Crew Transportation With Orion 

Educator Guide 

Educator Guide 

Educators and Students Grades 6 to 8 

 

 

 

Crew Transportation With Orion 

Contents 

Preface ...........................................................................................................................................................................................1 

STEM Education Standards..........................................................................................................................................................1 

Engineering Design Process........................................................................................................................................................2 

Introduction and Background ......................................................................................................................................................3 

Artemis Missions ......................................................................................................................................................................3 

Orion: Learning From the Past With Apollo..............................................................................................................................4 

The Process of Creating the Orion Crew Module.....................................................................................................................6 

How Does Friction Stir Welding Work? ....................................................................................................................................6 

Orion Docking Capabilities .......................................................................................................................................................7 

Activity One: Analyze the Geometry of a Spacecraft.................................................................................................................8 

Educator Notes.........................................................................................................................................................................8 

Student Handout ....................................................................................................................................................................12 

Activity Two: Design a Crew Module.........................................................................................................................................14 

Educator Notes.......................................................................................................................................................................14 

Student Handout ....................................................................................................................................................................17 

Activity Three: Model a Spacecraft Docking System...............................................................................................................18 

Educator Notes.......................................................................................................................................................................18 

Student Handout ....................................................................................................................................................................21 

Activity Four: Build a Heat Shield..............................................................................................................................................29 

Educator Notes.......................................................................................................................................................................29 

Student Handout ....................................................................................................................................................................33 

Appendix: STEM Standards and Practices ...............................................................................................................................35 

Next Generation Science Standards (NGSS).........................................................................................................................35 

NGSS Science and Engineering Practices.............................................................................................................................36 

International Society for Technology in Education (ISTE) Standards for Students ................................................................36 

Common Core State Standards (CCSS) for Mathematics......................................................................................................37 

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Crew Transportation With Orion 

Preface 

Crew Transportation With Orion was published by NASA’s Office of STEM Engagement as part of a series of educator guides to help 

middle school students reach their potential to join the next-generation STEM workforce. The activities can be used in both formal 

and informal education settings as well as by families for individual use. Each activity is aligned to national standards for science, 

technology, engineering, and mathematics (STEM), and the NASA messaging is current as of September 2019. 

STEM Education Standards 

The STEM disciplines matrix shown below aligns each activity in this module to standards for teaching STEM according to four 

primary focus areas within each discipline. The four focus areas for science were adapted from the Next Generation Science 

Standards (NGSS) middle school disciplinary core ideas. The four focus areas for technology were adapted from the International 

Society for Technology in Education (ISTE) Standards for Students. The four focus areas for engineering were adapted from the 

National Science Teaching Association (NSTA) and NGSS science and engineering practices. The four focus areas for mathematics 

were adapted from the Common Core State Standards (CCSS) for Math middle school content standards by domain. Find additional 

matrices in the Appendix: STEM Standards and Practices. 

Activity 

STEM Disciplines 

Science Technology Engineering Math 

NGSS Disciplinary 

Core Ideas 

ISTE Standards 

for Students 

NSTA and NGSS 

Practices 

CCSS Content Standards by 

Domain 

Physical SciencesLife SciencesEarth and Space SciencesEngineering, Technology,and the Application ofSciencesKnowledge ConstructorInnovative DesignerComputational ThinkerGlobal CollaboratorAsk Questions and Define ProblemsDevelop and Use ModelsPlan and Carry OutInvestigationsConstruct Explanations and Design SolutionsRatios and ProportionalRelationshipsThe Number SystemStatistics and ProbabilityGeometry 

Analyze the Geometry of a 

Spacecraft   

Design a Crew Module       

Model a Spacecraft Docking 

System       

Build a Heat Shield        

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Engineering Design Process 

The engineering design process (EDP) is crucial to mission success at NASA. The EDP is an iterative process involving a series of 

steps that engineers use to guide them as they solve problems. The steps outlined below can be used by student teams to solve the 

challenges in this activity guide. Learn more about the EDP with NASA’s Educator Professional Development Collaborative at 

https://www.txstate-epdc.net/models-of-the-engineering-design-process/. 

1. ASK: Identify the problem, requirements that must be met, and the constraints that must be considered. 

2. IMAGINE: Brainstorm solutions and research what others have done in the past. 

3. PLAN: Select and sketch a design. 

4. CREATE: Build a model or a prototype. 

5. TEST: Evaluate solutions by testing and collecting data. 

6. IMPROVE: Refine the design. 

7. SHARE: Communicate and discuss the process and solutions as a group. 

Tip: In order to manage the dynamics within each team, it may be helpful to assign each student within the group a specific task, such 

as materials manager, design engineer, fabrication engineer, communications specialist, or team manager. Having each team 

member in charge of a different element of the task may reduce internal conflict within teams. 

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Introduction and Background 

Orion is the NASA spacecraft that will carry astronauts to the Moon on the upcoming Artemis missions. It will launch on NASA’s new 

heavy-lift rocket, the Space Launch System (SLS). Orion will serve as the vehicle that will take astronauts to space, provide 

emergency abort capability, sustain the crew during their missions, and provide safe reentry velocities from deep space as astronauts 

return to Earth. 

To protect astronauts on these long-duration missions and return them safely to Earth, Orion engineers have woven innovative 

technology, advanced systems, and state-of-the-art thermal protection into the fabric of the spacecraft. The team behind Orion has 

built upon the past 50 years of space exploration experience in human space flight, launch operations, robotic precursor missions, 

in-space construction, and mission management. 

Recovery of the Orion test module in the Pacific Ocean. (NASA) 

Artemis Missions 

Artemis was the twin sister of Apollo and the goddess of the Moon in Greek 

mythology; she was also referred to as the “torch bringer.” Artemis now 

personifies NASA’s path to the Moon. As part of the broader Moon to Mars 

exploration objective, this program name is the umbrella under which NASA’s 

lunar plans will be branded. By 2024, the third Artemis mission will land the first 

woman and the next man on the Moon. 

Artemis I 

Artemis I is the first integrated flight test of NASA’s Orion spacecraft and the 

SLS rocket. This uncrewed mission will be the first in a planned series of 

exploration missions in the vicinity of the Moon and will travel 64,000 km (40,000 

miles) beyond the lunar surface. This first exploration mission will allow NASA 

Artemis Mission Logo. 

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to use the area of space near the Moon as a proving ground to test technologies farther from Earth and demonstrate that Orion can 

get to a stable orbit in the lunar vicinity to support sending humans to deep space. 

Artemis II 

The second flight will take crew on a slightly different trajectory and test Orion’s critical systems with humans on board. The SLS will 

evolve from an initial configuration capable of sending a minimum of 70 metric tons to the Moon to a new and more powerful 

configuration that can deliver at least 105 metric tons. Future exploration missions will include visits to the Gateway, a space habitat 

in orbit around the Moon. NASA and its partners will use the Gateway to create a permanent presence in cislunar space that will drive 

activity with commercial and international partners, help explore the Moon and its resources, and leverage that experience toward 

human missions to Mars. 

Artemis III 

The third flight will deliver the first crew to the surface of the Moon since 1972. This flight will take the crew to the Moon’s south pole 

via a human landing system departing from the Gateway in lunar orbit. 

Orion: Learning From the Past With Apollo 

Orion will use an improved, larger, blunt-body module, much like the shape of the Apollo capsule. With a diameter of 16.5 ft (5 m), 

the Orion crew module will have 1.5 times the habitable volume of the Apollo capsule. With a habitable volume of approximately 

217.9 ft3 (6.17 m3), the Apollo could carry a three-member crew. The Orion crew module has a habitable volume of 316 ft3 (9 m3) and 

will be able to carry a four-member crew. During Orion’s planning process, NASA studied several different kinds of entry vehicles and 

rockets. Although Apollo-era researchers were consulted, NASA did not set out to make the Orion spacecraft identical to the Apollo 

spacecraft. Ultimately, the chosen module design met NASA’s mission requirements while being the safest and most effective. 

Resource 

Orion Fact Sheet: https://www.nasa.gov/sites/default/files/fs-2014-08-004-jsc-orion_quickfacts-web.pdf 

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Apollo capsule (left) and Orion module (right). 
 

 

 

 

 

 

Crew Transportation With Orion 

Orion: Expanded View 

Launch Abort System 

The Launch Abort System, positioned on a tower atop the crew module, 

can activate within milliseconds to propel the vehicle to safety and 

position the crew module for a safe landing. This was demonstrated 

during the Ascent Abort–2 (AA–2) Flight Test. 

Crew Module 

The crew module is capable of transporting four crewmembers beyond 

the Moon, providing a safe habitat from launch through landing and 

recovery. Inside the familiar deep-space capsule shape are advances in 

life support, avionics, power systems, and advanced manufacturing 

techniques. 

Service Module 

The service module provides support to the crew module from launch 

through separation prior to reentry. It provides in-space propulsion for 

orbital transfer, power and thermal control, attitude control, and highaltitude ascent aborts. While mated with the crew module, it also provides 

water and air to support the crew. 

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The Process of Creating the Orion Crew Module 

The Orion crew module, or pressure vessel, is the primary 

structure that creates the atmosphere astronauts will breathe 

and work in while in the vacuum of deep space. Orion is 

specifically designed to withstand the harsh and demanding 

environment of deep space travel while keeping the crew safe 

and comfortable. 

The main structure of the pressure vessel is composed of 

seven large, machined aluminum alloy pieces that are welded 

together to produce an airtight module that is strong yet 

lightweight. The module is welded together by a state-of-theart process called friction stir welding. Friction stir welding 

produces an extremely strong bond of the two aluminum 

components with a uniform welded joint. 

