Spacecraft Structures pdf - ER - NASA

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36 – NASA Engineering Design Challenge: Spacecraft Structures 2007Session 6Student PresentationsWhen all storyboards have been completed, put them on display in theclassroom. Allow students time to browse among the posters. Encourageconversation. Then reconvene the class and allow each team a few minutes topresent their storyboard.Another option is to conduct a poster session as might occur at a professionalconference. Half the teams would remain with their posters to answer questionswhile the other teams browse. After about 15 minutes, the browsing teams standby their posters while the other teams browse. Browsing teams should ask questionsand engage the presenting teams in conversation.The poster session provides an opportunity to invite parents, other teachers, andstudents from other classes in to view student work.Learning Goals• Communicate results to an audience.
NASA Engineering Design Challenge: Spacecraft Structures 2007 – 37Linking Design Strategies and Observationsto Science ConceptsAn important opportunity for science learning through this Engineering DesignChallenge comes from the connections that students make between their designsolutions, their observations, and the underlying scientific principles. As youobserve students designing, as you conduct the testing, and as you discuss thetest results, there will be numerous opportunities to draw connections betweenwhat the students are doing and the scientific principles of motions and forces.This section provides suggestions and background information to help you drawthose connections at the moment they arise, the “teachable moment,” whenstudents are highly engaged and receptive to new information. This section isorganized according to observations the students might make and design strategiesthey might employ.Observation: Tracing the Path of the ForceStudents should be able to trace the path of the force from the lever throughtheir structure to the bottle. They can do this simply by pointing out the path theforce will take or by drawing a sketch with arrows showing the direction of theforce. They can also color the structural members in the model. This will providean opportunity to discuss the advantages of distributing force over a wide area.Design Strategy: Balanced LoadsStudents should recognize that evenly distributed support will evenly dividethe force of launch. You might point out that the bottom of the bottle is axiallysymmetric and that there must be a reason for that design. See Figure 8.7. Askstudents to think about why many structures in the natural world, as well as the“built world” are symmetrical. Perhaps it has to do with balanced loads.Observation: Compressive ForcesAs students think about the forces on their model, they will realize that the mainforce on it during launch is compression, the direct result of the bottle pressingdown and the lever pressing up on the thrust structure. Thinking aboutthese compressive forces offers an opportunity for learning more about what isactually going on before, during, and after launch. Before launch, as the thruststructure and rocket rest on the launch lever, the forces are balanced and,therefore, there is no acceleration. During launch, there clearly is acceleration,and, therefore, there must be unbalanced forces on the thrust structure and therocket because they accelerate. After launch, there is, again, acceleration (ordeceleration, depending on the frame of reference) as the rocket gradually slowsdown and stops at its apogee. So, there must be unbalanced forces causingthis acceleration. Acceleration would continue (downwards) if the catcher did notcatch the rocket and prevent it from falling.If students have done static testing, they will have an idea of the amount of forceexerted on the thrust structure during launch. This will be the weight that theydetermined the thrust structure had to support. This is the force that the bottleexperiences during launch. Force can be calculated using the following formula:F=ma. Using a=F/m, they can calculate the acceleration the bottle experiences.This is the so-called “g-force.”Figure 8.7. The base of the bottlehas 5-fold axial symmetry.1N1NFigure 8.8. Balanced compressiveforces.
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