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National Aeronautics and Space Administration

Digital Learning Network

**Event Title:** Systems Engineering for Exploring the Solar System

**Length:** 60 minutes

**Grade Levels:** 7--12, Post Secondary

**Focus Questions:**

What is the importance of systems engineering?

How is systems engineering applied to the construction and operation of
the International Space Station?

How is systems engineering important to high power electric propulsion
systems for solar system exploration?

**Description:** Systems engineering is the study of the interactions of
various parts of a spacecraft and the methods used to help them
harmoniously work together. The event illustrates the importance of
systems engineering and the application of its principles to several
design examples, including the International Space Station and high
power electric propulsion systems for solar system exploration. The
event can be geared to specific grade levels.

**Instructional Objectives:**

-   Students will explain at least three reasons systems engineering is
    important in designing and constructing a space station.

-   Students will demonstrate an understanding of the importance of
    systems engineering in the development of propulsion systems for
    space exploration by explaining the interaction of the various parts
    of a propulsion system used for space exploration.

**Pre-Conference Activities:**

**Grades 5--8:**

Complete "Slow And Steady Wins The Race\...To Distant Space"
(http://nasaexplores.msfc.nasa.gov/show2_5_8a.php?id=01-069&gl=58).

Complete "Building A Better Booster"
(http://nasaexplores.nasa.gov/show2_5_8a.php?id=03-082&gl=58).

Complete "Destination: Mars"
(<http://nasaexplores.nasa.gov/show2_5_8a.php?id=01-060&gl=58>).

Complete "Escape Velocity: Fun And Games"
(http://nasaexplores.nasa.gov/show2_5_8a.php?id=01-049&gl=58).

**Grades 9--12:**

Complete "Hyper-X: Greased Lightning"
(http://nasaexplores.msfc.nasa.gov/show2_912a.php?id=02-031&gl=912).

**Use the following URLs to explore the focus questions:**

Use any search engine to search for sites relating to "Systems
Engineering."

Shishko, R., *NASA Systems Engineering Handbook*, NASA SP-6105, 1995
(http://smo.jsc.nasa.gov/documents/NASASEHandbooksp-6105.pdf)

*International Space Station (ISS) Familiarization*
(http://www.jsc.nasa.gov/er/seh/td9702.pdf)

*International Space Station Evolution Data Book: Volume 1. Baseline
Design - Revision A*
(http://techreports.larc.nasa.gov/ltrs/PDF/2000/spec/NASA-2000-sp6109vol1rev1.pdf)

*International Space Station Evolution Data Book: Volume 2. Evolution
Concepts - Revision A*
(http://techreports.larc.nasa.gov/ltrs/PDF/2000/spec/NASA-2000-sp6109vol2rev1.pdf)

Factsheets and Space Station History
(http://spaceflight1.nasa.gov/spacenews/factsheets/)

*Power for Space Vehicles*:\
http://gltrs.grc.nasa.gov/reports/2001/TM-2001-210593.pdf
http://gltrs.grc.nasa.gov/reports/2001/TM-2001-210593.pdf
http://gltrs.grc.nasa.gov/reports/1999/TM-1999-208894.pdf
http://gltrs.grc.nasa.gov/reports/1999/TM-1999-208894.pdf
http://gltrs.grc.nasa.gov/reports/2001/CR-2001-210767.pdf
http://gltrs.grc.nasa.gov/reports/2001/CR-2001-210767.pdf
http://gltrs.grc.nasa.gov/reports/2003/TM-2003-212596.pdf
http://gltrs.grc.nasa.gov/reports/2003/TM-2003-212596.pdf
http://gltrs.grc.nasa.gov/reports/1993/CR-191136.pdf
http://gltrs.grc.nasa.gov/reports/1993/CR-191136.pdf
http://gltrs.grc.nasa.gov/reports/2003/TM-2003-212227.pdf
http://gltrs.grc.nasa.gov/reports/2003/TM-2003-212227.pdf

*The Wright Brothers: Innovation Through Engineering*
(http://vesuvius.jsc.nasa.gov/er/seh/wright_engineering.pdf)

Preview the PowerPoint Presentations developed for this event:

1.  http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/presentations/systemsengineering/Systems%20Engineering%20for%20DLN%20(LTP,%202.0)1.ppt

2.  http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/presentations/systemsengineering/SystemsEngPart1.ppt

3.  http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/presentations/systemsengineering/SystemsEngPart2.ppt

4.  http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/presentations/systemsengineering/Electric%20Propulsion%20-%20High%20power%20and%20advanced%20-%20brief.ppt

**Videoconference Activities:** The videoconference includes interaction
with NASA scientist/engineer Bryan Palaszewski
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/BryanPalaszewski.htm).

**Post-Conference Activities:**

Complete "Starship 2040: Passport to the Future," *NASAexplores*

**Grades 5--8:** "Light From A Motor"
(http://www.nasaexplore.net/search_nav_5_8.php?id=03-007&gl=58).

**Grades 9--12:** "Air Power"
(http://www.nasaexplore.net/search_nav_9_12.php?id=03-007&gl=912).

**Links to additional research on "Lessons Learned" and "Project
Management":**
http://appl1.nasa.gov/ask/issues/13/practices/ask14_preview_madden.html
http://appl1.nasa.gov/ask/issues/13/practices/ask14_preview_madden.html
http://appl1.nasa.gov/ask/issues/13/practices/ask14_preview_lessons_learned.html
http://appl1.nasa.gov/ask/issues/13/practices/ask14_preview_lessons_learned.html
http://appl.nasa.gov/ask/issues/12/stories/ask12_stories_earthlyconsiderationsonmars.html
http://appl.nasa.gov/ask/issues/12/stories/ask12_stories_earthlyconsiderationsonmars.html
http://appl.nasa.gov/ask/issues/13/special/index.html

http://appl.nasa.gov/ask/issues/13/special/index.html
http://appl.nasa.gov/ask/issues/14/features/ask14_requirements_little.html
http://appl.nasa.gov/ask/issues/14/features/ask14_requirements_little.html