How Does Friction Stir Welding Work? 

A pin tool is rotated at between 180 to 300 revolutions (circular 

movements) per minute, depending on the thickness of the 

material. The pin tip of the dowel is forced into the material 

under pressure. The pin continues rotating and, as it rotates, 

friction heats the surrounding material and rapidly produces a 

softened area around the pin, which can be described as 

plasticized. This process under pressure creates a bond 

between the two pieces of material without melting the 

material. This results in a uniform bond between the two 

pieces of metal that creates a strong joint and increases 

safety. Using a process called nondestructive ultrasonic 

inspection, scientists can then evaluate the joint weld to make 

sure the weld is stable and capable of withstanding the 

dynamic forces of launch. 

Diagram showing the seven components of Orion’s primary structure and the 

order in which they are welded together. (NASA) 

Orion’s bulkhead and nose cone are joined using friction stir welding at NASA’s Michoud Assembly Facility. (NASA) 

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Orion Docking Capabilities 

Even before the first successful space flight, scientists and engineers envisioned spacecraft 

docking with space stations and other spacecraft to transfer people and supplies. This was first 

successfully accomplished in 1966, when American astronaut Neil Armstrong piloted NASA’s 

Gemini VIII spacecraft and docked with an Agena target vehicle. This important test showed 

that two spacecraft could be joined in space, an important step in the race to put a man on the 

Moon. (Three years later, Neil Armstrong would be that man!) 

Early docking systems had limitations, however. They used a system called probe and drogue. 

One spacecraft had a long rod (the probe), which would be inserted into a funnel (the drogue) 

on the target spacecraft. This system worked fine for two spacecraft designed to go together— 

one with a probe and the other with a drogue. However, if both spacecraft had probes, or both 

had drogues, they would not be able to dock with each other. 

Engineers then designed docking systems that were androgynous, meaning that the two 

identical docking systems could dock with each other. This made spacecraft, resupply vehicles, 

and space station docking more versatile. But with different countries’ space agencies and 

private companies using different systems, many craft were still unable to dock with each other 

without the addition of heavy and expensive adapters. 

Docking system with probe (bottom) 

and cone-shaped drogue (top). 

(NASA) 

Increasing cooperation among international space agencies and private companies led to the design of the International Docking 

System Standard (IDSS). Any craft that uses this new system will be able to dock with any other craft with the same system. The two 

craft will also be able to share air, water, power, communications, and even fuel. NASA has adopted this system, and its IDSScompatible docking adapters are called the NASA Docking System (NDS). Two NDS adapters have already been installed on the 

International Space Station. 

NASA’s newest spacecraft, Orion, incorporates an NDS as part of its design. Orion will have to dock with many different types of 

spacecraft in order to fulfill its many roles, such as docking with the planned Gateway platform in orbit around the Moon, docking with 

landers and other support craft, and even docking with a larger habitat craft for a mission to Mars. 

This computer rendering depicts an astronaut from the International Space Station performing a spacewalk to install the 

International Docking Adapter. (NASA Johnson YouTube) 

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Crew Transportation With Orion 

Activity One: Analyze the Geometry of a Spacecraft 

Educator Notes 

Challenge Suggested Time 

Students (individually or in small groups) will use geometry to find the area of the horizontal and 45 to 60 minutes 

vertical cross sections of a crew module. 

Learning Objectives 

Students will 

• Decompose a complex geometric shape into more basic geometric shapes. 

• Approximate the total area of a complex geometric shape by using measurements and geometric formulas to find the summation 

of the areas of the more basic geometric shapes. 

• Learn about careers at NASA. 

Curriculum Connection 

Science and Engineering (NGSS) 

Crosscutting Concepts Science and Engineering Practices (continued) 

• Interdependence of Science, Engineering, and Technology: Engineering advances have led • Using Mathematics and Computational Thinking: In both science and engineering, 

to important discoveries in virtually every field of science, and scientific discoveries have led mathematics and computation are fundamental tools for representing physical variables and 

to the development of entire industries and engineered systems. their relationships. They are used for a range of tasks such as constructing simulations; 

Science and Engineering Practices statistically analyzing data; and recognizing, expressing, and applying quantitative 

• Analyzing and Interpreting Data: Scientific investigations produce data that must be analyzed relationships. 

in order to derive meaning. Because data patterns and trends are not always obvious, 

scientists use a range of tools—including tabulation, graphical interpretation, visualization, 

and statistical analysis—to identify the significant features and patterns in the data. Scientists 

identify sources of error in the investigations and calculate the degree of certainty in the 

results. Modern technology makes the collection of large data sets much easier, providing 

secondary sources for analysis. 

Technology (ISTE) 

Standards for Students 

• Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 

– 5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem solving. 

Mathematics (CCSS) 

Content Standards by Domain Content Standards by Domain (continued) 

• CCSS.MATH.CONTENT.6.NS.B.3: Fluently add, subtract, multiply, and divide multidigit • CCSS.MATH.CONTENT.7.G.B.6: Solve real-world and mathematical problems involving 

decimals using the standard algorithm for each operation. area, volume, and surface area of two- and three-dimensional objects composed of triangles, 

• CCSS.MATH.CONTENT.6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, polygons, cubes, and right prisms. 

quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and • CCSS.MATH.CONTENT.8.G.C.9: Know the formulas for the volumes of cones, cylinders, 

other shapes; apply these techniques in the context of solving real-world and mathematical and spheres and use them to solve real-world and mathematical problems. 

problems. Mathematical Practices: 

• CCSS.MATH.CONTENT.7.NS.A.3: Solve real-world and mathematical problems involving • CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. 

the four operations with rational numbers. • CCSS.MATH.PRACTICE.MP4: Model with mathematics. 

• CCSS.MATH.CONTENT.7.G.A.3: Describe the two-dimensional figures that result from 

slicing three-dimensional figures, as in plane sections of right rectangular prisms and right 

rectangular pyramids. 

• CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically. 

• CCSS.MATH.PRACTICE.MP6: Attend to precision. 

Preparation Time 

15 minutes 

• Read the Introduction and Background, Educator Notes, and Student Handout to become familiar with the activity. 

• Determine if students will be working independently or in small groups. 

• Gather and prepare all supplies listed on the materials list. 

• If presenting videos or web-based resources, test the links and the classroom technology ahead of time. 

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Crew Transportation With Orion 

Materials 

 Copies of Student Handout and blank paper 

 Metric rulers with straight edge 

 Colored pencils or thin markers 

 Grid paper (optional) 

Introduce the Challenge 

• Show students the Orion: Expanded View diagram and explain the purpose of the crew 

module. 

• Define vertical and horizontal cross sections and ask students to sketch what they think 

the vertical and horizontal cross sections of the crew module might look like. 

• Show students the diagram that depicts the seven structural components of the Orion crew 

module. Discuss how NASA uses friction stir welding to assemble this complex geometric 

shape from multiple components composed of simple shapes. 

• Explain how complex geometric shapes can be decomposed or broken into multiple simple 

shapes. Identify examples in the classroom. 

• Discuss how to approximate the total area of a complex shape by finding the sum of the 

areas of each of the simple shapes. 

• Review the mathematical formulas for finding the area of basic geometric shapes. 

• Distribute the Student Handout and explain the challenge. 

Facilitate the Challenge 

Ask and Imagine 

• Provide examples of shapes in the classroom that are symmetric and demonstrate how 

symmetry can help in decomposing a complex shape. 

• Discuss different approaches for finding area of curved surfaces in a complex shape. One 

option is for students to trace the shape onto grid paper to approximate the area. Ask how 

the size of the squares on the grid paper impacts the estimation. 

• Remind students that if the shape is already simple, it does not need to be decomposed. 

Create 

• Students will work individually or in small groups to find the area of the largest vertical and 

horizontal cross sections of a crew module. Students will record their work on the tables 

provided. 

• Encourage students to use different-colored pencils or highlighters for each geometric 

shape to show how they are decomposing the figure into smaller parts. For example, using 

the largest vertical cross section diagram of the crew module, students will likely see the 

top part of the figure as a trapezoid. The next area is rectangular, but students may select 

different segments for their length estimate. The bottom of the diagram might be 

decomposed into a triangle. 

• The largest horizontal cross section will be a circle, so students will not need to further 

decompose this shape. 

Share 

• Once the exercise is completed, have students form pairs or small groups to discuss and 

evaluate the various approaches taken to decompose the crew module into smaller 

shapes, and how symmetry was used in their approaches. 

• Have students identify the types of geometric shapes that were found within the crew 

module. 

Share With Students 

Brain Booster 

Starting with the formation of 

NASA in October 1958, intense 

efforts were undertaken to 

create a manned space vehicle 

that could fly a human in orbit 

around the Earth. The plans for 

this vehicle were based on the 

blunt reentry body proposed 

earlier by Harvey Allen and Max 

Faget. These efforts would 

eventually result in the Mercury 

spacecraft. 

Learn more: 

https://history.nasa.gov/SP350/ch-2-2.html 

On Location 

Mathematics and physics models 

need to be expressed and translated in a language computers 

can understand and work with, 

which often requires thousands of 

lines of computer code. NASA 

Ames Research Center in 

Mountain View, California, 

provides supercomputing 

capabilities for more than 1,500 

users across the United States 

who rely on high-end computing 

to help them visualize and solve 

mathematical problems every 

day. 

Learn more: 

https://www.nasa.gov/centers/ 

ames/areas-of-amesingenuity-supercomputing 

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Crew Transportation With Orion 

• Discuss why different approaches resulted in different areas. 

