Engineering a Trip to Eris

If I mentioned either dwarf planet Eris or the Kuiper Belt in any of my science classes last year, I was likely to draw several blank stares. All my students knew Pluto had been renamed a dwarf planet, and that other newly discovered objects also were classified as dwarf planets. But only a handful of my students knew the most distant object to join or solar system family was Eris. One good way for them to get to know Eris was to engineer a visit!

We read and discussed this dwarf planet: where it is, its freezing temperatures (-405 degrees Fahrenheit!) the frozen methane on its surface, and its orbit. And how about that amazing New Horizons spacecraft? It’s traveling out toward Eris on a journey that will take up to 15 years to complete.

I decided to have my students form teams and take on the role of engineers redesigning the New Horizons
spacecraft—their version had to hold four astronauts. I wanted the teams to explore the engineering design process used by engineers, including those at NASA:

• Identify the problem
• Research the problem
• Develop possible solutions
• Select a solution
• Construct a model
• Evaluate the model
• Share the model
• Redesign as needed

Teams brainstormed and researched current information about what astronauts were experiencing by living on the International Space Station. They came up with lists of necessary items to be included in the spacecraft. From there they began to create prototypes of possible spacecraft designs, incorporating the items needed for the long journey. Individual members came up with specific ideas sharing them with other team members.

Teams decided on the final design for their prototype. Then each team created a labeled, scale model drawing of the spacecraft. They created several views of the craft as well as cut-a-way drawings showing the interior.

We held an Engineer’s Symposium where all design teams shared their drawings. Questions were encouraged. After the symposium several teams went back and redesigned their spacecrafts based on input from other teams.

The last part of the project was having all design teams create 3-D models of their drawings. We used 1 cm = 1 m as the design ratio. Teams worked for about a week using nothing but paper, glue, pencils, and scissors.

After the models were built, we held another Engineer’s Symposium. With great fanfare, each design team showed their creation and explained the equipment they included in the models. There were some great presentations. Most teams came up with very creative ideas and explanations for their designs.

At the conclusion of the symposium, we hung the models in the classroom. For the rest of the year they were a source of interest and curiosity to anyone coming into the room.