Get kids thinking about the rover prototype. Ask:
• What do we have to do to make the rover move? (Turn the wheels to wind up the
rubber band. Place the rover on the floor. Then let go. NOTE: Depending on the direction
you wind the wheels, the rover can move either forward or backward.)
• How can you make different kinds of wheels? (Kids can make different-sized wheels
by cutting larger or smaller squares or make different-shaped wheels by trimming the
squares. NOTE: Square wheels offer two advantages: they’re quick to make, and it’s easy
to find the exact center by drawing diagonal lines. The center is where the lines cross.)
• How do you think square wheels affect how the rover moves across the floor?
(The points of the squares dig into soft surfaces, such as rugs, sand, or grass. This
improves traction—the ability to grip a surface—and helps prevent the wheels from
spinning out. Since the moon is covered in a thick layer of fine dust, good traction is
essential, especially going up and down hills.)
17• What are different ways you can use rubber bands to power a rover? (Kids can
change the number of rubber bands. Sometimes, a rubber-band chain works better
than just one rubber band. Also, kids can cut open a rubber band and use the single
strand of elastic.)
4 Build, test, evaluate, and redesign (35 minutes)
Distribute the challenge sheet and have kids get started. Help them with any of the
following issues. For example, if the rover:
• wheels don’t turn freely—Make sure they are firmly attached to the axles and are
parallel to the sides. Also make sure the holes punched in the cardboard body are
directly across from one another and are large enough to allow the pencil to turn
easily.
• won’t travel in a straight line—Make sure the axles are straight and the front wheels
are the same size. If one wheel is smaller, the rover will turn in that direction.
• doesn’t go far—Have kids wind up the wheels more. Also have them try using larger
wheels. Bigger wheels have a larger perimeter (outer edge). As a result, one rotation of
a large wheel will move the rover farther than one rotation of a small wheel.
• wheels spin out—Wheels spin in place when a rubber band delivers too much power
at once or when there’s not enough friction between the wheels and ground. To
increase friction, have kids add weight over the drive wheels or add more wheels to
each axle. To reduce how quickly a rubber band releases its power, kids can reduce
tension by using a rubber-band chain or by cutting open a rubber band and using only
a single strand of elastic.
5 Discuss what happened (10 minutes)
Have the kids show each other their rovers and talk about how they solved any problems
that came up. Emphasize the key ideas in today’s challenge by asking:
• What kinds of Earth vehicles are similar to rovers? (Snowmobiles, tanks, dune
buggies, and all-terrain vehicles are similar. They all have good traction, are very
stable, have powerful engines, and don’t require a roadway.)
• The challenge sheet gave you a rover prototype to get started with. How did
starting with a prototype help you end up with a rover that worked really well?
(With a prototype, kids can quickly see what’s working and what isn’t. They then know
where to make improvements.)
• How did friction affect your rover? (To be efficient, there needs to be minimal friction
between the axle and the axle hole in the cardboard. To move, there needs to be lots
of friction between the wheels and the ground.)
• How did the rover use potential and kinetic energy? (Potential energy is energy that
is stored. Kinetic energy is the energy of motion. Winding the front wheels increased
the amount of potential energy stored by the rubber band. When the wheels spin, this
potential energy is turned into kinetic energy, and the axle and wheels turn.)
• How does the story about rover wheels on the back of the handout make you think
about what it takes to design a wheel that can work on the moon? (Kids see that
engineers face special design challenges when developing equipment to be used in
space.)
18Extend the Challenge
• Graph how increased potential energy affects distance traveled. Kids can
measure how far a rover travels as its rubber band is increasingly tightened. Have
them turn the wheels 3, 6, 9, and 12 times and then measure the distance the
rover travels each time. On a graph, have them plot the number of wheel rotations
vs. the distance traveled. (Winding the wheels more increases the potential energy,
which should increase the distance.)
• Determine the effect of friction. Have kids wind up the wheels a set number of
times and measure the distance their rover travels. Then have them minimize
friction in the wheel-axle system. For example, they can line the axle holes with a
material such as aluminum foil, then wind up the wheels the same number of times
and retest their rovers. Use the following formula to calculate the percent increase
in distance traveled.
(Distance modified rover traveled) – (Distance basic rover traveled)
Percent = X 100
Increase
Distance basic rover traveled
• Test the effect of wheel shape. Starting with square wheels, have kids measure
how far their rovers travel. Then have them snip off the corners of their wheels and
test again. Make sure they wind up the wheels the same number of turns. How did
the distance change? Did the wheels spin out? Test square, octagonal, and round
wheels.
Curriculum Connections
Roving on the Moon ties to the following concepts commonly covered in science, math,
and technology curricula. For a list of education standards supported by the activity,
see pages 39 and 40.
• Friction—To move, rovers need friction between the wheels and ground. To be
efficient, rovers need minimal friction between the axle and rover body.
• Newton’s 2nd Law (Force = Mass x Acceleration)—The more force the rubber
band applies to the wheels and the less mass there is to move, the faster the rover
will accelerate.
• Potential and kinetic energy—When kids wind up a rover’s wheels, the rubber
band stores energy as potential energy. As the wheels spin, the potential energy is
changed to motion (kinetic) energy.
• Measurement—Kids measure how far their rovers traveled.
19A NASA/Design Squad Challenge
roving on the moon
Can you imagine driving an all-terrain vehicle (ATV) on the moon? NASA
can. It’s building a fleet of ATVs (called rovers). Some can be driven by
astronauts. Others are remote-controlled. All of them can handle the
moon’s dusty, rugged terrain. Talk about off-road adventure!
We Challenge You To…
…design and build a rubber band-powered rover that can scramble across the floor.
Build
1. First, you have to make the body. Fold the cardboard into thirds. Each part will
be about 2 inches (5 cm) across. Fold along (not across) the corrugation (the Materials (per rover)
tubes inside a piece of cardboard). • corrugated cardboard
body (6-inch/15-cm
2. Then, make the front wheels. On the two 5-inch (13-cm) cardboard squares, square)
draw diagonal lines from corner to corner. Poke a small hole in the center • 2 corrugated cardboard
(that’s where the lines cross). On the body, poke one hole close to the end of wheels (5-inch/13-cm
each side for the axle. Make sure the holes are directly across from each other square)
and are big enough for the pencil to spin freely. • 1 sharpened round pencil
• 2 rubber bands
3. Now attach the front wheels. Slide the pencil through the body’s axle holes.
• ruler
Push a wheel onto each end. Secure with tape.
• tape
4. Next, make the rear wheels. Tape the straw under the back end of the rover. • 2 round candies (the
Slip a candy onto each end. Bend and tape the axle to stop the candies from hard, white, mint ones
coming off. with a hole in the middle)
5. Finally, attach the rubber band. Loop one end around the pencil. Cut small • 1 plastic drinking straw
• scissors
slits into the back end of the body. Slide the free end of the rubber bands into
the slits.
square
Test, Evaluate, and Redesign wheel
Test your rover. Wind up the wheels, set the
axle
rover down, and let it go. Did everything work?
Can you make your rover go farther?
Engineers improve their designs by testing Rubber band
them. This is called the design process. rubber looped around
band pencil
Try redesigning the wheel setup or rubber
band system. For example, if:
• the wheels don’t turn freely—
Design Squad TM/© 2008 WGBH Educational Foundation
Check that the pencil turns freely
in the holes. Also, make sure the
wheels are firmly attached and are
parallel to the sides.
slits
body
axle Chain made by
linking rubber
bands togetherYou can also read