• Give students an opportunity to see one solution for the decomposition of the crew module. 

• Share photos of horizontal and vertical cross sections showing astronauts inside the crew modules. 

One solution for the decomposition of the crew module (vertical cross section). 

(a) (b) 

Four astronauts in the Orion module. (a) Horizontal cross section (birds-eye view). (b) Vertical cross section (side view). (NASA) 

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Crew Transportation With Orion 

Largest vertical cross section of the Orion crew module. All measurements in meters unless otherwise noted. 

Extensions 

• Use the measurements in the diagram above to find the scale factor of the diagram compared to the actual life-size crew module. 

• Compare the size of the actual crew module to the size of your classroom. 

• Identify the three-dimensional shapes that make up the actual crew module (e.g., truncated cone sitting on a disc or cylinder with 

an inverted dome). Refer to the diagram in the Introduction and Background section that shows the seven components of Orion’s 

primary structure. 

Reference 

Modified from Exploring Space through Algebra. https://er.jsc.nasa.gov/seh/264011main_Algebra_Stu_Orion.pdf 

Additional Resources 

• Video: Final Friction Stir Weld Completed on Orion. https://www.youtube.com/watch?v=m3pOe8gk0Jo 

• Video: NASA Now: Engineering: Friction Stir Welding (features welding engineer at Marshall Space Flight Center). 

https://www.youtube.com/watch?v=XM825iLaPvU 

• Digital Badging: Online NASA STEM Learning. https://www.txstate-epdc.net/digital-badging/ 

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Crew Transportation With Orion 

Activity One: Analyze the Geometry of a 

Spacecraft 

Student Handout 

Your Challenge 

Use geometry to find the area of the vertical and horizontal cross sections of a crew module. 

Ask and Imagine 

• How does decomposing a complex geometric shape help you find the area? 

• How does symmetry aid in decomposing a complex geometric shape into simple shapes? 

• When decomposing the crew module into multiple simple shapes, you will eventually have 

curved surfaces that do not fit with the shapes you draw. What can you do to minimize 

this and keep your calculation of the crew module’s area as accurate as possible? 

Create 

1. Using a different colored pencil for each geometric shape, begin decomposing the vertical 

cross section of the crew module on the following page into individual simple shapes. 

Create as many shapes as necessary to fill in as much of the crew module cross section 

as possible. 

2. Measure and record the dimensions of each shape in the accompanying chart. 

3. Calculate the area of each shape you created and record it on the chart. 

4. Find the sum of all your area measurements for the module cross section to determine its 

total area. 

5. Find the area of the horizontal cross section of the crew module. 

Share 

When you finish finding the areas, answer each of the following questions with a partner or 

small group: 

• What steps did you take to decompose the crew module into smaller shapes? How was 

symmetry used? 

• What types of geometric shapes were found within the crew module? 

• Did each person or group calculate the same area? Why or why not? 

Fun Fact 

The Orion heat shield is 

composed of a titanium skeleton 

and carbon fiber skin that gives 

the crew module its rounded 

shape on the bottom. The outermost layer chars away during 

the intense heat of reentry and is 

removed and replaced by 180 

individual blocks for each 

launch. 

Learn more: 

https://www.nasa.gov/feature/ 

nasa-applies-insights-formanufacturing-of-orionspacecraft-heat-shield 

Career Corner 

Katherine Johnson is a retired 

mathematician who worked for 

NASA from 1953 until 1986. 

Johnson and other women were 

hired as “human computers” to 

calculate the trajectory, or flight 

path, for the rocket that would 

put the first American in space in 

1961. NASA is always looking 

for the brightest mathematicians, 

and there are many other 

rewarding careers that involve 

numbers, problem solving, and 

mathematical modeling. 

Learn more: 

https://www.nasa.gov/audience/ 

forstudents/5-8/features/nasaknows/who-is-katherinejohnson-5-8 

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Crew Transportation With Orion 

Vertical Cross Section 

Vertical cross section (side view) of a crew module. 

Shape name Dimensions, 

cm 

(length, width, 

height, 

diameter, etc.) 

Formula for 

area of shape 

Area of shape, 

cm2 

Total area, cm2 __________ 

Horizontal Cross Section 

Horizontal cross section (bird’s-eye view) of a crew module. 

Shape name Dimensions, 

cm 

(length, width, 

height, 

diameter, etc.) 

Formula for 

area of shape 

Area of shape, 

cm2 

Total area, cm2 __________ 

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Activity Two: Design a Crew Module 

Educator Notes 

Challenge Suggested Time 

Students will work together as a team to design and build a crew module model that will secure 60 minutes 

two 2-cm-sized astronaut figures during a drop test. 

Learning Objectives 

Students will 

• Apply the steps of the engineering design process to successfully complete a team challenge. 

• Design, build, and test their crew module. 

• Collect data after each drop test for analysis and comparison with other groups. 

• Improve their model based upon the results of the drop tests. 

Curriculum Connection 

Science and Engineering (NGSS) 

Disciplinary Core Ideas Crosscutting Concepts (continued) 

• MS-ETS1-1 Engineering Design: Define the criteria and constraints of a design problem with • Interdependence of Science, Engineering, and Technology: Engineering advances have led to 

sufficient precision to ensure a successful solution, taking into account relevant scientific important discoveries in virtually every field of science, and scientific discoveries have led to the 

principles and potential impacts on people and the natural environment that may limit possible development of entire industries and engineered systems. 

solutions. Science and Engineering Practices 

• MS-ETS1-3 Engineering Design: Analyze data from tests to determine similarities and • Asking Questions and Defining Problems: A practice of science is to ask and refine questions 

differences among several design solutions to identify the best characteristics of each that can that lead to descriptions and explanations of how the natural and designed world works and 

be combined into a new solution to better meet the criteria for success. which can be empirically tested. 

• MS-ETS1-4 Engineering Design: Develop a model to generate data for iterative testing and • Developing and Using Models: A practice of both science and engineering is to use and construct 

modification of a proposed object, tool, or process such that an optimal design can be models as helpful tools for representing ideas and explanations. These tools include diagrams, 

achieved. drawings, physical replicas, mathematical representations, analogies, and computer simulations. 

Crosscutting Concepts • Planning and Carrying Out Investigations: Scientists and engineers plan and carry out 

• Systems and System Models: Models can be used to represent systems and their investigations in the field or laboratory, working collaboratively as well as individually. Their 

interactions—such as inputs, processes, and outputs—and energy and matter flows within investigations are systematic and require clarifying what counts as data and identifying 

systems. variables or parameters. 

• Structure and Function: The way an object is shaped or structured determines many of its • Constructing Explanations and Designing Solutions: The products of science are explanations 

properties and functions. and the products of engineering are solutions. 

Technology (ISTE) 

Standards for Students 

• Innovative Designer: Students use a variety of technologies within a design process to identify 

and solve problems by creating new, useful, or imaginative solutions. 

– 4a: Students know and use a deliberate design process for generating ideas, testing 

theories, creating innovative artifacts, or solving authentic problems. 

Standards for Students (continued) 

– 4c: Students develop, test, and refine prototypes as part of a cyclical design process. 

– 4d: Students exhibit a tolerance for ambiguity, perseverance, and the capacity to work 

with open-ended problems. 

Mathematics (CCSS) 

Mathematical Practices 

• CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them. 

Mathematical Practices (continued) 

• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others. 

Preparation Time 

15 minutes 

• Read the Introduction and Background, Educator Notes, and Student Handout to become familiar with the activity. 

• Gather and prepare all supplies listed on the materials list. 

• Determine the size constraint for the crew module in advance of the lesson. Select a mailing tube, oatmeal canister, or coffee 

can. 

• If presenting videos or web-based resources, test the links and the classroom technology ahead of time. 

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Crew Transportation With Orion 

Materials 

 General building supplies: 

 Paper or foam cups 

 Paper or foam plates 

 Index cards 

 Aluminum foil or plastic wrap 

 Mailing tube, oatmeal canister, or small coffee can (used as a size constraint) 

 2-cm plastic figurines, 2 per team (e.g., LEGO minifigures) 

 Tape 

 Scissors 

 Metric scale 

 Meterstick 

 Paper and pencil for brainstorming 

 Copies of Student Handout and blank paper 

Introduce the Challenge 

• Provide context for this activity using the Introduction and Background information in this 

guide. Show students the diagram of a crew module (Orion: Expanded View) and explain 

its purpose. Discuss the importance of testing any spacecraft, but especially a crew vehicle. 

Ask students why it is important to test their own designs. 

• Explain the role of engineers in designing technology to solve problems. Share the NASA 

for Kids video Intro to Engineering and introduce the engineering design process. 

• Discuss the importance of mass in space travel. The more massive the crew module, the 

more expensive it would be to build and to launch. Students should keep this in mind during 

construction. Emphasize that NASA is looking for a lightweight but strong crew module. 

• Divide the class into teams (three to five students) and distribute the Student Handout to 

each team. Explain the details of the challenge, including the design constraints and your 

expectations for teamwork and classroom management. 

Design Constraints 

1. The crew module must safely carry two astronauts. Each team must design and build secure 

seats for the astronauts, without gluing or taping the astronauts in place. The astronauts 

must stay in their seats during each drop test. 

2. The crew module must fit into the size constraint container provided. This item is simply a 

size constraint; the crew module will not be dropped while inside the container. 

3. The crew module must have at least one hatch that opens and closes easily. The hatch 

must remain closed during all drop tests. 

