By popular demand from our educators!
Once NASA funds a mission, there are still many challenges
to solve. Check out this module from McREL that covers
the challenges of the A/B Phase (beginning phase) of the Deep
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Collaborative Decision Making: NASA's Deep Impact Mission
Collaborative Decision Making is designed to engage students
in grades 7-12 in activities that focus on collaboration and
communication strategies. These activities will strengthen
student understanding of and ability to use collaborative
processes and communication practices to clarify, conceptualize,
and make decisions. Students will compare the risks of varying
courses of action that confront scientists and engineers.
After the risks are identified, they will gather and convey
evidence supporting and refuting the viability of these actions,
and reach consensus. The module strategies rely primarily
on student investigation into the background information that
is necessary to support arguments; make quantitative risk
analyses; engage in debate, role-playing, and persuasive writing/communication
processes; and practice group decision-making procedures.
the Issue," students are introduced to a problem that mission
planners dealt with during the planning phase of the mission.
Students read about the problem, "How do we optimize our data
collection?" from the perspective of the principal investigator.
This introduction not only provides the "hook" for student
interest, but will serve as a focus for the entire module.
Students read a position statement from the Principal Investigator
Dr. Michael F. A'Hearn, Department of Astronomy at the University
activities of this module, the teacher's primary role is Socratic.
Through effective questioning, students should become aware
of the different data collection methods for the Deep Impact
individually, students will gather information on observing
options (collecting data from spacecraft using the Deep Impact
Spacecraft, Earth-based observatories, and the Hubble Space
Telescope). Once students find out about each one, they then
work in expert groups to compare the types of information
they found. They will synthesize this information in order
to make a recommendation to their home group. Students will
work in their home groups to collect additional information
about aspects of the collection mode they would like to emphasize.
They will also identify lesser aspects and note which aspects
of other strategies (given constraints) they would like to
build into their response scenario. Students will need to
defend their scenario based on cost, risk, scientific benefits,
and data quality (meeting science objectives).
groups will use the information gathered from their research
(collected in the second activity on their chosen strategy
method) to prepare a presentation and defense that takes into
account the risk, benefits, and quality of data (meeting science
objectives). The case to be built by each group will include
a specific plan with the following three components: 1) observing
strategy, 2) specific details for implementing that method,
and 3) advantages and disadvantages of that method.
the Issues," students read interview summaries from Dr. Karen
J. Meech, University of Hawaii, who specializes in Earth-based
observations, Brian Muirhead, project manager at the Jet Propulsion
Laboratory, and John Marriott, engineer at Ball Aerospace
& Technologies Corp. These individuals represent very different
work institutions and thus, varying priorities, but must all
work together to reach an agreement in order for the mission
to be successful. Students build and present a case for a
particular observation scenario that is to be used to inform
and convince others. In the Student Text "What Goes Around
Comes Around," students read about the reciprocal nature of
science and technology using the development of the telescope
as an example.
Around comes Around
assume roles of various stakeholders of the mission including
scientists, engineers, and the interested public
such as environmentalists, politicians, teachers, students,
and others. General guidelines are provided for students to
follow for each role, though they are encouraged to build
the character of the person they are role-playing. Prior to
the debate, students will view or listen to video or audio
clips of some of the stakeholders in order to bring additional
information into the mix. Students use the information from
the presentations in order to prepare for a debate about the
data collection methods at a public forum.
Questioning and Listening
assessment activity, "The Decision," students prepare written
statements for the data collection method with which they
personally agree. On the same page, students will support
a position statement that advocates other viewpoints. As a
large group discussion, the class comes to an agreement on
which combination of data collection is best at this time,
knowing that as more information or circumstances come into
play, this can change. Students determine the method for coming
to a consensus, and one upon which all students can agree.
module, Collaborative Decision Making: NASA's Deep Impact
Mission, was developed by educators at:
Research for Education and Learning
thanks to the following reviewers:
Lucy McFadden, University of Maryland
Maura Rountree-Brown, Jet Propulsion Laboratory
Walker, University of Maryland
Bill Blume, Jet Propulsion Laboratory
John McKinney, Jet Propulsion Laboratory
Terry Brandhorst, Clear Creek I.S.D., Texas
Tom Curley, Alta Loma High School, California
Kathy Littlejohn, Colorado Elementary Educator
thanks to the following interviewees:
Michael A'Hearn, University of Maryland
Brian Muirhead, Jet Propulsion Laboratory
John Marriott, Ball Aerospace & Technologies Corp.
Dr. Karen J. Meech, University of Hawaii