Tensions mounted as the team prepared to meet face-to-face with the NASA engineers who held the fate of their rocket proposal, from 600 miles away. Logging on to the Internet videoconferencing Web site, team members from Madison, Wisconsin caught their first glimpse of the boardroom at Marshall Space Flight Center (MSFC) in Huntsville, Alabama, and then a distinguishing figure, appearing to page through their proposal. As rehearsed, the team was strategically seated so as to be captured by the scope of the webcam and heard by individual audio prompters. They were about to meet the engineers who, until that point, were only critical voices from the Internet with intimidating titles.
The silence of anticipation was suddenly interrupted by the sound of a dial tone, and then the voice of their technician. "Good morning Huntsville. This is Madison checking in." A long pause, and then the response.
"We hear you loud and clear, Madison. Go ahead and send your PowerPoint, and we will begin as soon as the engineers clear the military checkpoint." Anxious glances were exchanged between team members. This was it. It was about to begin, and they were ready.
This is not a scene from a Dan Brown novel, nor a group of scientists from the University of Wisconsin. The team is a group of high school students from Madison West High School participating in NASA's Student Launch Initiative (SLI). Their videoconference represents seven months of researching and planning to meet the requirements of this challenge. Communicating face-to-face with NASA engineers brings the scope of this opportunity to fruition for the students. It is truly an experience they will never forget.
INTRODUCTION
Recruited from the top 25 team finishers at the national level rocketry competition, Madison West joins five teams from across the country designing rockets to travel to an altitude of one mile, carrying a scientific payload. Teams must follow a rigorous proposal process, culminating in the launch of their rocket from MSFC. As the advisor to the West Rocket Club, I was elated at this opportunity to expose my students to the real world of rocket science. As a biology teacher with little experience in rocketry, I have to admit I was a bit intimidated by the breadth of the challenge. My apprehension, however, was greatly outweighed by the confidence I have in my students, and their ability to rise to any occasion.
The students' determination has been the key factor in their ability to overcome each new obstacle they face in this challenge. One such obstacle was the need to obtain the necessary technology and equipment to meet the videoconferencing requirements of the project, as well as the training to participate. Knowing our school's equipment could not satisfy our needs, the students and I decided to go first class. We turned to The Pyle Center, University of Wisconsin-Extension's state-of-the-art Distance Education and Conference Center. Their facilities, training, and technical support connected the students to NASA's world, opening a line of communication unattainable through any other means. For a moment, I think the students were transposed into engineers working for NASA.
DESCRIPTION OF PROCESS
Rocketry at West High School was initiated two years ago by a motivated father-son team, determined to participate in NASA's Team America Challenge (TARC). Dr. Pavel Pinkas and his son, Tom Hanzlik, a freshman at the time, needed to find a school faculty member to represent a team. They approached Tom's science teacher at the time, which happened to be a biology teacher. Initially apprehensive due to my lack of experience, I was eventually convinced to climb on board, reassured by Pavel's experience and willingness to act as mentor to the team, as well as Tom's enthusiasm and persistence.
We began with a small group of interested students, many of whom had no prior experience with model rocketry. Our goal was to design a rocket to meet the requirements of the 2003/2004 TARC. Under the expert tutelage of Dr. Pinkas, and the leadership of the experienced members, the students quickly learned the trials and tribulations of rocketry.
Using a Computer Aided Design (CAD) system, students designed their rockets to travel to a goal altitude of 1,250 feet carrying a payload of two raw eggs. With the TARC competition just a month away, the students needed a qualification flight near the goal to make the cut. Submitting a flight of 1,341 feet, the team just made the top 100 teams to qualify for the national competition in Manassas, VA.
With a successful flight, Madison West tied for the 11th best score; a victory considering our humble beginnings. More importantly, the team had a fantastic time, earning the opportunity to shake hands with such icons as Homer Hickam, author of "October Sky" and NASA engineer, as well as many other VIP's. As an educator, I view their success in lessons learned; i.e. a hands-on course in physics including such concepts as center of pressure, center of gravity and aerodynamics, the benefits of teamwork and delegation, and the gratification that can only come from sacrifice and hard work.
The advisors of the top 25 teams were invited to visit MSFC to attend a teacher workshop on NASA's Student Launch Initiative (SLI). Here we learned the details of the proposal process and had the opportunity to tour their facilities. The experience was inspirational, as I envisioned what my students could experience.
Upon my return, I excitedly proposed the challenge. It did not take much persuading to convince the students, and we immediately began brainstorming ideas. Acknowledging the priority of the scientific payload, the team took their initial ideas to several experts at the University of Wisconsin. The contacts made here have been an invaluable resource, providing technical support as well as facilitating additional contacts.