4. The crew module design should consider mass as well as strength. Mass is important in 

space travel. The more massive the crew module, the more expensive it would be to build 

and, ultimately, to launch. Keep that in mind during construction. NASA is looking for a 

lightweight but strong crew module. 

Facilitate the Challenge 

Ask, Imagine, and Plan 

Engage students with the following discussion questions: 

• What parts of a spacecraft are essential for carrying astronauts? 

• What elements are needed for crew safety? 

Share With Students 

Brain Booster 

NASA material engineers select and 

test the composite materials, paints, 

coatings, foams, and other 

technologies to build spacecraft. 

The goal of this career is to stretch 

materials to their limits and even 

use them in ways they were not 

originally designed for. These 

materials will ultimately build the 

next generation of vehicles to take 

explorers to the Moon and beyond. 

Material engineer is a career on the 

cutting edge of technology. 

Learn more: 

https://www.youtube.com/watch?ti 

me_continue=28&v=61wd30JO7fk 

On Location 

NASA Langley Research Center 

uses mannequins, or “test 

dummies,” during impact tests to 

study the effect splashdowns or 

rough landings can have on the 

human body. The test dummies 

are outfitted with a variety of 

sensors that collect data to help 

researchers understand how an 

actual human body would 

experience the crash simulation. 

Collecting the data helps NASA 

improve aviation policies, design 

suit and helmet adjustments, and 

make spacecraft and aircraft 

improvements to ensure mission 

success for both commercial flight 

passengers and astronauts. 

Learn more: 

https://www.youtube.com/watch?v 

=DE2wxVrrQ4w 

Next Gen STEM  15 
 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

• What types of safety devices protect passengers in vehicles on or near Earth? Will these same features work in space? 

• What types of materials will protect the astronauts? 

• How can you reduce the force of impact on the crew module and astronauts? 

• What design features will allow a hatch that can open and close after splashdown? 

Create 

• Each team will build their crew module using only the materials supplied. 

Test and Improve 

• Each team will conduct two drop tests from a height of 1 to 2 m. Students can also simply hold the crew module over their heads 

and drop it, but the drop height must be consistent to control testing variables. Demonstrate the proper method for conducting a 

drop test. 

• After each drop test, students will improve their crew module based on the results of the experiment and their understanding of 

scientific concepts, including transfer of energy, forces, and motion. 

Share 

Engage students with the following discussion questions: 

• What was the greatest challenge for your team today? 

• Why was it important that the hatch stay closed during the drop tests? 

• What processes will your crew module undergo that make it important for the astronauts to stay secured in their seats? 

• How does your experiment relate to Newton’s laws? 

Extension 

• Add a cost constraint to the challenge and create a budget for students to “purchase” materials. Assign cost to all materials based 

on mass, area, or type of material. 

Reference 

Modified from Design a Crew Exploration Vehicle. https://www.nasa.gov/pdf/630754main_NASAsBESTActivityGuide6-8.pdf 

Additional Resources 

• Website: Learn More About the Orion Spacecraft. https://www.nasa.gov/exploration/systems/orion/index.html 

• Video: NASA Edge—Orion Flight Test Article. https://www.youtube.com/watch?v=uiocMUA-zbU 

• Video: Career Connection—NASA Orion Engineer. https://www.youtube.com/watch?v=nNzskBHGgYo 

• Extended Engineering Design Challenge Educator Guide. https://www.nasa.gov/glenn-edcs-spacecraft-safety 

• Digital Badging: Online NASA STEM Learning. https://www.txstate-epdc.net/digital-badging/ 

Orion water landing test. (NASA) 

16  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Activity Two: Design a Crew Module 

Student Handout 

Your Challenge 

Design and build a crew module model that will secure two 2-cm-sized astronaut figures during 

a drop test. 

Design Constraints 

1. The crew module must safely carry two astronauts. You must design and build a secure 

seat for the astronauts, without gluing or taping them in place. The astronauts should stay 

in their seats during each drop test. 

2. The crew module must fit into the container your teacher has provided. This item is simply 

for a size constraint. The crew module will not be dropped while inside the container. 

3. The crew module must have one hatch that opens and closes easily. The hatch should 

remain shut during all drop tests. 

4. Your crew module design should consider mass as well as strength. Mass is important in 

space travel. The more massive the crew module, the more expensive it would be to build 

and, ultimately, to launch. Keep that in mind during construction. NASA is looking for a 

lightweight but strong crew module. 

Ask and Imagine 

Discuss ways to safely secure two astronauts inside of the crew module. 

• What types of materials will protect the astronauts? 

• How can you reduce the force of impact on the crew module and astronauts? 

• What essential elements are needed for crew safety? 

Plan 

Draw your crew module design on the blank paper your teacher has provided. Be sure to label 

your design with the materials you will be using. 

Create 

Your team will build a crew module that meets all design constraints using only the materials 

supplied by your teacher. 

Test and Improve 

• Your team will conduct two drop tests from a height of 1 m. 

• After each series of drop tests, improve the crew module based on the results and test 

again. 

• Once a drop is successful from 1 m, your team will then drop the crew module from at 

least 2 m high. 

Share 

• Discuss the results of your experiment and share details with the class. 

• What techniques did you use to reduce mass of your crew module? 

• What improvements did you make to your crew module based on your first test? 

• Which team had the most successful and least massive crew module? Based on their 

success, what changes would you make to your crew module? 

Fun Fact 

Did you know that temper foam 

engineered for NASA has been 

used to pad racecars and the 

helmets of football players? 

This foam padding was 

originally developed in 1966 to 

absorb shock while providing 

comfort and protection in NASA 

airplane seats. Even today, 

temper foam has found its way 

into the insoles of shoes so 

people around the globe need 

not sacrifice style for comfort! 

Learn more:: 

https://spinoff.nasa.gov/database/ 

?k=temper%20foam 

Career Corner 

Interested in becoming an 

astronaut? You can join the 

astronaut corps as either a pilot 

or mission specialist. Most 

astronauts have a STEM 

degree and have had careers 

as scientists, engineers, or 

even medical doctors. Some 

astronauts have also been 

teachers! 

Learn more: 

https://www.nasa.gov/astronauts 

Next Gen STEM  17 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Activity Three: Model a Spacecraft Docking System 

Educator Notes 

Challenge Suggested Time 

Students will work together as a team to construct and test a model of a target docking system and 60 minutes 

crew module. 

Learning Objectives 

Students will 

• Make metric length measurements with 0.1-cm accuracy. 

• Use given ratios to calculate dimensions of a scale model. 

• Demonstrate their knowledge of traveling through and rotating about the three axes of movement. 

• Demonstrate teamwork and communication skills to perform a task. 

Curriculum Connection 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• MS-PS2-2 Motion and Stability: Forces and Interactions: Plan an investigation to provide 

evidence that the change in an object’s motion depends on the sum of the forces on the 

object and the mass of the object. 

– PS2.A: Forces and Motion: The motion of an object is determined by the sum of the forces 

acting on it; if the total force on the object is not zero, its motion will change. The greater 

the mass of the object, the greater the force needed to achieve the same change in 

motion. For any given object, a larger force causes a larger change in motion. All positions 

of objects and the directions of forces and motions must be described in an arbitrarily 

chosen reference frame and arbitrarily chosen units of size. In order to share information 

with other people, these choices must also be shared. 

Crosscutting Concepts 

• System and System Models: A system is an organized group of related objects or 

components; models can be used for understanding and predicting the behavior of systems. 

Crosscutting Concepts (continued) 

• Structure and Function: The way an object is shaped or structured determines many of its 

properties and functions. 

Science and Engineering Practices 

• Developing and Using Models: A practice of both science and engineering is to use and 

construct models as helpful tools for representing ideas and explanations. These tools include 

diagrams, drawings, physical replicas, mathematical representations, analogies, and computer 

simulations. 

• Using Mathematics and Computational Thinking: In both science and engineering, mathematics 

and computation are fundamental tools for representing physical variables and their relationships. 

They are used for a range of tasks such as constructing simulations; statistically analyzing data; 

and recognizing, expressing, and applying quantitative relationships. 

Technology (ISTE) 

Standards for Students 

• Computational Thinker: Students develop and employ strategies for understanding and solving 

problems in ways that leverage the power of technological methods to develop and test solutions. 

– 5c: Students break problems into component parts, extract key information, and develop 

descriptive models to understand complex systems or facilitate problem solving. 

Standards for Students (continued) 

• Global Collaborator: Students use digital tools to broaden their perspectives and enrich their 

learning by collaborating with others and working effectively in teams locally and globally. 

– 7c: Students contribute constructively to project teams, assuming various roles and 

responsibilities to work effectively toward a common goal. 

Mathematics (CCSS) 

Content Standards by Domain 

• CCSS.MATH.CONTENT.6.RP.A.1: Understand the concept of a ratio and use ratio language 

to describe a ratio relationship between two quantities. 

• CCSS.MATH.CONTENT.6.NS.B.3: Fluently add, subtract, multiply, and divide multidigit 

decimals using the standard algorithm for each operation. 

• CCSS.MATH.CONTENT.7.NS.A.3: Use proportional relationships to solve multistep ratio and 

percent problems. 

Content Standards by Domain (continued) 

• CCSS.MATH.CONTENT.7.G.A.1: Solve problems involving scale drawings of geometric 

figures, including computing actual lengths and areas from a scale drawing and reproducing a 

scale drawing at a different scale. 

Mathematical Practices: 

• CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically. 

• CCSS.MATH.PRACTICE.MP6: Attend to precision 

Preparation Time 

30 minutes 

• Read the Introduction and Background, Educator Notes, and Student Handout to become familiar with the activity. 

