**Decision Making**

**TEACHER GUIDE**

**BACKGROUND INFORMATION**
![](media/image1.png){width="1.5729166666666667in"
height="2.6131944444444444in"}

Deep Impact will be the first mission to make a spectacular football
stadium-sized crater 7-15 stories deep into a speeding comet. Dramatic
images from both the flyby spacecraft and the impactor will be sent back
to distant Earth as data in near-real time. These first-ever views deep
beneath a comet\'s surface, and additional scientific measurements will
provide clues to the formation of the solar system. Amateur astronomers
will combine efforts with astronomers at larger telescopes to offer the
public an earth-based look at this incredible July 2005 encounter with a
comet.

In this activity, students are introduced to the concept of controversy
and decision making through the lens of the Deep Impact mission. During
the planning phase of a mission there are many decisions that need to be
made about how to best meet the mission objectives. Often, the science
team and the engineers must come to an agreement on many issues (e.g.,
the mass of the spacecraft, scheduling, budget, and instrumentation).
For example, with the Deep Impact mission, one important question during
the planning phase was, \"In what ways can we get the greatest amount of
useful information (data) to meet mission objectives?\" In making this
decision, mission planners had to consider a host of options, including
the types of instrumentation on the spacecraft, the use of ground-based
observatories, and the possibility of utilizing the Hubble Space
Telescope. It is important for students to understand that when issues
arise in space missions, the final decision is made by the principal
investigator, after gathering all of the facts and seeking the advice of
many team members, including engineers, managers, and mission
scientists.

This activity gives students an opportunity to experience a similar
decision-making process. It is labeled "High Power" because the
activity---much like the high-power magnification through the lens of a
microscope---focuses on an extensive unit of study, or education module,
called *Collaborative Decision Making: NASA's Deep Impact Mission*. The
module engages student groups in research on data collection options,
design considerations, and presentation methods for making a proposal,
all culminating in a high-energy debate. In this High Power Activity,
students confront a simple issue of whether the mission should place an
additional digital camera(s) onboard the spacecraft. For example, a
camera would be aimed back at the spacecraft in order to verify the
release of the impactor. In the first step, students study the
decision-making process and think about how they have made decisions in
the past. "The Camera Controversy" provides the class with a real-life
experience from the Mariner 2 mission, and reveals how one mission
approached making a decision about a controversial, real-life problem.
The Deep Impact spacecraft has three cameras and a spectrometer that are
part of the science instrument complement. Students research and debate
the scientific and technological aspects of placing an additional
camera(s) on board the Deep Impact spacecraft.

The *National Science Education Standards* call for teachers of science
to develop communities of science learners that reflect the intellectual
rigor of scientific inquiry and the attitudes and social values
conducive to science learning. In doing so, teachers should display and
demand respect for the diverse ideas, skills, and experiences of all
students. This respect for diverse ideas is modeled in the opening
activity in which students are exposed to different perspectives, and
then move on to an informal discussion based on a shared understanding
of rules of scientific discourse. The standards also call for teachers
to engage in ongoing assessment of their teaching and of student
learning in order to guide teaching. This activity begins with a short
scenario that requires students to make a decision. Teachers can use
this as a tool to see how students have made difficult decisions in the
past.

**NATIONAL SCIENCE STANDARDS ADDRESSED**

**Grades 5-8**

*[Science and Technology]{.underline}*

Understandings about science and technology

######## Science in Personal and Social Perspectives

Science and technology in society

######## 

######## History and Nature of Science

Science as a human endeavor

Nature of science

**Grades 9-12**

*[Science and Technology]{.underline}*

Understandings about science and technology

######## Science in Personal and Social Perspectives

Science and Technology in local, national, and global challenges

######## History and Nature of Science

Science as a human endeavor

Nature of scientific knowledge

######### 

######### LANGUAGE ARTS STANDARDS

**Grades 6-8**

Listening and Speaking

*[Uses listening and speaking strategies for different
purposes]{.underline}*

Uses strategies to enhance listening comprehension

Listens in order to understand topic, purpose, and perspective in spoken
texts

######### LIFE SKILLS STANDARDS

**Grades 6-8**

Thinking and Reasoning

*[Effectively uses mental processes that are based on identifying
similarities and differences]{.underline}*

> Compares different sources of information for the same topic in terms
> of basic similarities and differences

*[Applies decision-making techniques]{.underline}*

> Identifies situations in the community and in one\'s personal life in
> which a decision is required
>
> Secures factual information needed to evaluate alternatives

