Build an ACE Satellite with your Science Students!

Lesson Plan Components:

1. Objectives
2. Syllabus
3. Materials Needed
4. Special Instructions
5. Assessment Suggestions -- scoring rubric coming soon!

Objectives:

Students will:

• Gain a hands-on understanding of the uses of scale and proportion;
• Demonstrate a basic understanding of solar radiation, the solar wind, and the ways in which these phenomena are measured and impact human life;
• Participate in a model of cooperative research, as is practiced in NASA and other large-scale scientific institutions;
• Reflect on the uses of technology, and how technology can be used to gain information and aid in other research.

Syllabus:

Day One:

• Introduction to unit;
• Assignment of groups and instruments/spacecraft portions;
• Research on assigned instruments/parts, either via the internet or with printed informational sheets (to follow)

Day Two:

• Hand out model parts sheets;
• Construction of instruments/parts using these instructions:
  • General paper modeling instructions;
  • Instructions for Group One;
  • Instructions for Group Two;
  • Instructions for Group Three;
  • Instructions for Group Four;
  • Instructinos for Group Five;
  • Instructions for Group Six;
  • Instructions for Finishing the Model

Day Three:

• Finish research and parts, if need be;
• Type explanatory paragraphs.

Day Four (and optionally, Five):

• Students present parts/instruments to class;
• Teacher (and/or students) assemble full model while groups are speaking.

Materials Needed :

• 24 sheets of white cardstock (or 20 sheets of white, 4 of blue)
• Internet-capable computer with printer
• Two sheets of thin cardboard measuring at least 24x24 cm OR some other material for stabilizing the top and bottom of the spacecraft
• 12 wooden or plastic stirrers (to add structural support to the solar panels and MAG booms)
• Enough scissors, rulers, and glue sticks for your students
• About 1.5 meters of thread (for hanging the finished model)

Special Instructions:

Setting Up and Getting Prepared:

• Print out all the parts sheets and instructions
  • Most of the parts are printed onto white cardstock. However, you may want to print the solar panels on blue cardstock, to mimic the color of real solar panels.
  • Make sure all the parts sheets print at the same scale: any discrepancies in this regard will make the model more difficult to assemble.
  • If your printer cannot handle cardstock (and many have difficulties with it), print the model on regular paper and photocopy it to cardstock, or have your students glue each part to cardboard before cutting it out -- cereal boxes provide the right weight for this project.
  • Make sure all 24 pages have printed before going on.
  • You may want to give groups more than one copy of their instruction sheet, or assign one group member the function of "reader", or ask them to cut the instructions so that more than one person can assemble at a time.
• If you have access to an internet-ready computer lab, the students can do their research from the list of URLs provided here. However, if this is not possible, informational sheets on each instrument will soon be available; before then, try following the links yourself and printing the resultant pages.

Assigning Groups:

We suggest assigning groups for this project.
The model parts sheets are all labeled as to which parts and/or instruments are represented on each page.
The sheets are also labeled with suggested groupings, based on a mixed-ability classroom with about 24 students. If you have more or fewer students, you will need to modify the groupings appropriately; this may also be the case if your classes are tracked by academic abilities.
These groupings are based on the amount of physical dexterity required to assemble each instrument or part, and the estimated time it will take each group to reseach and understand the function of the instrument.

Rationale for the groupings is as follows:

• Group One: A large group (4-6 students) is in charge of constructing the majority of the spacecraft itself -- the upper and lower decks, solar panels, and observatory attach fitting with high-gain antenna. These parts are all fairly simple to construct, but there are a lot of them; students will not have to do as much research on the parts as they relate to ACE science, but may research the way solar panels function instead. This group can be composed of students of middle to lower abilities, as construction of these parts is fairly basic, and the research will be less challenging than that for other parts. However, since it is a larger group, you may wish to pay special attention to the students' personalities before assigning them here.
• Group Two: This group (3-4 students) will be responsible for constructing the magnetometer instruments, and the booms that hold them away from the main spacecraft, as well as SEPICA, SIS, and a pair of low-gain antennas. These instruments are all fairly simple to construct, but the science may be a little more difficult to comprehend. A group of students with medium to high science abilities, but perhaps lower dexterity, would be well-suited for this portion.
• Group Three: 3-4 students of mixed ability would be appropriate for this portion. They will assemble ULEIS, which is somewhat challenging, and EPAM, which is much more simple to construct. However, the science is again a little tricky to understand; so if you have students who are scientifically advanced but not as dexterous as their companions, they may be best for this group.
• Group Four: This group (which may be smaller than others) should be composed of students who are good at following instructions, rather dexterous, and strong in science, because the instruments they will research and assemble -- SWEPAM Ion and Electron -- are challenging in all regards.
• Group Five: Four students would be ideal for this portion of three instruments (SWICS, CRIS, and SWIMS); CRIS and SWIMS are quite easy to assemble, while SWICS is the most challenging instrument in the set. Once again, the science is rather complicated; however, a mixed-ability group is appropriate here.
• Group Six: Like the first group, this one can be composed of lower-ability students, as the pieces (the side panels and spacecraft components, all little boxes) are quite simple to assemble, and there is very little hard science to be found. There are also fewer pieces to construct, so this group can be smaller.

Assessment Suggestions:

• The finished product can be assessed for the quality of construction.
• The students' learning can be gauged by:
  • An explanatory paragraph: a synopsis of what the students have uncovered in their research about each instrument/part;
  • The oral presentation each group gives to the class, discussing the instrument as it relates to ACE and its scientific goals;
  • A quiz on the science behind ACE;
  • A reflective essay written by each individual student; may be on several topics, ranging from "What I have learned" to "How does this technology affect me?" to "What did I get out of this project?