National Aeronautics and Space Administration Spacecraft Structures A Lesson in Engineering engineering is out of this world Cover Illustrations: Artist concepts of NASA’s Space Launch System and the launch pad at Kennedy Space Center. Authors (Original) Nick Haddad, TERC Harold McWilliams, TERC Paul Wagoner, TERC Authors (Update) Twila Schneider: Marshall Space Flight Center, Space Launch System Program, ASRC Federal John Weis: Marshall Space Flight Center, Office of STEM Engagement Design, Layout and Graphics (Update) Kevin O’Brien: Marshall Space Flight Center, Space Launch System Program, Media Fusion, Inc. Table of Contents 1. Overview ........................................................................................................................................... 1 2. Next Generation Science Standards ................................................................................................ 2 3. Common Core State Standards for Mathematics ............................................................................ 4 4. Background Space Launch System .............................................................................................................. 5 Spacecraft Structures ............................................................................................................... 9 5. Teacher Preparation Materials for Students ............................................................................................................. 12 Build the Launcher .................................................................................................................. 13 Build the Rockets .................................................................................................................... 15 Practice Launching a Rocket .................................................................................................. 15 Prepare the Classroom ........................................................................................................... 16 Teaching Strategies for an Engineering Design Challenge ..................................................... 17 Helping Students Understand the Design Process ................................................................ 18 6. Classroom Sessions Session 1 ................................................................................................................................ 19 Session 2 ................................................................................................................................ 23 Sessions 3 and 4 .................................................................................................................... 26 Session 5 ................................................................................................................................ 29 Session 6 ................................................................................................................................ 31 Linking Design Strategies and Observations to Science Concepts ....................................... 32 7. Modifications and Extensions ....................................................................................................... 40 8. Appendices A. Resources .......................................................................................................................... 41 B. Handouts and Recording Sheets ....................................................................................... 42 which represents low-Earth orbit. Then they 1. Overview design, build, and test their own structure designs. They revise their designs over Space Transportation several design sessions, trying to maintain or increase the strength and reduce the weight of NASA engineers at Marshall Space Flight their structure. They document their designs Center, along with their partners at other with sketches and written descriptions. As a NASA centers and in private industry, are culmination, students compile their results into designing and building the next generation a poster and present them to the class. of rockets and spacecraft to transport cargo, equipment, and human explorers to space. Known collectively as Deep Space Exploration Systems, the Space Launch System (SLS) rocket, the Orion spacecraft, and ground systems at Kennedy Space Center are carrying out a bold vision of human space exploration. Space Policy Directive 1 (SPD-1), signed in December 2017, provides for a U.S.-led, integrated program with private sector partners for a human return to the Figure 1. Model thrust structure. Moon, followed by missions to Mars and beyond. This design challenge focuses on the Time Required SLS rocket, an advanced launch vehicle that provides the foundation for human exploration The design challenge can be carried out in six beyond Earth’s orbit. 45-minute class periods, but you could easily extend it for twice that length of time. We Connecting to Engineering provide some ideas for extensions at the end and Science of the guide. You will need to invest 4 – 8 hours gathering The Engineering Design Challenge connects the materials, building the test stand, trying students with the work of NASA engineers by out your own designs, reading the guide, and engaging them in similar design challenges of preparing the classroom. their own. With some simple and inexpensive materials, you, the teacher, can lead an Value to Students exciting unit that focuses on a specific problem that NASA engineers must solve This activity will provide your students with and the process they use to solve it. In the the opportunity to solve a challenge based on classroom, students design, build, test, and a real-world problem that is part of the space revise their own solutions to problems that program and to use creativity, cleverness, share fundamental science and engineering and scientific knowledge in doing so. During issues with the challenges facing NASA these activities, students will have many engineers. opportunities to learn about forces, structures, and energy transfer. The culminating activity The Design Challenge gives students an opportunity to develop their presentation and communication skills. The challenge: Build a model thrust structure (Figure 1) that is as light as possible, yet Research Opportunities strong enough to withstand the load of a “launch to orbit” three times. Students first Appendix A (p. 41) of this guide includes many determine the amount of force needed to web sites where students can obtain additional launch a model rocket to 3.3 feet [1 meter (m)], information. 1 2. Next Generation Science CROSS-CUTTING CONCEPTS: Standards Engineering, Technology, and Science on Society and the Natural World MS-ETS1 – Engineering Design HS-ETS1 – Engineering Design STANDARDS: STANDARDS: MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision HS-ETS1-2: Design a solution to a complex to ensure a successful solution, taking into real-world problem by breaking it down into account relevant scientific principles and smaller, more manageable problems that can potential impacts on people and the natural be solved through engineering. environment that may limit possible solutions. HS-ETS1-3: Evaluate a solution to a complex MS-ETS1-2: Evaluate competing design real-world problem based on prioritized criteria solutions using a systematic process to and trade-offs that account for a range of determine how well they meet the criteria and constraints, including cost, safety, reliability, constraints of the problem. and aesthetics, as well as possible social, cultural, and environmental impacts. MS-ETS1-3: Analyze data from tests to determine similarities and differences among DISCIPLINARY CORE IDEA: several design solutions to identify the best characteristics of each that can be combined ETS1.B: When evaluating solutions it is into a new solution to better meet the criteria important to take into account a range of for success. constraints including cost, safety, reliability and aesthetics, and to consider social, cultural MS-ETS1-4: Develop a model to generate and environmental impacts. data for iterative testing and modification of a proposed object, tool, or process such that an CROSS-CUTTING CONCEPTS: optimal design can be achieved. Engineering, Technology, and Science on Society and the Natural World DISCIPLINARY CORE IDEA: ETS1.A: The more precisely a design task’s MS-PS2 – Motion and Stability: Forces criteria and constraints can be defined, the and Interactions more likely it is that the designed solution will STANDARDS: be successful. Specification of constraints includes consideration of scientific principles MS-PS2-1: Apply Newton’s Third Law to and other relevant knowledge that is likely to design a solution to a problem involving the limit possible solutions. motion of two colliding objects. ETS1.B: A solution needs to be tested, and MS-PS2-2: Plan an investigation to provide then modified on the basis of the test results, evidence that the change in an object’s motion in order to improve it. depends on the sum of the forces on the object and the mass of the object. ETS1.C: Although one design may not perform the best across all tests, identifying the MS-PS3-5: Construct, use, and present characteristics of the design that performed arguments to support the claim that when the the best in each test can provide useful kinetic energy of an object changes, energy is information for the redesign process—that transferred to or from the object. is, some of those characteristics