######### BEHAVIORAL STUDIES STANDARDS 

**Grades 6-8**

*[Understands conflict, cooperation, and interdependence among
individuals, groups, and institutions]{.underline}*

> Understands that being a member of a group can increase an
> individual\'s social power and also can increase hostile actions
> toward or from other groups or individuals
>
> Understands that most groups have formal or informal procedures for
> arbitrating disputes among their members

Understands how role, status, and social class may affect interactions
of individuals and social groups

> Understands how tensions might arise between expressions of
> individuality and group or institutional efforts to promote social
> conformity

**Grades 9-12**

*[Understands conflict, cooperation, and interdependence among
individuals, groups, and institutions]{.underline}*

> Understands that conflict between people or groups may arise from
> competition over ideas, resources, power, and/or status

Understands that conflicts are especially difficult to resolve in
situations in which there are few choices and little room for compromise

> Understands how changes in social and political institutions (e.g.,
> church, school, political party) both reflect and affect individuals'
> career choices, values, and significant actions

######### 

######### MATERIALS

For each student:

-   Student Activity, "Decision Making"

-   Proposal for Optional Onboard Public Viewing Camera

-   Student Presentation Guide, "[Defend
    This](../../Pdf's/SPG-DefendThis.pdf)[!]{.underline}"

-   "[Public Forum Role
    Sheets](http://www.mcrel.org/programs/DeepImpact)"

-   Student Text, "Communicating, Questioning, and Listening"

-   Assessment Guide, "[Critiquing
    Ideas](../../Pdf's/AssessmentGuide.pdf)"

-   "Decision-Making Process"

######### PROCEDURE

1.  Ask students to think about a time when they had to make a difficult
    choice, and to revisit the process that they used to make that
    decision.

    a.  Distribute the Student Activity, "[Decision
        Making]{.underline}," for students to refer to the first page as
        you facilitate a discussion.

    b.  Hold a class discussion about decision making. In your
        discussion, you might ask students questions similar to the
        following:

        i.  Why are some decisions easier to make than others?

        ii. What is it that makes a decision difficult?

        iii. In a difficult decision that you made in the past, what
             helped you to arrive at your conclusion?

        iv. What are some things that you believe are critical in order
            to make an informed decision?

        v.  What do you do when you have to make a decision and there
            are circumstances that are out of your control?

        vi. After you make a difficult decision, what would you do if
            you needed to change your decision?

2.  Explain to students that they are going to read an example of a
    controversy. Ask students to turn to the second page of the Student
    Activity, "[Decision Making]{.underline}," and to consider the
    following as they read the text of "[The Camera
    Controversy]{.underline}."

    a.  Think about both sides of the story.

    b.  Determine whether additional information might be needed to make
        a decision.

3.  Use the "Discussion Web" graphic organizer to help students
    brainstorm both sides of the issue, determine what additional
    information is needed to make a decision, and organize their
    argument. The "[Discussion Web Example]{.underline}" can be used to
    demonstrate the brainstorming process with students.

    a.  Each small group should be given the blank graphic organizer.
        Each student within the group will be responsible for
        brainstorming either one "Pro" or "Con" and the corresponding
        "Evidence/Explain" box. Students can write their names in the
        discussion web boxes to show which "Pro" or "Con" they have
        selected or been assigned.

    b.  Working independently, each student will use their own paper to
        record their "Pro" or "Con," reason, evidence, or explanation.

    c.  Students share their ideas within their small group.

    d.  Each group will be given a piece of tag paper, butcher paper, or
        poster board on which they draw their group's "Discussion Web."
        This will become the visual for each group to use when
        presenting their ideas to the rest of the class.

4.  After every group has presented their Discussion Web, ask students
    to list on a sheet of paper the process they would use to make this
    decision, adding pieces of information that they would need in order
    to make this very difficult decision.

    a.  From their writings, examine the processes and the types of
        information that students would need to make this decision.

    b.  Use the student responses as a snapshot of how the students in
        your class make decisions. This information can then be used to
        inform instruction by giving you ideas of some appropriate
        questions that you can pose for students to consider.

5.  Explain to students that we are now shifting from "The Camera
    Controversy" as it happened with the Mariner 2 mission, to a similar
    controversy for Deep Impact. Ask students to imagine that a small
    corporation called Space Video, Inc. has approached the mission and
    wants to pay for additional cameras to be installed onboard the Deep
    Impact spacecraft. These cameras are designed to be aimed at the
    spacecraft itself.

