1. ORION PARACHUTE SYSTEM Focus on the M in STEM
11/20/ :16 PM
ORION PARACHUTE SYSTEM Focus on the M in STEM
Laura Bamberger
Volusia County Schools
VolusiaSTEM
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

2. ORION Challenge
VolusiaSTEM

3. Watch Video Understanding Orion
Differentiation: Have students do independent research on the Orion capsule. Compare/contrast to the space shuttle program and Apollo capsule.

4. Objective: To design, create, and test parachute systems for the Orion space capsule
Phase 1: Creation of Orion Model.
Phase 2: Design and creation of multiple parachute systems.
Phase 3: Testing of parachute systems.
Phase 4: Analyze the data.

5. Activity Basics
This project works best when students work in groups of three. Each student would make their own capsule. Groups make three parachute systems and would attach one to each of the capsules for testing. If working in groups of four, consider adding an additional parachute design (like a trapezoid?) or a 4th capsule with multiple parachutes. This module is meant to be flexible, not all inclusive. Students do not need to do each section. Teachers can pick and choose parts to meet the needs of their individual classes.

6. Create Your Own Model:
Step 1: Using the attachment, cut out the capsule templates.
Step 2: Trace the side of the capsule template onto the plastic plate. Use another plastic plate for the bottom and hatch.
Step 3: Cut out the capsule sections.
Step 4: Calculate and record the Surface Area of your capsule on the worksheet. Use the area of a circle formula, πr2

7. Create your own model, cont’d
Step 5: Fold the Design and tape. Before taping, make sure it fits on the base. The base should be slightly overlapping the edges of the main capsule.
Step 6: Attach the top to the bottom with tape, then attach the hatch. If using this capsule for the science portion, you will need to make a lid with a hole up top for the temperature probe to go through.
Put your name on the capsule!

8. Parachute System
Now it’s time to design three parachute systems. One will be a circle, the second a rectangle, and a third will be triangular. The maximum area for each parachute is 35 in2 or 88.9 cm2.
Class discussion and brainstorming…

9. Parachute System
What happens if your parachute system fails? Don’t worry, NASA makes mistakes too.
FAIL = First Attempt In Learning!
Unsuccessful test of Orion parachute system by NASA

10. Parachute System
After you design the parachutes, use the plastic (bags/trash can liners) to create your parachute. Be sure to double check your dimensions! Remember, the area of each parachute can’t exceed 35 in2 or 88.9 cm2.
Note the surface area on the Testing of Parachute Systems worksheet and have your teacher sign off before attaching it to the capsule using the string and tape.
Each capsule can use a maximum of 12 inches (30.48 cm) of string to attach the parachute system.

11. Parachute Testing
Now it’s time to test your design! You will perform three trials for each parachute system. One group member will be the timer, another the recorder, and the third will drop the capsule.
Have the Testing of Parachute Systems worksheet, a stopwatch, pencil, calculator, clipboard, and all three capsules ready.
Position the parachute over the drop zone at the designated height. The distance will be measured from the bottom of the capsule to the floor or ground.

12. Parachute Testing, cont’d
Have the person with the stopwatch could down from three: three, two, one, drop!
At that moment, the timer should start timing and the person holding the parachute should let go. The parachute should simply be “dropped”, not thrown.
Timing should stop when the capsule hits the floor or ground. At that point, measure the horizontal distance from the drop point and record along with the time.
**You can allow one or two practice trials before performing the actual trials if desired**

13. Parachute Testing, cont’d
Perform three trials for each parachute system.
Let students switch between positions.
Record all information on the worksheet.
Calculate and record the average descent rate for each parachute system.
Answer the follow-up questions on the worksheet.
Differentiation: Have teams repeat the experiment at a different drop height and compare/contrast the results.

14. Descent Line and Pythagorean Theorem
Using the worksheet, calculate the decent line for each test drop using the Pythagorean Theorem.
The second page gives students the opportunity to view the data on a graph to reinforce the use of Pythagorean Theorem on the Coordinate Plane.

15. Statistics
Using the worksheet, students calculate the mean decent rate and mean decent line distance for each type of parachute system. This could be based on the three trials for each, or combined if you had them run a second trial at a different drop height. Questions asking students to determine the best parachute system and identify patterns in the data follow.
Differentiation: Discussion of decent line distance as slope/rate of change; writing equations in slope-intercept form.

16. Changing a Variable
This section allows students to add weight to the capsule, repeat the trials, and determine what impact, if any, the additional weight had on the drop time and descent rate.
Differentiation: Students could recalculate the mean decent and decent line distance rates; run additional trials at different heights or weights; and graph data.

17. Wrapping It Up
The final question asks students to choose two of the three parachute systems to combine on the capsule. This would also be a great opportunity to incorporate ELA standards into the lesson and have them write up and present their findings.
NASA went with three circular parachutes for Orion.

18. Additional Ideas
Dilation: Have students create new parachute systems with a specified scale factor.
Scale Factor: Have student research the Orion capsule dimensions and determine the scale factor of their model.
Freestyle: Allow students to design, create, and test their own unique parachute system.

19. Thank you! Volusia County Schools STEM
11/20/ :16 PM
Thank you!
Volusia County Schools STEM
Laura Bamberger Our fearless STEM leader: Amy Monahan
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.