• Gather and prepare all supplies listed on the materials list. 

• If presenting videos or web-based resources, test the links and the classroom technology ahead of time. 

• Determine if students will be working independently or in small groups to construct the models. Teams of three are recommended 

for testing the docking system. 

18  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Materials 

 Small foam cups (2 per team) 

 Bendable plastic straws (6 per team) 

 Construction paper 

 Pens/pencils 

 Tape 

 Scissors 

 Metric ruler 

 String 

 Copies of Student Handout and blank paper 

 Plastic knife (optional) 

 Drafting compass for drawing circles (optional) 

 Calculator (optional) 

 Blindfolds (optional) 

Introduce the Challenge 

• Provide context for this activity using the Introduction and Background information in this 

guide. Use the Orion: Expanded View image to identify and discuss the three functional 

components of a crew vehicle: 

– Crew module 

– Service module 

– Launch abort system 

• Discuss how the crew module has the capability to couple, or dock, to the pressurized 

mating adapters of the International Space Station and future deep space spacecraft. The 

docking port serves as both a parking spot for the vehicle and an entrance to the 

spacecraft. 

• Distribute the Student Handout and explain the challenge. Emphasize the importance of 

taking careful measurements and making accurate calculations. 

• Explain the role of models and simulations in designing technology to solve problems. 

• Introduce any new terminology (e.g., docking system, mockup, and scale model). 

Facilitate the Challenge 

Ask and Imagine 

Engage students with the following discussion questions: 

• Why are astronauts trained on the docking system with computer simulations before they 

travel into space? (See Additional Resources for a NASA Commercial Crew Program 

application with a simulated docking component.) 

• What safety measures need to be taken into consideration when designing a space 

docking port? 

• Why do NASA engineers build smaller scale models or mockups of NASA spacecraft 

before committing to an engineering design? 

Create 

• Each student or team will construct a model of a target docking system and crew module 

using the supplies provided. 

Share With Students 

Brain Booster 

Rendezvous means to meet at 

a specified time and place. A 

spacecraft rendezvous is a 

tricky process. A careful series 

of maneuvers are required to 

adjust the horizontal and 

vertical alignment of each 

spacecraft. The spacecraft must 

also maintain a proper speed to 

safely approach each other for 

docking. 

Learn more: 

https://www.nasa.gov/mission_ 

pages/station/research/news/b4 

h-3rd/it-automating-betterspace-rendezvous/ 

On Location 

The Six-Degree-of-Freedom 

Dynamic Test System (SDTS) 

at Johnson Space Center in 

Houston, Texas, is a motionbased platform capable of six 

degrees of freedom. The SDTS 

is primarily used for the 

simulation and evaluation of the 

NASA Docking System (NDS) 

used on Orion to dock with 

other craft. 

Learn more: 

https://er.jsc.nasa.gov/ER5/ 

Next Gen STEM  19 
 

 

 

 

 

 

 

Crew Transportation With Orion 

Plan, Test, and Improve 

• Each team will use their completed crew modules and docking adapters to practice maneuvering and attempt docking. 

• Each team will plan maneuvers in order to "dock” the crew module with the target docking system. 

• After each attempted maneuver, students will replan or improve their tactics based upon previous experiences. 

Share 

Engage students with the following discussion questions: 

• What was the greatest challenge for your team today? 

• Why was it important for your measurements and calculations to be accurate? 

• The diameter of the spacecraft’s heat shield is 5.03 m. What is the scale of your model? 

• Was your team successful when maneuvering the crew module model into the docking port? Why or why not? 

• When spacecraft dock, they do not just share a physical airtight seal. There are also electrical and plumbing connections that 

can be made. What resources could be shared between two docked spacecraft? 

• If you were to participate in this activity again, what would you do differently? 

Extensions 

• There are multiple training missions in the Student Handout to differentiate this activity and make it more or less difficult. 

• Ask teams to create a model of a new docking system of their own design and demonstrate how it works. 

Additional Resource 

• App: Rocket Science—Ride to Station. https://www.nasa.gov/stem-ed-resources/rocket-science-ride-to-station.html 

• Digital Badging: Online NASA STEM Learning. https://www.txstate-epdc.net/digital-badging/ 

An artistic rendering of NASA’s Orion capsule flying by the Moon. (NASA) 

20  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Activity Three: Model a Spacecraft Docking System 

Student Handout 

Your Challenge 

Construct and test a model of a target docking system and crew module. 

Ask and Imagine 

• Why are astronauts trained on the docking system with computer simulations before they travel into space? 

• What safety measures need to be taken into consideration when designing a space docking system? 

• Why do NASA engineers build smaller scale models or mockups of NASA spacecraft before committing to an engineering 

design? 

Create 

• Carefully follow the directions using the materials supplied by your teacher. 

• Using measurements and mathematical ratios, you will construct a pair of docking system mechanisms, as well as a scale model 

of a crew module. One docking adapter will be attached to your crew module, and the other will be attached to a surface to 

simulate a target docking adapter. 

• After completion, you will coordinate with your team to carefully maneuver the crew module in order to successfully “dock” with 

the target docking adapter. 

• In space, the crew module would be attached to the service module until the spacecraft is ready to reenter Earth’s atmosphere. 

For this challenge, the service module has been eliminated to give you a clearer view of the target docking adapter. 

Building the Docking Adapters 

1. Place one foam cup upside down on a table. 

Using a metric ruler and a pen, draw a line 3 cm 

high all the way around the cup. You can do this 

by holding a pen against the cup at the 3-cm mark 

and having a partner turn the cup while you hold 

the pen in place. Repeat for the second foam cup. 

2. Use your markings as your guide and carefully 

1 2 

cut off the tops of both cups. The 3-cm-tall rings will become the bases of your two docking adapters. 

For the rest of the challenge, you will be measuring the parts you have created and using ratios to calculate the sizes of other 

parts you will need. You will be making six “petals” for your docking adapters (three for each adapter), all from a single ring cut 

from a foam cup. These isosceles trapezoidal structures help align the two docking adapters during docking. Make sure to take 

careful measurements and record them in your tables. 

3. The height of the ring will be based on the diameter of the top of the 

docking adapter bases created in Step 1. The ratio of the docking 

adapter diameter to petal height is 1 to 0.3. First, measure the diameter 

of the top of the docking adapter ring to the nearest 0.1 cm (the nearest 

mm). Copy the following table on the paper provided by your teacher 

and record the diameter. Next, multiply the measurement by 0.3 to find 

the height of the petals. Round this number to the nearest 0.1 cm and 

record it in your table. 

3 

Diameter of docking adapter base, cm Ratio Height of petals, cm 

1:0.3 

Next Gen STEM  21 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

4. Take one of the two cups that 

you previously cut and place it 

upside down on the table. As 

in Step 1, use a metric ruler to 

mark a ring around the cup, 

this time at the petal height 

that you just calculated. 

Carefully cut off the top of the 

cup to create a ring, just as 

you did in Step 2 to make the docking adapter 

bases. This new ring will become your six petals. 

4 

5. On the last page of this activity is a template of a 

circle divided into sixths. To divide your ring into six 

equal parts, place it on the template, making sure it 

is centered in the circle. Have one team member 

hold the ring in place while another draws a vertica

5 

l 

line where each mark meets the ring. 

6. Using scissors, carefully cut along 

each vertical line, dividing the ring into 

six equal pieces. As you cut them out, 

keep them organized right side out 

and with the longer side on the 

bottom. 

7. Because each petal is shaped like a trapezoid, the top 

of each petal will need to be shorter than its base. The 

top of each petal is about half the length of its base, or 

a ratio of 1 to 0.5. To keep the petal the shape of an 

isosceles trapezoid, trim the remaining half from the top 

in equal fourths (or a ratio of 1 to 0.25) from each side. 

6

7 

8. Carefully measure the length of the base of one of the petals. Copy the following table on 

the paper provided and record the length of the base. Then use the ratios to calculate the 

length of the top of each petal and how much needs to be trimmed from each side. 

Length of petal base, 

cm 

Ratio of petal base 

to petal top 

Length of petal top, 

cm 

1:0.5 

Length of petal base, 

cm 

Ratio of petal base 

to trim length 

Length to trim off each side, 

cm 

1:0.25 

Fun Fact 

NASA collaborated with 

international space agencies 

and private aerospace 

companies to establish the 

International Docking System 

Standard (IDSS). The NASA 

Docking System (NDS) is the 

implementation of the IDSS. 

Spacecraft using the NDS can 

dock with other pressurized 

spacecraft using the same 

system and share air, water, 

power, communications, and 

even fuel resources. 

Learn more: 

https://www.youtube.com/watch 

?v=iHomPzdPcH4 

Career Corner 

Do you have a passion for 

making scale models in your 

spare time? Take your hobby 

and skills to new heights at 

NASA! You can become an 

engineer at NASA’s Subscale 

Research Lab and build models 

to test new and innovative 

prototypes of the next 

generation of spacecraft or 

aircraft. 

Learn more: 

https://www.youtube.com/watch 

?v=H7Olxa8NQrg 

22  Next Gen STEM 
9. Using the length you calculated to trim off each side of the top of each petal, measure 

inward from the outside edge of each side and make a mark. 

10. Using your ruler as a straight edge, draw diagonal lines from the marks you made to 

the outer edge of the base on each side of the petal. 