6.  Distribute a copy of the "[Proposal for Optional Onboard Public
    Viewing Camera]{.underline}" to each student. Explain that this
    proposal is similar to the one received by NASA for the Deep Impact
    mission. As students read the proposal, ask them to mark parts of
    the text that are new to them, and: 1) they comprehend, or 2) they
    do not comprehend. Draw a T-chart on the board and list student
    responses.

7.  Call students' attention to the concept of "mass margin" and review
    the equation with them.

> ***Deep Impact Mass Margin = [1010kg -- (known mass + estimated
> mass)]{.underline}***
>
> **1010kg**

-   ***1010 kg (or 2,020 lbs) = the launch mass*** *(the maximum amount
    that can be propelled into space by the Boeing Delta II 2925 launch
    vehicle)*

-   *the **mass margin** cannot exceed 20% of the launch mass*

-   ***known mass** (the mass of the spacecraft parts that have already
    been assembled)*

-   ***estimated mass** (the expected mass of parts that have not been
    built or assembled yet)*

> Initiate a discussion about mass margin. Some questions might be:

a.  Why is this a critical issue that may dictate the success or failure
    of a mission?

b.  How reliable is this equation?

c.  Should the percentage be calculated relative to the launch mass or
    the expected mass (known mass + estimated mass)?

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8.  In order to prepare for their upcoming debate about whether an
    additional camera(s) should be placed on the spacecraft, using the
    Deep Impact Web site and other sources, allow students to gather
    information about:

    a.  Exploring comets

    b.  Deep Impact mission (animation)

    c.  Deep Impact science

    d.  Deep Impact technology (instrumentation)

> This research will provide the foundation of information that will
> help them argue the pros and cons of placing an additional camera(s)
> on this forthcoming spacecraft. Provide sufficient time and resources
> for students to gather this information.

9.  Students are now going to use their research to prepare their ideas
    on the feasibility of mounting an additional camera(s) on the
    spacecraft. They need to be able to defend their views as a result
    of this preparation.

10. Distribute the "[Public Forum Role Sheets]{.underline}" to each
    group. Student preparation for persuading various stakeholders will
    likely be quite enjoyable and valuable to students of all ages,
    especially if they are asked to role-play within their group. They
    could assume the role of one of the mission team members, a partner
    with Space Video, Inc., a member of the public, or other role, and
    from that viewpoint attempt to find problems or holes in their own
    group's ideas. It is often effective to allow students to create
    their own characters in order to engage in the same effort to make
    their partners defend their view.

11. Allow students to move into small groups and distribute the Student
    Presentation Guide, "[Defend This!]{.underline}," and a copy of the
    meeting rules (these rules can be developed as a class or provided
    by you). It is important that all students understand that they must
    adhere to these rules as part of the activity. Ask each group to
    first clearly state its position including the description, primary
    subject matter evidence in support of that, and the "argument" or
    primary points they would like to make in support.

    a.  Discuss the nature of these broadly focused ideas with students.

        i.  The "description" (item 1 on the student presentation guide)
            should be thorough, yet easily understandable, by those not
            completely informed about the specific content.

        ii. The "evidence" (item 2 on the student presentation guide)
            should include that which is problematic as well as that
            which strengthens their group's claims.

        iii. The "arguments" (item 3 on the student presentation guide)
             refers to the group's strategy for using the evidence in
             their presentation to convince the various stakeholders.

12. Ask students to proceed with the remainder of their preparations,
    and provide assistance to each group as needed. Selecting
    appropriate methods for presenting their arguments (item 4 on the
    student presentation guide) and expressing a positive balance of
    benefit with risk will prove to be a mathematical challenge for many
    students. Be prepared to stop and provide large or small-group
    instruction. Students will use the information from the Student
    Presentation Guide, "[Defend This!]{.underline}," in order to
    present their ideas for science team and public review.

[]{.mark}

13. The "[Public Forum Role Sheets]{.underline}" offer several options
    for use from helping students to prepare their presentations to
    generating post-presentation debates. Requiring students to play a
    role on a panel during another group's presentation can help with
    classroom management. Some possible strategies for using the role
    sheets are highlighted below:

    a.  To prepare their group's position, students may assume one of
        the roles from the role sheet that best fits their group's
        ideas. Then, while planning their presentation, students refer
        to the remaining roles to help strengthen their defense
        strategies. This will not only help students prepare a
        thoughtful presentation, it will also encourage more thoughtful
        discussion during the presentations.

