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

Abstract

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.

Soluções analítica e numérica para o movimento vertical de um minifoguete

“…No trabalho aqui desenvolvido foi utilizado o voo experimental do minifoguete Epsilon-8 realizado pelo Grupo de Foguetemodelismo Carl Sagan da UFPR [11]. Ele é o atual recordista nacional de apogeu para minifoguetes com motores da classe E [12], atingindo em 2015 o apogeu de 723 m [13]. Dois métodos foram utilizados para confrontar teoria e experimento: (i) um método puramente teórico, obtido da solução analítica da equação diferencial de movimento e (ii) o método numérico de Euler que utiliza um programa computacional para a obtenção de gráficos v(t) e y(t) [14,15].…”