5-E CLASSROOM STEM ACTIVITY: DESIGNING A MODEL ROCKET

Jill Cataldi

GEOSPATIAL TECHNOLOGY // LOCKHEED MARTIN

ENGINEERING A BETTER TOMORROW

ENGINEERING A BETTER TOMORROW

Lockheed Martin is known globally as a world leader in the aerospace, defense, security and technologies industries. Employing over 116,000 scientists, technicians, engineers and numerous other vocations, the organization has spearheaded the creation of some of the most innovative aircraft electronics and missile systems in existence.

We had the opportunity to speak with a few of the folks at Lockheed Martin and learn about their careers.

JOHN DONNER // Mechanical Engineering Senior Manager – LM Missiles and Fire ControlJEANETTE ELLIOTT // Aeronautical Engineer Staff – LM AeronauticsNICHOLAS SAIZ // Senior Electronics Engineer – LM Space SystemsMARK TORPEY // Software Engineer – LM Mission Systems and Training

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BY PAT SYLVES

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STEM JOBS: Could you describe what it’s like to work at Lockheed Martin?NICHOLAS SAIZ: It’s different than working for a typical commercial company, since our customers have very unique needs. This exposes you to a variety of unique technical challenges that you will not find anywhere else.JEANETTE ELLIOTT: We are given the chance to not only work with highly qualified colleagues, but we also explore technologies and designs to help invent the future.MARK TORPEY: I get to work with smart people, and on breaks we can even brainstorm over a game of ping pong.

SJ: How did you get into your role at Lockheed Martin?JOHN DONNER: Growing up, I was very interested in mathematics and engineering. I enjoyed taking things apart, learning how they work and then re-assembling them. My interests ranged from rebuilding lawn mowers to automobile maintenance to woodworking and working with various kinds of metal. These experiences, coupled with science and math activities in school and in the Boy Scouts, spurred my interest in engineering, and ultimately mechanical engineering, which I studied at Texas Tech University. Since joining Lockheed Martin in 1997, I have held roles of increasing responsibility, and am currently managing a team of mechanical engineers at Lockheed Martin’s Missiles and Fire Control business area.MT: I majored in computer science in college, and went to Lockheed Martin after I completed my graduate work, primarily because I knew people who worked at the company and loved it. When I joined Lockheed Martin, I started out as a software engineer working on projects that allowed me to build 3D virtual worlds that would be used for training soldiers. Over time, I took on more and more responsibilities, starting out with leading small projects, and moving up to running some very large efforts. SJ: What career options are available at Lockheed Martin?MT: The possibilities are practically endless. I work in a research and development group, so I’m always collaborating with other software or systems engineers to determine how new technologies can be used to make our products better. There are also people managing our project schedule, considering costs and leading coordination that help to make our team successful. There will be an extraordinary need for engineers in the next few years due to so many retirees, so there will be no shortage of jobs.

NS: Lockheed Martin has plenty of career paths available, with roles ranging from hardcore engineering to technical leadership. They make advanced education and technical leadership programs such as the Engineering Leadership Development Program easily accessible and available early on in your career.

SJ: Any advice for a student hoping to eventually work at Lockheed Martin?JE: Take education seriously! For my school, we had to compete to enter the aerospace and ocean engineering department. After joining your major, you may need to compete for co-op and internship positions, as well as a job following graduation. Become involved in extracurricular activities to improve your social skills, and remember: the industry has its ups and downs. Don’t be discouraged.MT: Students can participate in plenty of free conferences to learn more about technology careers. There is a large trade show conference in Orlando called the Interservice/Industry Training, Simulation and Education Conference, where companies like Lockheed Martin show off their latest and greatest products and research.

SJ: Last question: How do you feel about STEM?NS: It is important that we as a country remain competitive in STEM fields to keep us relevant in the global economy.MT: STEM is about making sure that kids are exposed to the inner workings of how and why all this technology works, and to give them an opportunity to be part of it, rather than just users.JE: STEM represents the skills that will be required for our country to remain competitive in the future.

5-E CLASSROOM STEM ACTIVITY: DESIGNING A MODEL ROCKETHere are some ideas for how middle school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

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What important mathematical information is necessary to know to be able to build a model rocket (length/mass/volume)? What scientific predictions about the rocket can be made (velocity/altitude)?

Have the students read the STEM Jobs article on Lockheed Martin.

Show students the video clip from the movie October Sky about model rocket test launches that can be found at edu.STEMjobs.com/teacher-resources.

Part 1: Engage

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Divide students into groups and provide the following instructions:

Part 2: Explore

You have always been interested in space and space travel. With the local science fair coming up, you have decided to put together a group of people to build a model rocket.

Each member of the team will take on a title, with a specific job. • Leader: The leader is the person behind the rocket design and construction. The leader has a vision for the design, knows what goals are in place for the rocket (size, goal velocity, goal altitude, etc.), but relies on the engineer and builder to see the design through. The leader will be responsible for sharing the group findings and presenting the completed model rocket. • Engineer: The engineer is responsible for the design of the rocket. The engineer will work closely with the leader of the group to determine the best shape and size of the rocket. The engineer will do calculations to determine the factors that will result in maximizing the distance the rocket will travel. What makes the rocket fly? > Important information for calculations: include the mass of the rocket and force of the engine. > Does the size of the rocket affect its flight? Would a rocket with a shorter length and greater diameter do as well as a longer rocket with a smaller diameter? > Calculate the velocity of the rocket and the maximum altitude the rocket will be able to reach based on mass, force, and flight time. > Helpful formulas and examples can be found at eduSTEMjobs.com/teacher-resources. • Builder: The builder will work closely with the engineer to construct the rocket. The builder will be responsible for making sure that all pieces of the rocket are the correct shape, size, and weight to fulfill the design requirements. > Remember that this is a model of a model. The rocket does not need to be fully operational, or at all operational. The model for the classroom can be constructed using products that can be found around the house. However, it still should meet specifications such as appropriate height and mass.

Part 3: Explain

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The leader of the group will give a presentation of the process that went into the design and construction of the rocket. The leader will explain (theorize) how far (high) the rocket should travel, its velocity, and its flight time based on the calculations completed by the engineer.

After presentations, students will vote individually and anonymously on which design they think is best. They must be able to explain, giving specific reasons, why they made that decision. Then, as a class, the students will discuss the similarities and differences between the model rockets they designed and a full sized rocket that would be capable of going into orbit (i.e. size, shape, fuel amount, etc.).

Part 4: Elaborate

Students will submit for grading any and all research, calculations, and designs. They should then also reflect on the rocket-building journey with a journal entry explaining the process. What worked? What didn’t work? Why?

Part 5: Evaluate

NOTES

Designing a Model Rocket

Common Core Math Standards

Next Generation Science Standards

Cross-Curricular Connections

Texas Essential Knowledge and Skills – Math

Texas Essential Knowledge and Skills – Science

CCSS.Math.Content.6.G.A Solve real-world and mathematical problems involving area, surface area, and volume.

CCSS.Math.Content.8.G.C.9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

CCSS.ELA-Literacy.RH.6-8.7. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CCSS.ELA-Literacy.SL.7/8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7/8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

6.8.D determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers

6.10.A model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts

7.8.C determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles

8.7.A solve problems involving the volume of cylinders, cones, and spheres

6.2.B design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology

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