    b.  The teacher could cut up the role sheets, place them in a box,
        and have each group randomly draw a role that they will assume
        for their own presentation. While completing the Student
        Presentation Guide, "[Defend This!]{.underline}," students will
        become familiar with the other roles' positions and arguments.
        Then, during each other's presentations, a member from each
        group will take turns serving on the panel by "officially"
        representing their own group's role. Since each group will
        select a different role, the panel will represent a diverse
        range of perspectives as one student will play the Mission
        Scientist, one will be an Engineer, and so on.

    c.  As a blending of option "a" and "b," each group could select or
        create their own roles to inform their position and
        presentation. Then, during the presentations, a panel table
        could be set up with signs identifying a seat for each role (the
        Mission Scientist, Engineer, Astronomer, etc.). Audience members
        could either select which seat they want to fill or role they
        would like to play on the panel, or students could randomly draw
        a role to play on the panel during another group's presentation.
        This strategy could help to structure the post-presentation
        discussions.

14. Prior to the presentations, distribute a copy of the Assessment
    Guide, "[Critiquing Ideas]{.underline}." Explain to students what
    each category of the guide means, that the scores within each
    category represent a continuum, and that they should use the guide
    to assess on the continuum where each group falls as they make their
    presentation.

    a.  Students should note that some categories provided deal
        specifically with the evidence and other information that
        supports or does not support their position. Other categories
        deal with delivery and presentation technique, preparedness,
        quality of visual aids, and so forth.

    b.  Tell students that you will use a similar guide to assess each
        group, noting that the rubric contains space for you to add
        criteria of your own, if you choose to do so. You may even wish
        to design additional scoring criteria together with your
        students.

    c.  Students should realize the importance of their responsiveness
        and participation in representing a particular audience and/or
        panel role. Now is also a good time to post the meeting rules,
        or distribute copies for students to review.

15. Ask a student group to conduct its presentation and audience members
    to adhere to their roles (if applicable) and rules of conduct during
    the presentation.

    a.  Ask each student to complete their critique of the group's
        performance and quality of its "case."

    b.  Conduct your own assessment of the group as well. Allow at least
        five minutes at the end of the presentation for completing the
        critique.

16. Once all of the presentations have been completed, ask students to
    consider how the mission team should make a decision about whether
    or not an additional camera(s) should be placed on this spacecraft.
    Ask students to consider why it is difficult to make decisions of
    this magnitude. Explain to students that for typical NASA missions,
    the principal investigator, who uses information provided by the
    entire mission team, makes the final decision. Explain that for this
    activity, they may choose to use the following process.

    a.  List student suggestions on the board.

    b.  Distribute the "[Decision Making Process]{.underline}" sheets to
        each group. Explain how this matrix works by describing the key
        points and the definition of decision making.

    c.  Ask students to comment on whether this could be used to make
        the decision based on the information from the presentations.

    d.  If so, allow groups to use this chart to make the decision.

    e.  If not, allow students to determine another way to come to a
        final decision.

    f.  Alternately, you may choose to take on the role of the mission
        Principal Investigator (PI), and make the decision based on the
        information provided during the public forum.

17. Hold a discussion with the class using questions similar to the
    following:

    a.  How much information does the PI need in order make this kind of
        decision?

    b.  How much influence does the team recommendation have on a PI
        *versus* his/her personal opinion about the decision?

18. Explain that in this activity, we have come full circle. We started
    by considering how students make a personal decision. After much
    preparation, research and debate, it might come down to a person
    making a decision based as much on instinct as on the information at
    hand.

**TEACHER RESOURCES**

**Publications**

Davidson, Keay. (1999). *Carl Sagan: A Life.* John Wiley & Sons, Inc.
New York, NY. Pp. 116-117.

Vacca and Vacca. (1993). *Content Area Reading.* Harper Collins College
Publishers. New York, NY.

**URLs**

<http://deepimpact.jpl.nasa.gov/educ/ExploringComets.html>

Exploring Comets and Modeling for Mission Success

<http://deepimpact.jpl.nasa.gov/mission/factsheet.html>

Deep Impact Mission Fact Sheet

<http://deepimpact.jpl.nasa.gov/mission/index.html>

Deep Impact Mission page

<http://deepimpact.jpl.nasa.gov/science/index.html>

Deep Impact Science page

<http://deepimpact.jpl.nasa.gov/tech/index.html>

Deep Impact Technology page

[http://deepimpact.umd.edu]{.underline}

Deep Impact mission mirror Web site located at the University of
Maryland

<http://www.jpl.nasa.gov/missions/past/mariner1-2.html>

Information on Mariner 1 & 2 missions

<http://www.psrd.hawaii.edu/Feb97/Hale-Bopp.html>

Information about comets