11. Finally, using scissors, carefully cut along the diagonal lines to complete each petal. 

12. To attach the petals to your docking adapter, they need to be properly aligned. Take 

one of the docking adapter bases you completed earlier and place it upside down on 

the circle template you used in Step 5. While one person in your team holds it in the 

center, make a mark at the bottom of the docking adapter base where each line from 

the template meets the docking adapter base. Repeat this for the second docking 

adapter base. 

13. Flip one of your docking adapter bases over. Hold one of the petals on top of the base 

as shown in the photo (13) making sure it is centered between two of the marks you 

made. Secure the petal to the base using tape. 

14. Repeat this step two more times for this docking adapter, leaving a gap between each 

9 

10 

petal. When complete, your docking adapter should look like the photo (14). 

Check that your petals will bend inward when gently pressed and spring 

outwards when released. Repeat this process (Steps 4 through 14) to 

complete your other docking adapter. 

11 

15. Congratulations! You have completed a matching pair of docking adapter 

mechanisms. Now check to see if they will dock. Place one docking adapter 

face up on the table, hold the other upside down, and rotate 180 degrees. 

Slowly lower one docking adapter onto the other until their bases touch. The 

petals should bend inward slightly as the two docking adapters “dock.” 

12 13 14 

15 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Two NASA Docking Adapter prototypes being tested. 

(NASA) 

Next Gen STEM  23 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Building the Crew Module Scale Model 

Now that you have your two docking adapters completed, it is time to construct a scale model of the 

crew module to test vehicle docking. Your crew module will use one of the docking adapters you have 

already constructed. You will also need to make a base plate and six stanchions. 

1. To make these components, you will need to measure the diameter of the bottom of your docking 

adapter. Copy the following table on the paper provided and record the diameter. 1 

Diameter of bottom of docking adapter, 

cm 

Ratio of docking adapter diameter 

to heat shield diameter 

Heat shield diameter, 

cm 

1:2.7 

Heat shield 

diameter, 

cm 

Ratio of heat shield diameter 

to heat shield radius 

Heat shield radius, 

cm 

1:0.5 

Diameter of bottom of docking adapter, 

cm 

Ratio of docking adapter diameter 

to stanchion length 

Length of stanchion, 

cm 

1:1.6 

Heat Shield 

2. The diameter of the heat shield will be 2.7 times the diameter of the 

bottom of the docking adapter, or a ratio of 1 to 2.7. Once you have 

calculated the diameter of the heat shield and recorded it on your table, 

you will make a circle of that diameter on your sheet of construction 

paper. First, you will need to find the radius of the circle, which is onehalf of the diameter, or a ratio of 1 to 0.5. Record this on your table. 

3. Next, you will use the heat shield radius you calculated to make a circle 

on your sheet of construction paper. You can use a compass to make 

the circle or you can use the string method shown in the photos (3 and 

4). String method: Make a small dot in the center of your paper. Tie a 

string near the end of a pencil and measure out the length of the radius 

of the heat shield along the string, beginning at the tip of the pencil. 

Place a small mark on the string so you do not lose its place. 

4. Place the mark you made on the string onto the dot you made in the 

center of the paper and stretch the pencil out to full length. While a 

member of your team holds the paper steady, keep the mark you made 

on the string in place as you rotate the pencil around in a complete 

circle. 

5. After completing the circle for the heat shield, cut it out and place one 

of the docking adapters directly in the middle. Have one person on the 

team hold the docking adapter in place while another traces a circle onto the heat shield 

around the docking adapter. 

6. When completed, carefully cut out the circle. The hole in the heat shield will allow you to see 

through the crew module from behind, aiding in docking. 

3 

4 

5 

6 

24  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Stanchions 

7. Next, you will measure for the six stanchions that will act as the skeletal support of your crew module. Their length is based on 

the diameter measurement of the bottom of the docking adapter that you recorded earlier. The ratio of the diameter of the bottom 

of the docking adapter to the length of the stanchions is 1 to 6. Calculate this length and record it on your table from Step 2. 

8. Once you have calculated and recorded the stanchions’ length, 

measure out the length onto each straw, beginning at the edge of 

the flexible joint, and toward the long end, as shown in the picture 

(8). Do not measure from the end of the straw! After marking each 

straw, cut them on your mark. 

9. After cutting each straw, set them aside and retrieve the circle 

template used in Steps 5 and 12 of Building the Docking Adapter. 

You will use it to align your stanchions equally around the heat shield. Place the heat 

shield over the template, making sure that it is centered. Retrieve one of your 

stanchions and locate the end that has the shorter distance to the flexible joint. Place 

this end on the heat shield with the flexible joint at the edge of the circle, and the end 

of the straw in line with one of the lines on the template. Tape the straws into place. 

10. Repeat this process until all your stanchions have been taped down in a circular 

pattern. After completing this, you can remove the template. Next, extend the flexible 

joint in each straw, and bend the straws vertically. 

11. It is now time to attach one of your docking adapters to the crew module. Retrieve one of the docking adapters and place it 

behind one of the stanchions so that the top of the stanchion overlaps the lip of the cup and is aligned with one of the marks you 

made earlier to align the petals. 

12. Loosely tape the stanchion into place, and repeat the process with the stanchion on the opposite side of the crew module. Center 

the docking adapter at the top of the crew module. You may need to readjust the tape to get it centered. 

13. Attach the four stanchions in the same manner to complete your crew module. 

8 

9 

10 11 12 13 

Next Gen STEM  25 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Control System 

14. Now you will need to create a control system to make the crew module 

maneuverable for docking. Cut four pieces of string about 1 m in length 

each. Tie the end of the first string to the flexible joint of one of the 

stanchions. Tie the end of the second string to the flexible joint of the 

stanchion on the opposite side of the crew module. Tie the ends of the 

third and fourth strings to these same stanchions, but at the top, near 

the docking adapter. It may be helpful to tape the two top strings to 

14 

prevent them from sliding down. 

15. From the template page, cut out the round top-view docking adapter image. The shape in the 

middle is a docking target that is mounted to the exterior hatch inside the docking adapter. It 

aids astronauts in properly aligning the spacecraft for docking. After cutting out the image, 

place it on the bottom of your second docking adapter with the image facing the opening. Align 

the petals in the image with the petals on your docking adapter and tape the image into place. 

15 Congratulations! You have completed your crew module scale model as well as a target docking 

adapter. You are now ready to begin your docking training and 

missions. 

Plan, Test, and Improve 

Now that you have completed your crew module with the docking 

adapter attached, as well as a second docking adapter with the 

docking target installed, it is time to learn how to maneuver your crew 

module and dock with another object. You probably already know that 

spacecraft can move in three dimensions in the direction of each axis. 

They can move forward and backward, up and down, and left and 

right. In order to orient themselves in line with the docking hatch on 

another craft, they also need to be able to turn on three different axes 

of rotation. These three turns are called pitch, turning the nose of the 

craft up or down; yaw, turning the nose of the craft left and right; and 

roll, spinning the nose of the craft clockwise or counterclockwise. 

Study these maneuvers in the diagram shown here and picture your 

crew module moving in the same way. 

Docking Simulation 

Your crew module is maneuvered by two copilots. Facing each other, 

each pilot holds two strings on opposite sides of the crew module. 

The pilots will pull the strings, but not hard enough for them to be 

pulled loose. A third member of your team will act as the commander 

and give verbal commands on how to maneuver the crew module into 

docking position. Your crew module will be successfully “docked” 

when its docking system petals are interlocked with those on the 

target docking system. These missions will require teamwork and 

communication. Good luck! 

Depiction of roll, pitch, and yaw on an uncrewed cargo spacecraft. 

(ESA-I/Baroncini) 

Docking target inside one of the docking adapters aboard the 

International Space Station. 

26  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Training Missions 

• Copilots practice holding the crew module steady in midair with 

the nose facing forward, down, and upside down. 

• Copilots hold the crew module steady while the commander 

presses the other docking system onto the crew module so the 

pilots can feel how much pressure needs to be applied for a 

successful dock. 

• Copilots practice the following 12 maneuvers as given to them by 

their commander: move up, move down, move left, move right, 

move forward, move backward, pitch up, pitch down, yaw left, 

yaw right, roll clockwise, roll counterclockwise. 

Rookie Missions 

• Place your target docking system facing upward on a flat surface (it may 

help to tape it down). Copilots maneuver the crew module, following 

commands from the commander, and successfully dock. 

• Using tape, place the target docking system on a wall or other vertical 

surface. Copilots maneuver the crew module, following commands from the 

commander, and successfully dock. 

• Place your target docking system, facing upward on a flat surface (it may 

help to tape it down). Copilots with blindfolds maneuver the crew module, 

following commands from the commander, and successfully dock. 

Veteran Missions 

• Using tape, place the target docking system on a wall or other vertical surface. Copilots 

with blindfolds maneuver the crew module, following commands from the commander, and 

successfully dock. 

• Using tape, place the target docking system at an angle on a table corner or other surface. 

Copilots maneuver the crew module, following commands from the commander, and 

successfully dock. 

• Partner with another team and successfully dock your two crew modules together midair. 

Expert Missions 

• Using tape, place the target docking system at an angle on a table corner or other surface. Copilots with blindfolds maneuver the 

crew module, following commands from the commander, and successfully dock. 

• Partner with another team and successfully dock your two crew modules together midair with blindfolded copilots. 

• Partner with another team. Place the target docking system in various locations in the room and challenge each other to dock 

with the target, with blindfolded copilots, in the shortest amount of time or with the fewest number of commands given by the 

commander. 

Share 

• What was the greatest challenge for your team today? 

• Why was it important for your measurements and calculations to be accurate? 

