Science as Inquiry

I Rationale:

With a system as extensive as the space shuttle, engineers must be prepared to handle situations that could arise during a launch sequence. Simulations provide scientists and engineers the opportunity to test systems and new designs in a relatively safe and cost effective manner. Simulation engineers such as featured engineer # 4 are responsible for providing a variety of scenarios that will best prepare the launch team for a successful launch. The lessons suggested in this sequence will allow students to explore scientific inquiry with a variety of activities designed to challenge their thinking and creativity.

II Procedures:

1. Access the following link: http://spacelink.msfc.nasa.gov/
2. Click on Instructional Materials
3. Click on NASA Educational Products
4. Scroll down and click on 757 Glider Kit – this activity allows students to investigate the design parameters of the wing, tail, and nose of a glider as well as explore the forces of lift, drag, and weight on the flight of the glider
5. Return to NASA Educational Products
6. Scroll down to Suited for Spacewalking – this activity guide allows students the opportunity to design a prototype model of a spacesuit for space travel and work
7. Return to NASA Educational Products
8. Scroll down to NASA Student Glovebox – this activity allows students to build a sealed container with built-in gloves to simulate ones flown on the Space Shuttle and International Space Station for conducting experiments

III Content Standards Addressed:

National Science Education Standards:

• A.1.1 – Identify questions that can be answered through scientific investigations
• A.1.2 – Design and conduct a scientific investigation
• A.1.3 – Use appropriate tools and techniques to gather, analyze, and interpret data
• A.1.4 – Develop descriptions, explanations, predictions, and models using evidence
• A.1.5 – Think critically and logically to make the relationships between evidence and explanations
• A.1.6 – Recognize and analyze alternative explanations and predictions
• A.1.7 – Communicate scientific procedures and explanations
• A.1.8 – Use mathematics in all aspects of scientific inquiry
• B.2.1 – The motion of an object can be described by its position, direction of motion, and speed
• B.2.2 – An object that is not being subjected to a force will continue to move at a constant speed and in a straight line
• B.2.3 – Unbalanced forces will cause changes in the speed or direction of an object’s motion
• B.3.1 – Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways

National Council of Teachers of Mathematics:

• A.1.1 – Work flexibly with fractions, percents, and decimals to solve problems
• A.3.4 – Develop, analyze, and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios
• D.1.1 – Understand both metric and customary systems of measurement
• D.2.1 – Use common benchmarks to select appropriate methods for estimating measurements
• D.2.2 – Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision
• E.4.2 – Use proportionality and a basic understanding of probability to make and test conjectures about the results of experiments and simulations
• F.1.2 – Solve problems that arise in mathematics and in other contexts
• F.4.3 – Recognize and apply mathematics in contexts outside of mathematics

National Education Technology Standards:

• A.2.3 – Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity
• A.3.1 – Students use technology tools to enhance learning, increase productivity, and promote creativity