The following is intended to help you
participate in the challenge. To avoid duplication, please check the
following to see if your question has already been answered, in the following
areas:
Does each student need to provide a design of their
own or can they work as a group? Is there a limit to the size of
the group?
|
| Answer |
On the student designs, we encourage strongly that
students divide and conquer -- in other words, groups are a must
to do this project thoroughly. Hopefully groups can tackle different
parts of the design, coming together to make sure they coordinate.
A class of 20 could come up with 5 teams of 4 to end out with a single
design with various sections. The teachers'
pages have some suggestions
for division of labor, for instance:
1. Location
2. Energy & Life support
3. Human factors
4. Exploration and EVA Activities
5. Research station architecture and materials
6. Contamination |
|
| Do you need to have the student ID #'s that I assign? |
| Answer |
I do not need your student ID -- all you need to do is make sure
the student ID on the post-test matches the one on the pretest. |
|
I have not received my ID nos. Please send it as soon as possible.
|
| Answer |
Assigning the Student ID numbers is for you to do so that when
the students take the post test, they use the same numbers or code.
You might try a birthday or whatever you will be able to remember
so they use the same numbers in December. |
|
How do I assign Student ID numbers?
Is there a specific site for that?
|
| Answer |
In the past we have assigned ID numbers for the
pre-test, only to have teachers and students forget what their numbers
were for the post-test. As a result, we are now leaving it up to
you -- the point is simply to match the pre- to the post-test while
protecting the identity of the student. You could use birth dates
or school IDs or.... you name it -- just keep track and use the same
numbers for the post test. |
|
Where do I find the pretest?
|
| Answer |
The link for the pretest is on the welcome page: http://quest.nasa.gov/lunar/outpostchallenge/welcome.html.
It's best if you read the page before proceeding so that you understand
the student IDs. It is very important that the ID in the pre-test
match the ID in the post test. |
|
We are unsure if the students need to find an analogous environment
in their hometown or can it be anywhere in the world?
|
| Answer |
Having your station local to you is one of extensions of the exercise.
That will make it much easier to build the station in a realistic
way and to evaluate the pros and cons of that location, and what
they might do to overcome the obstacles.
If you're talking about a location outside of town but close, that
works, but I think staying "close to home" will help them
to make comparisons of environment. |
|
How does the entire procedure work?
|
| Answer |
The instructions are contained in both the Welcome letter <http://quest.nasa.gov/lunar/outpostchallenge/welcome.html> and
the front page <http://quest.nasa.gov/lunar/outpostchallenge/>
If you have registered, you should have received these links. If
not, please go to the challenge front page and follow the links to
register for this challenge. |
|
What things should I include in my model?
|
| Answer |
This information is included on the teacher page <http://quest.nasa.gov/lunar/outpostchallenge/teachers.html> |
|
Will
I have to create the model in a small-scale imagery or should
I create Moon-like environment here on Earth?
|
| Answer |
When you have read about Analog research stations, you will probably
understand this better. The task is to design and build a full- or
scale-model of an Earth-based research station that will support
living adaptively and working efficiently on the Moon. |
|
Can I participate individually on behalf of my astronomy club?
|
| Answer |
This challenge is primarily focused on students in grades 5 – 8
(ages 10 - 14) though we will attempt as much as possible to include
others (you don't say what level you are). We definitely encourage
group work because of the multifaceted nature of this challenge,
but individuals may submit projects if they wish. |
|
Will the students receive awards for their
submissions?
|
| Answer |
For classes who complete the process (pre-test, design submission,
post-test & teacher evaluation) we send individual certificates
and some "NASA goodies" for classroom and students. |
|
Do they turn
in a drawing or an actual model
|
| Answer: |
What we would ideally be looking for,
in the preliminary design would be the initial design concepts to
include a brief written summary of concepts
addressed and solutions that will be a part of their design. Hopefully also included would
be a rough sketch of the station to amplify the direction these students
are taking. Once they have received expert review, they will refine
their design based on the expert suggestions and then build the station
(either full or to-scale sized).
As per the teacher instructions, the final
submission, will
include:
1. Documentation of the full- or scale-model built by the team - preferably
digital photos
2. Floor plan – drawn by hand or with a computer
3. A written description of the Research Station, justification for design
decisions, analysis of strengths and weaknesses
All of this would preferably be done digitally for posting on
the submission page online. |
| |
|
| Do they just build a habitat or do they
also have to design something for transportation |
| Answer: |
Whatever you and the students have decided to take on of the project
is great. If you do not have enough participation to tackle the whole
project, focus on what they can do thoroughly (especially the station
itself). |
| |
| How many residents/visitors should the unit be sized
for? For how long of a stay at a time? |
Answer from
Jen Heldmann |
This is a good question. There have been
many studies to determine the optimal crew size. For this exercise
we should go with the findings that suggest a crew of four will travel
to the Moon. For duration, I think 2-week missions to start, and
then ramping up to 6 months or so, and then potentially longer (to
simulate the 1.5 years on the surface of Mars). |
|