After several ideas demonstrated themselves to be not feasible, the students decided to modify an experiment suggested by an expert in Atmospheric Sciences. Their proposed payload would provide an alternative to weather balloons in measuring low atmospheric wind patterns prior to a larger rocket launch. Using three ground cameras to capture images of the smoke trail displacement, coordinated with an onboard GPS and Rocket Data Acquisition System (RDAS) to record readings during the rocket's descent, the students proposed to obtain real-time data of low atmospheric wind patterns. Meanwhile the vehicle team was hard at work designing a vehicle and recovery system to support the payload.
After countless hours of research and development, the team began the process of articulating their ideas. In order to move forward with the challenge, the team needed to convince NASA to accept their proposal. The requirements of the Request for Proposal (RFP) were outlined in detail and designed to emulate the process followed by scientists and engineers in the field. Deciphering those requirements was a challenge in and of itself. Satisfied with the final draft, the students submitted their proposal.
Anxious weeks were followed by a moment of elation when we were notified that our proposal was accepted. As a result we would be awarded a $2500 grant to fund the project, and the team would travel to MSFC to launch their rocket, courtesy of NASA. More importantly, the students were awarded the opportunity to pursue the project they designed, and believed in.
The following months required a steadfast determination as the initial proposal was just the first of four required drafts. In the engineering world, this process would span over several years. The students would have only months. The Preliminary Draft Proposal (PDR) initiated several streamlining changes to the payload and received high marks from the engineers. The students then geared up for the opportunity to meet with them face-to-face via videoconferencing.
Preparation for the Critical Design Review (CDR) and future Flight Readiness Review (FRR) not only required the students to solidify and confirm the success of their proposal, they would now have to defend their plan before a panel of NASA's engineers, and they would do it via videoconferencing. University of Wisconsin-Extension's Distance Education and Conference Center, The Pyle Center, served as the origination site where the students linked to NASA. The web-based application VSee (NASA's preference) was used for the videoconferencing delivery, training and presentation dates were set, and preliminary reservations were solidified.
Awestruck is the word that comes to mind as the students walked into the well-equipped Pyle Center conference room with a video monitor that spanned one entire wall of the room for their videoconferencing training session. With the help of an instructional designer and technical personnel, the students received valuable tips for most effectively discussing their project with NASA staff and all aspects of the technology were tested. During this session, the students were also able to practice and become acquainted with the videoconferencing process. Now it was up to the students and their PowerPoint presentation.
RESULTS
The conference was an overwhelming success. The students gained an invaluable opportunity to present their proposal to experts, using the most innovative technology available. The face-to-face communication provided the tangible realization of the magnitude of this opportunity. Revitalized by the experience, the students now look forward to their final presentation, the FRR, and their trip to MSFC to meet the engineers in person.
LESSONS LEARNED
The lessons learned from this challenge are innumerable. The students are truly experiencing the world of research and engineering, gaining invaluable skills applicable to any career they pursue; most notably, the importance and benefits of seeking the advice of experts. From the support and guidance of a high-power rocketry expert, to the long list of experts providing valuable scientific insight, the students were able to extrapolate their ideas beyond their own world of experience. This ability to seek out the optimal resources to solve problems has proven itself to be an integral component of the project.
The discovery of the resources at The Pyle Center is no exception. Their staff helped in so many ways with design and technical assistance. One very important lesson that was very helpful (that I had tried to impress on the students beforehand), was to keep the slides in their PowerPoint simple. This is something I hope the students will apply with even more expertise for the next videoconferencing session. Defending their ideas to NASA engineers, the students can now say, "This IS rocket science!"
Special Thanks to:
Dan McCammon UW Physics Department;
Scott Goebel NAR Mentor;
Don Michalski UW Astronomy Department;
Bill Hibbard UW Atmospheric and Oceanic Sciences (AOS);
Tom Whittaker UW-AOS; Ed Eloranta UW-AOS;
Instructional Design and Technical Staff ICS, UW-Extension, The Pyle Center
[Home] [Order the Book] [Accessibility Statement]
[Other Distance Education Resources] [The Essential Videoconferencing Guide] [Training for Videoconferencing] [Instructional Design at ICS] [Interactive Services at ICS]
If you have trouble accessing this page, require this information in an alternative format or wish to request a reasonable accommodation because of a disability contact: Rich Berg berg@ics.uwex.edu.
© Copyright 2006 Board of Regents, University of Wisconsin
Last updated May, 2006