• The diameter of the spacecraft’s heat shield is 5.03 m. What is the scale of your model? 

• Was your team successful when maneuvering your crew module model into the docking port? Why or why not? 

• When spacecraft dock, they do not just share a physical airtight seal. There are also electrical and plumbing connections that 

can be made. What resources could be shared between two docked spacecraft? 

• If you were to participate in this activity again, what would you do differently? 

Next Gen STEM  27 
 

 

Crew Transportation With Orion 

Activity Three Templates 

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Crew Transportation With Orion 

Activity Four: Build a Heat Shield 

Educator Notes 

Challenge Suggested Time 

Students will work together as a team to design and build a heat shield that will protect the contents 60 minutes 

(candy) of a crew module (paper cup) from a simulated atmospheric reentry (hair dryer). 

Learning Objectives 

Students will 

• Apply the steps of the engineering design process to successfully complete a team challenge. 

• Design, build, and test a crew module heat shield. 

• Explore concepts related to heat transfer, heat load, thermal resistance, and turbulence. 

• Brainstorm ideas about what material characteristics will best protect the contents (candy) of the simulated crew module. 

• Make observations and collect data to improve their design. 

Curriculum Connection 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• MS-PS3-3 Energy: Apply scientific principles to design, construct, and test a device that either 

minimizes or maximizes thermal energy transfer. 

• MS-PS3-4 Energy: Plan an investigation to determine the relationships among the energy 

transferred, the type of matter, the mass, and the change in the average kinetic energy of the 

particles as measured by the temperature of the sample. 

• MS-ETS1-1 Engineering Design: Define the criteria and constraints of a design problem with 

sufficient precision to ensure a successful solution, taking into account relevant scientific principles 

and potential impacts on people and the natural environment that may limit possible solutions. 

• MS-ETS1-3 Engineering Design: Analyze data from tests to determine similarities and differences 

among several design solutions to identify the best characteristics of each that can be combined 

into a new solution to better meet the criteria for success. 

Crosscutting Concepts 

• System and System Models: A system is an organized group of related objects or components; 

models can be used for understanding and predicting the behavior of systems. 

• Energy and Matter: Tracking energy and matter flows into, out of, and within systems helps one 

understand their system’s behavior. 

• Interdependence of Science, Engineering, and Technology: Engineering advances have led to 

important discoveries in virtually every field of science, and scientific discoveries have led to the 

development of entire industries and engineered systems. 

Technology (ISTE) 

Standards for Students 

• Knowledge Constructor: Students critically curate a variety of resources using digital tools to 

construct knowledge, produce creative artifacts, and make meaningful learning experiences for 

themselves and others. 

– 3d: Students build knowledge by actively exploring real-world issues and problems, 

developing ideas and theories, and pursuing answers and solutions. 

• Innovative Designer: Students use a variety of technologies within a design process to identify and 

solve problems by creating new, useful, or imaginative solutions. 

– 4a: Students know and use a deliberate design process for generating ideas, testing 

theories, creating innovative artifacts, or solving authentic problems. 

Mathematics (CCSS) 

Mathematical Practices 

• CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them. 

Science and Engineering Practices 

• Asking Questions and Defining Problems: A practice of science is to ask and refine questions that 

lead to descriptions and explanations of how the natural and designed world works and which can 

be empirically tested. 

• Developing and Using Models: A practice of both science and engineering is to use and construct 

models as helpful tools for representing ideas and explanations. These tools include diagrams, 

drawings, physical replicas, mathematical representations, analogies, and computer simulations. 

• Planning and Carrying out Investigations: Scientists and engineers plan and carry out 

investigations in the field or laboratory, working collaboratively as well as individually. Their 

investigations are systematic and require clarifying what counts as data and identifying variables or 

parameters. 

• Analyzing and Interpreting Data: Scientific investigations produce data that must be analyzed in 

order to derive meaning. Because data patterns and trends are not always obvious, scientists use 

a range of tools—including tabulation, graphical interpretation, visualization, and statistical 

analysis—to identify the significant features and patterns in the data. Scientists identify sources of 

error in the investigations and calculate the degree of certainty in the results. Modern technology 

makes the collection of large data sets much easier, providing secondary sources for analysis. 

Standards for Students (continued) 

– 4c: Students develop, test, and refine prototypes as part of a cyclical design process. 

– 4d: Students exhibit a tolerance for ambiguity, perseverance, and the capacity to work 

with open-ended problems. 

• Global Collaborator: Students use digital tools to broaden their perspectives and enrich their 

learning by collaborating with others and working effectively in teams locally and globally. 

– 7c: Students contribute constructively to project teams, assuming various roles and 

responsibilities to work effectively toward a common goal. 

Mathematical Practices (continued) 

• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others. 

Next Gen STEM  29 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

Preparation Time 

15 minutes 

• Read the Introduction and Background, Educator Notes, and Student Handout to 

familiarize yourself with the activity. 

• Print copies of the Student Handout. 

• Gather and prepare all supplies listed on the materials list. 

• The wire mesh or wire cloth (often referred to as “hardware cloth” or “welded wire fabric”) 

can be found online or in local hardware stores. Any type can be used, but ideally it will 

be able to give structure to the shield device and not conduct the heat. This is a major 

design element. If the activity budget allows, offer a variety of wire mesh or cloth materials, 

and students can test to determine which material works best. 

• Set up testing stations with safety equipment, hair dryer, tongs, infrared thermometer 

(recommended), scale, and a metric ruler. One station for every two or three teams is 

recommended. 

Materials 

 Copies of Student Handout and blank paper 

 Paper and pencil 

 Scissors 

 Tape 

 Metric rulers 

 5-oz paper cups (1 per team) 

 Digital scale or balance 

 Hair dryer (1 per testing station) 

 Tongs (1 per testing station) 

 Stopwatch (1 per testing station) 

 Thermometers (2 per testing station; infrared is recommended) 

 Oven mitts or gloves (2 per testing station) 

 Eye protection (for every student) 

 Unwrapped candy bars without nuts (Mini, nugget, or fun size, at least 2 per team; for 

consistency, use the same type for the whole class. Nuts interfere with the temperature 

probes.) 

General building supplies (choose a selection of materials to test): 

 Wire mesh or wire cloth (see Preparation Time) 

 Index cards, newspaper, construction paper 

 Cotton balls 

 Bubble wrap 

 Electrical tape 

 Steel wool 

 Spackling compound 

 White glue 

 StyrofoamTM scraps (packing peanuts, food trays, plates) 

 Cardboard scraps (milk cartons, shoeboxes, coffee cups, boxes) 

Introduce the Challenge 

• Provide context for this activity using the Introduction and Background information in this 

guide. Use the Additional Resources listed at the end of the Educator Notes to engage 

Share With Students 

Brain Booster 

Avcoat, an ablative material 

installed on the base of the heat 

shield, is designed to erode and 

move heat away from the crew 

module, protecting the 

astronauts inside from searing 

temperatures experienced while 

reentering Earth’s atmosphere. 

Learn more: 

https://www.nasa.gov/content/ 

partnerships-make-missionspossible 

On Location 

Inside the world’s largest 

vacuum chamber and premier 

space environments test facility 

at NASA’s Plum Brook Station in 

Sandusky, Ohio, spacecraft are 

subjected to extreme 

temperatures, ranging from –160 

to 150 °C (–250 to 300 °F), to 

simulate extreme in-space 

conditions. The facility also has 

the capability to test for 

electromagnetic interference and 

compatibility. 

Learn more: 

https://www.nasa.gov/feature/ 

orion-to-face-simulated-rigorsof-space-in-last-major-testingbefore-artemis-i 

30  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crew Transportation With Orion 

and inform students about this challenge. Emphasize why a heat shield is a crucial element of a spacecraft, especially one that 

carries people. 

• Explain the role of engineers in designing technology to solve problems. Share the NASA for Kids video Intro to Engineering and 

introduce the engineering design process. 

• Explain that engineers not only seek to solve problems, they also look for designs that are cost effective and can be developed 

in a reasonable time period. 

• Divide the class into teams (three to five students) and distribute the Student Handout to each team. Explain the details of the 

challenge, including the design constraints and your expectations for teamwork and classroom management. 

Design Constraints 

1. The surface area of the heat shield cannot exceed 40 cm2. 

2. The heat shield must protect the interior contents of the crew module (candy) from heat and turbulence during the simulated 

reentry (hair dryer). 

3. The contents must survive for 7 minutes without melting. 

Facilitate the Challenge 

Ask, Imagine, and Plan 

• Discuss the concepts of heat transfer, heat load, thermal resistance, friction, and turbulence. 

• Engage teams to brainstorm ideas about what material characteristics will work best to protect the contents (candy) of the 

simulated crew module. 

• Encourage students to draw out their ideas for a heat shield and plan how they will conduct the testing. 

Create, Test, and Improve 

1. Each team of students will build the heat shield they designed, using the materials provided. 

2. Once the heat shield has been built, students will test the shield by holding a hair dryer no more than 10 cm away from the bottom 

of the shield, exposing it to direct heat and air for 7 minutes. 

Safety 

 To prevent burns, students should use tongs and oven mitts or gloves to hold the heat shield and hair dryer. 

 Use caution when operating hair dryers. Do not touch the hot parts of the hair dryer or heat shield. 

 Be aware of candy and nut allergies. Other materials such as wax or ice could be used instead of candy bars. 

3. Students will use a stopwatch and take thermometer readings in 1-minute increments. They will track their data on the Student 

Handout. 