**National Science Standards:**

**Science As Inquiry**

Understandings about scientific inquiry (7--12)

**Science And Technology**

Understandings about science and technology (7--12)

**History And Nature Of Science**

History of science (5--8)

Historical perspectives (9--12)

**Lesson Plan/Activities URL:**
http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/SystemsEngineering.htm

**Office of Education**

**Interim Approval**

**Self-Compliance Checklist**

Submitter Name: Ruth Petersen

Submitter Phone: 216--433--9714

Submitter Email: ruth.petersen@grc.nasa.gov\
Product Name: Digital Learning Network Event called Systems Engineering
for Exploring the Solar System

**[Received approval through the CMR process]{.underline}**

Education Material has received concept approval by the Communications
Materials Review (CMR) Process.

-   Yes

> []{.mark}No

**[A. Quality and Appropriateness]{.underline}**

*The product has a clear educational purpose, uses effective
instructional practices and is appropriate for the intended audience.*

> []{.mark}Materials emphasize effective instructional practices

-   Active student participation

-   Students revise prior knowledge and draw connections between prior
    knowledge and new concepts

-   Process skills are used to develop scientific inquiry

> []{.mark}Appropriate, Complete, and Effectively Presented for
> Targeted Audience

-   Information is appropriate for intended audience

-   Material is engaging, stimulating, and/or entertaining

-   Provides real-world applications of NASA science

-   Effectively and well written

-   Includes resources and safety information

> []{.mark}Materials meet science, geography, mathematics or technology
> education standards

-   Content is aligned to National standards in the appropriate field(s)

-   Identifies only standards that are the focus of the material

-   Content and standards match

**[B. Partnerships/Sustainability]{.underline}**

*Products achieve high leverage and/or sustainability through intrinsic
design or the involvement of appropriate local, regional, and/or
national partners in their design, development, and dissemination.*

> []{.mark} The materials took advantage of appropriate partnerships
> within and/or outside of NASA.

-   Partners and their contribution are clearly identified.

-   Effectively leverages off of other partners, within and outside of
    NASA.

-   Replicable in educational settings.

> []{.mark}The projected shelf life is appropriately defined and the
> product is sustainable beyond initial NASA funding.

-   What is the suggested shelf life?
    \_\_\_[12/25/2011]{.underline}\_\_\_\_

**[C. Evaluation/Assessment]{.underline}**

*Appropriate evaluation tools have been designed and contain all
necessary information*[.]{.underline}

> []{.mark}Materials present opportunities to develop fundamental
> understandings of key scientific concepts, principles, theories, and
> laws.

-   Encourage development of scientific perspective

-   Develops an understanding of science as a human endeavor

-   Develops student understanding of issues facing society

-   Develops an understanding of science and technology

-   Provides opportunities to nurture scientific reasoning

-   Promotes fundamental understandings within NASA content disciplines.

> []{.mark}Materials promote student assessment.

-   Complete and appropriate assessments provided.

-   Assesses students prior knowledge

-   Assessment is correlated with learning objectives.

**[D. Content]{.underline}**

*Products reflect scientific process and make direct use of NASA
content, people or facilities "As only NASA can."*

> []{.mark} Information presented is accurate.

-   Technically accurate and up to date

-   Does not perpetuate misconceptions

-   Instructions/explanations are understandable by intended audience.

-   Good/relevant references provided

> []{.mark}The product is based on scientific and technical activities,
> and education goals and objectives that demonstrate scientific
> research "As only NASA can."

-   Uses NASA-unique content

-   Makes connections between NASA content and educational concepts.

-   Supports NASA Education Goals and Objectives to inspire and motivate
    students to pursue STEM careers relevant to NASA

**[E. Pipeline]{.underline}**

*Products make a demonstrable contribution to attracting diverse
populations to careers in science, technology, engineering, and
mathematics (STEM).*

> []{.mark}Provides information on science, technology, engineering,
> and mathematics (STEM) careers.

-   Engages students in activities that promote STEM subjects or careers

-   Provides career information

-   Designed for diverse populations

**[F. Diversity]{.underline}**

*Products contribute to the involvement, broad understanding, and/or
training of underserved and/or underutilized groups in science and
technology.*

> []{.mark}Conformance with Federal Regulations

-   Web sites, videos, software, CD-ROMs, images, and animations meet
    508 requirements

-   Conformance with Children\'s On-line Privacy Protection Act (COPPA)

> []{.mark}Customer Focused/ Diversity

-   Meets a need of the intended audience

-   Reached diverse audience

**[G. Design]{.underline}**

*Products utilize effective design features according to their format,
content, and intended audience.*

> []{.mark}The medium chosen is appropriate for the content presented

-   Visually attractive and maintains a consistent format

-   Engaging and easily conveys information

-   The design supports the content

> []{.mark}The resource is easy to use and free from technical
> difficulties.

-   [Non-technology based]{.underline}:

    -   Effective and stimulating design

    -   Language is appropriate for intended audience

    -   Visuals and audio/music are appropriate, clear, and support the
        content

    -   Provides ample space for written answers

    -   Typeface is legible

    -   Titles and headings are clear and appropriate

-   [Technology-based]{.underline}:

    -   Interface is easy to use

    -   Instructions are appropriate and clear

    -   User-friendly, free from technical difficulties

    -   On-line help is available where appropriate

    -   Specifies technical requirements

> []{.mark}Materials appropriately and effectively integrate learning
> technologies.