Important Points About Using This Guide
Problem-solving Approach
The Engineering in Space Teachers' Guide uses a problem-solving approach that challenges students to explore the world around them. Problem solving is not always an open-ended endeavour where students explore on their own. It can also be an effective way to introduce new concepts, stimulate development of manipulative skills, motivate investigation of the properties of materials and encourage use of creative and inventive talents.
Space Topic
The guide highlights the contributions Canadians have made to space exploration. It is a timely topic:
- in December 2000 astronaut Marc Garneau, P.Eng., the first Canadian in space, made his third and final mission to deliver solar arrays to the International Space Station, and
- in April 2001 Chris Hadfield, another Canadian astronaut, will deliver and install the station's new robotic servicing arm and become the first Canadian to walk in space.
Challenges
The five challenges range in difficulty from fairly simple to more advanced. Your students can tackle them all in sequence or choose just one or two of particular interest. Each is presented as a lesson with expectations, a glossary of related terms, an introduction, background information and illustrations or photographs to guide the activity. All are based on actual space technology completely or partially designed and developed by Canadian scientists and engineers.
Use of Materials
The challenges allow for the use of a wide range of building materials including items found in the home, school, recycling bin, hardware or toy store.
Materials List
Students can collect and use materials from a wide variety of sources to complete the challenges included in the Engineering in Space Teachers' Guide.
Here are some suggestions:
- Empty yogurt containers or Styrofoam cups or bowls to make a space arm "hand";
- Metric ruler, scissors, cutting tool and sand paper;
- Retractable tape measure or automatic umbrella mechanism for a stowable antenna;
- Marbles, golf balls or ball bearings;
- Cardboard, box board or toilet paper rolls;
- Wood scraps, "Jinx" wood strips (from technology supply catalogues)
- Foamcore (Styrofoam sandwiched between sheets of cardstock), available at office supply stores, or "Coroplast" (plastic sheet with square from school supply catalogues) for the body of a rover;
- Empty tuna cans or plastic peanut butter jar lids for rover wheels or precut cardboard or wooden wheels (available from technology supply catalogues);
- Corrugated cardboard to make treads for rover wheels;
- Popsicle sticks, coat hangers, chop sticks, thread spools, bamboo canes, ball point pen tubes, drinking straws, elastic bands, paper fasteners for various purposes;
- Aluminum foil for a heat-reflecting surface;
- Nuts and bolts, gears, dowels and springs to incorporate motion;
- Cable-covering hose, laundry hoses or ducting;
- Motors, batteries, wire, switches, and solar cells for propulsion (available from technology supply catalogues);
- Syringes and tubes (from school supply catalogues or Active Surplus at 416-593-0904);
- Fasteners, such as duct tape, masking tape, fibre tape, Velcro, glue guns, white glue, wood glue, string, thread, fishing line and wire;
- K'NEX, LEGO and other construction toys;
- Useful parts from old broken toys;
- Safety glasses; and
- A little bit of ingenuity
Importance of Safety
The challenges have been designed with safety in mind, but please ensure you remind students about school safety procedures regarding use of tools and materials. Make certain students wear safety glasses when using tools or experimenting with moving objects.
Disclaimer
Engineers are Everyday Heroes partners and Teachers' Guide authors can accept no responsibility for any damage caused or sustained by use or misuse of materials or ideas suggested in this guide.