4. After completing the first round of testing, students will make modifications to their designs to improve protection of the crew 

module contents (candy) based on the results of the testing and their understanding of scientific concepts, including transfer of 

energy, thermal resistance, and heat transfer. 

5. Students will repeat the testing with their modified design. 

Share 

Engage students with the following discussion questions: 

• Which design characteristics provided the most protection to the crew module? 

• In what ways were you able to manage your time in order to get the best results? 

• What information could engineers working on this project learn from your team’s results? 

• What other tests or calculations could you do before making your recommendations to NASA’s engineering team? 

Extensions 

• Repeat the activity using different types of heat-sensitive materials, such as wax or ice, as your “cargo” inside the crew module 

(instead of candy). 

Next Gen STEM  31 
 

 

 

 

 

Crew Transportation With Orion 

• Add a cost constraint to the challenge and create a budget for students to “purchase” materials. Assign cost to all materials based 

on mass, area, or type of material. 

• Ask teams to determine under what conditions their design will fail, or the maximum heat load on their design. 

Reference 

Modified from Mars Science Laboratory Entry, Descent, and Landing Instrument (MEDLI) activity: 

https://www.nasa.gov/sites/default/files/best_medli_workbook.pdf 

Additional Resources 

• Web page: Orion Spacecraft. https://www.nasa.gov/exploration/systems/orion/index.html 

• Photo: Orion’s heat shield. https://www.nasa.gov/image-feature/heat-shield-for-first-artemis-mission-with-astronauts-arrives-atkennedy 

• Video: Orion: Heat Shield. https://www.youtube.com/watch?v=XH4VVpfr9Bs 

• Video: Career Connection: NASA Heat Shield Engineer. https://www.youtube.com/watch?v=qmDIp6FW2eE 

• Digital Badging: Online NASA STEM Learning. https://www.txstate-epdc.net/digital-badging/ 

Artist’s rendering of Orion spacecraft reentry. (NASA) 

32  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Crew Transportation With Orion 

Activity Four: Build a Heat Shield 

Student Handout 

Your Challenge 

Design a heat shield to protect the contents of a crew module during a simulated atmospheric 

reentry. 

Design Constraints 

1. The surface area of the heat shield cannot exceed 40 cm2. 

2. The heat shield must protect the interior contents of the crew module (candy) from heat 

and turbulence during the simulated reentry (hair dryer). 

3. The contents must survive for 7 minutes without melting. 

Ask, Imagine, and Plan 

• You will be given a paper cup to serve as the crew module and a small piece of candy to 

simulate the sensitive contents within the crew module. 

• After the heat shield is built, it needs to be securely attached to the open end of the cup 

(the bottom of your crew module) with the unwrapped piece of candy inside. 

• Your team will be responsible for documenting observations and temperatures (internal 

and external) once per minute. Include in your design a window or hole in the top of the 

crew module so you can observe any changes. 

• Brainstorm ideas and sketch your heat shield on the blank paper your teacher provided. 

Be sure to label it with the materials you plan on using. What is the general shape of your 

heat shield? What types of material will best protect the contents inside? 

Create 

• Build your heat shield using only the materials provided. 

Test and Improve 

1. You will conduct a 7-minute test on the heat shield under the direction and supervision of 

your teacher. For safety, use tongs when handling the crew module and heat shield. The 

heat source (hair dryer) should not be more than 10 cm from the bottom of the heat shield. 

2. On a sheet of paper, create a table like the example shown below. At 1-minute intervals, 

note your observations of what is happening to the candy while the test is taking place. Use 

the thermometer to take temperature readings of the inside of the module and the bottom 

of your heat shield. Record your results and observations in your table. 

Time 

increments 

(minutes) 

External 

temperature 

( C or °F) 

Internal 

temperature 

( C or °F) 

Observations 

1:00 

2:00 

3:00 

4:00 

5:00 

6:00 

7:00 

Fun Fact 

Did you know that Orion 

reentered Earth’s atmosphere 

at a speed of more than 

32,000 km/h (20,000 mph) 

before splashdown during 

Exploration Flight Test 1? 

The heat shield endured 

temperatures of nearly 

2,200 °C (4,000 °F), which is 

almost twice as hot as molten 

lava! 

Learn more: 

https://www.youtube.com/watch 

?v=KyZqSWWKmHQ 

Career Corner 

If you become a scientist or 

engineer in NASA’s Advanced 

Thermal Technologies branch, 

you can research how various 

materials could be used to 

regulate and maintain safe 

temperatures inside a 

spacecraft, protecting the crew 

and the equipment in the 

extreme environment of space. 

Learn more: 

https://www.nasa.gov/careers/ 

engineering 

Next Gen STEM  33 
 

 

 

 

 

 

Crew Transportation With Orion 

3. Improve the design of your heat shield and repeat the experiment. Make another table like the one above and record your new 

results and observations. 

Share 

• Which design characteristics provided the most protection to the crew module contents? 

• In what ways were you able to manage your time in order to get the best results? 

• NASA engineers must also determine under what conditions their designs might fail. By learning the maximum heat load on their 

design, engineers can identify what other conditions this technology could be used with (hotter temperatures, longer reentries, 

etc.). Based on the data you collected in the 7-minute tests, how much longer do you think your design would be able to handle 

the turbulence and thermal stress? 

Installation of the heat shield on NASA’s Orion spacecraft crew module at Kennedy Space Center in Florida on July 25, 2018. (NASA/Kim Shiflett) 

34  Next Gen STEM 
 

 

 

 

Crew Transportation With Orion 

Appendix: STEM Standards and Practices 

Next Generation Science Standards (NGSS) 

https://www.nextgenscience.org/ 

Alignment of Activities With NGSS Disciplinary Core Ideas 

Motion and Stability (MS) 

Standard 

Analyze the Geometry of 

a Spacecraft 

Design a Crew Module Model a Spacecraft 

Docking System 

Build a Heat Shield 

Forces and Interactions 

MS-PS2-2 

Energy 

MS-PS3-3 

MS-PS3-4 

Engineering Design 

MS-ETS1-1  

MS-ETS1-2  

MS-ETS1-4 

Alignment of Activities With NGSS Crosscutting Concepts 

Concept Analyze the Geometry of a 

Spacecraft 

Design a Crew Module Model a Spacecraft 

Docking System 

Build a Heat Shield 

Patterns 

Cause and Effect 

Scale, Proportion, and Quantity 

System and System Models   

Energy and Matter 

Structure and Function   

Stability and Change 

Interdependence of Science, 

Engineering, and Technology   

Influence of Engineering, Technology, 

and Science on Society and the Natural 

World 

Next Gen STEM  35 
 

 

 

Crew Transportation With Orion 

NGSS Science and Engineering Practices 

https://ngss.nsta.org/PracticesFull.aspx 

Alignment of Activities With NGSS Science and Engineering Practices 

Practice Analyze the Geometry of a 

Spacecraft 

Design a Crew Module Model a Spacecraft 

Docking System 

Build a Heat Shield 

Asking Questions and Defining 

Problems  

Developing and Using Models   

Planning and Carrying out 

Investigations  

Analyzing and Interpreting Data  

Using Mathematics and Computational 

Thinking  

Constructing Explanations and 

Designing Solutions 

Engaging in Argument From Evidence 

Obtaining, Evaluating, and 

Communicating Information 

International Society for Technology in Education (ISTE) Standards for Students 

https://www.iste.org/standards/for-students 

Alignment of Activities With ISTE Standards for Students 

Standard Analyze the Geometry of 

a Spacecraft 

Design a Crew Module Model a Spacecraft 

Docking System 

Build a Heat Shield 

Knowledge Constructor 

3d 

Innovative Designer 

4a  

4c  

4d  

Computational Thinker 

5c  

Global Collaborator 

7c   

36  Next Gen STEM 
 

 

 

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Crew Transportation With Orion 

Common Core State Standards (CCSS) for Mathematics 

http://www.corestandards.org/Math/ 

Alignment of Activities With CCSS Grade Level Content Standards by Domain 

Standard Analyze the Geometry 

of a Spacecraft 

Design a Crew Module Model a Spacecraft 

Docking System 

Build a Heat Shield 

6th Grade 

CCSS.MATH.CONTENT.6.RP.A.1 

CCSS.MATH.CONTENT.6.NS.B.3  

CCSS.MATH.CONTENT.6.G.A.1 

7th Grade 

CCSS.MATH.CONTENT.7.NS.A.3  

CCSS.MATH.CONTENT.7.G.A.1 

CCSS.MATH.CONTENT.7.G.A.3 

CCSS.MATH.CONTENT.7.G.B.6 

8th Grade 

CCSS.MATH.CONTENT.8.G.C.9 

Alignment of Activities With CCSS Standards for Mathematical Practice 

Practice Analyze the Geometry of 

a Spacecraft 

Design a Crew Module Model a Spacecraft 

Docking System 

Build a Heat Shield 

CCSS.MATH.PRACTICE.MP1  

CCSS.MATH.PRACTICE.MP2 

CCSS.MATH.PRACTICE.MP3  

CCSS.MATH.PRACTICE.MP4 

CCSS.MATH.PRACTICE.MP5  

CCSS.MATH.PRACTICE.MP6  

CCSS.MATH.PRACTICE.MP7 

CCSS.MATH.PRACTICE.MP8 

Next Gen STEM  37 

Back cover: Artist’s rendering of the European-built service module for NASA’s Orion crew transport vehicle. (NASA)
National Aeronautics and Space Administration 

NASA Headquarters 

300 E Street Southwest 

Washington DC 20024-3210 

www.nasa.gov 

NP-2020-02-2805-HQ