Project-based introduction to aerospace engineering course: A model rocket

Jayaram, Sanjay; Boyer, Lawrence; George, John C.; Ravindra, K.; Mitchell, Kyle

doi:10.1016/j.actaastro.2009.10.038

Cited by 26 publications

(10 citation statements)

References 8 publications

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“…Overall, model rocketry-an activity routinely implemented at the K-12 levels-appears to also be effective at helping teach students scientific content and quantitative skills content at the college level while helping improve positive attitudes about science. The results described here are similar to those described by [27] [28] [29] for college level courses in that projects centered around the building and launching of a rocket can have positive impacts on students that can transcend their time in the classroom.…”

Section: Discussionsupporting

confidence: 88%

“…For example, [27] [28] [29] all describe model rocket based projects in introductory aeronautical engineering coursework as a means of capturing student interest and introducing students to engineering concepts. Through qualitative assessment, these authors found that such projects are critical for sustaining interest in engineering [27] [29] and for developing engineering skills critical for their career [28]. These results are intriguing because they show that an activity implemented in the K-12 system to teach STEM (science, technology, engineering and mathematics) concepts can also be applicable at the college level.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Model Rocketry to Teach Science and Quantitative Content to Students in a Non-Science Majors Course at the College Level: An Example from a Planetary Geology Course

Lang¹

2020

OJS

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Engaging non-science majors in a college-level science course can prove challenging. In turn, this can make it difficult to effectively teach science and math content. However, topics related to planetary exploration have a unique way of capturing one's imagination and may serve to robustly engage non-science majors. In this contribution, I 1) describe a model rocketry lab module, I have created and implemented into an introductory-level planetary geology course and 2) quantify student learning gains as a result of this module. This module builds on model rocketry lesson plans for science and math coursework at the K-12 level (e.g., [1] [2]) and involves students working in groups to 1) design and build model rockets to carry out a theoretical mission that addresses a science question the students have developed, 2) launch their rockets and collect related data, 3) synthesize and evaluate their data, and 4) report their results in both oral and written forms. The tasks of building and launching the model rocket serve as a vehicle that allows students to employ the scientific process while learning about planetary mission design and applying geologic and quantitative skills useful to answering a science-related question. Quantification of student learning gains shows that through this lab module, students significantly improved their quantitative and scientific reasoning skills. Results from student questionnaires showed a significant increase in student interest and confidence in addressing scientific questions as well as an understanding of how planetary missions are designed and conducted.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Model Rocketry to Teach Science and Quantitative Content to Students in a Non-Science Majors Course at the College Level: An Example from a Planetary Geology Course

Lang¹

2020

OJS

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“…En losúltimos años, se ha intensificado la construcción y uso de cohetes hidráulicos [1][2][3][4][5][6][7][8][9] como una herramienta innovadora para el aprendizaje de la física al interior del aula de clases [9][10][11][12][13][14][15][16]. El movimiento de cuerpos auto-propulsados es un tema de alto interés, presentado en los cursos de física básica y ejemplifica las leyes de Newton aplicadas a un sistema de masa variable [17][18][19][20].…”

Section: Introductionunclassified

Cohetes hidráulicos con videos en cámara lenta

et al. 2018

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In this paper, the velocity and acceleration of four water rockets is determined, using the least squares method and the Euler’s method. The position and time data are obtained from the analysis of slow-motion videos of the launch of the rockets, processed with the video analyzer software “Tracker”. This experiment is proposed as a pedagogical tool for the exploration by students of high school and first semester of sciencie and engineering of basic concepts of kinematics and dynamics in systems with variable mass and acceleration.

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“…PBL has been shown to be an effective instructional tool at all levels of education: from collegiate graduate-level to primary school level (Brodeur et al, 2002;Hall et al, 2002;Mathers et al, 2012;Mountrakis and Triantakonstantis, 2012;Nordlie and Fevig, 2011;Straub et al, 2013a). It has also been demonstrated across a wide variety of subject disciplines, including project management (Pollard, 2012), psychology (Dahlgren and Dahlgren, 2002), physics (Duch, 1996), computer science (Broman et al, 2012;Correll et al, 2013), mathematics (Roh, 2003), engineering entrepreneurship (Okudan and Rzasa, 2006) and aerospace (Jayaram et al, 2010;Saunders-Smits et al, 2012), computer (Qidwai, 2011), electrical (Bütün, 2005;Ribeiro, 2008) and mechanical (Coller and Scott, 2009;Robson et al, 2012) engineering.…”

Section: Project-based Learningmentioning

confidence: 99%

Extending the Student Qualitative Undertaking Involvement Risk Model

Straub¹

2014

J.Aerosp. Technol. Manag.

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The Student Qualitative Undertaking Involvement Risk Model (SQUIRM) was designed to facilitate the determination of the impact of using student (or inexperienced) workers, on a project. The model identifies several prospective categories of risk. It, then, discusses the risk potential and source and provides a limited consideration of how to mitigate this risk. The risk sources considered included those specific to student (inexperienced worker) involvement, standard risks and standard risk sources which are enhanced by the use of student (inexperienced) workers. This paper presents a qualitative assessment framework and begins the process of quantifying the model. The difference between the use of students (in an academic or industrial setting) versus inexperienced workers is also considered. The base model is presented and extended by further tracing the risk sources back, using root cause analysis techniques. The application of the base and extended models to various projects is discussed. Considerations in choosing which model to use for a given application are also presented. The paper concludes by presenting a value model for considering student (inexperienced worker) involvement benefits versus associated risks, and the differences in the risk reward ratio between academic, internship and junior worker scenarios.

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Project-based introduction to aerospace engineering course: A model rocket

Cited by 26 publications

References 8 publications

The Effectiveness of Model Rocketry to Teach Science and Quantitative Content to Students in a Non-Science Majors Course at the College Level: An Example from a Planetary Geology Course

The Effectiveness of Model Rocketry to Teach Science and Quantitative Content to Students in a Non-Science Majors Course at the College Level: An Example from a Planetary Geology Course

Cohetes hidráulicos con videos en cámara lenta

Extending the Student Qualitative Undertaking Involvement Risk Model

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