CubeSat Explorations: A Cross-Disciplinary Hackathon Adventure
Created byTasneem Bhatia
17 views0 downloads

CubeSat Explorations: A Cross-Disciplinary Hackathon Adventure

Grade 8EnglishMathScienceSocial StudiesArtTechnologyComputer ScienceEnvironmental Science1 days
★★★★★
5.0 (1 rating)
The 'CubeSat Explorations: A Cross-Disciplinary Hackathon Adventure' is a 1-day project for 8th graders that integrates multiple subjects including science, technology, math, and art into a collaborative CubeSat mission using Micro:bit. Students work together in a Hackathon format to design and implement CubeSat missions addressing real-world issues, enhancing their skills in programming, data analysis, and creative expression. The project emphasizes interdisciplinary learning, teamwork, and ethical technology use as students build models, analyze data, and present their findings in a multimedia format.
CubeSatMicro:bitHackathonInterdisciplinaryReal-World IssuesData AnalysisProgramming
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we collaboratively design and implement a CubeSat mission using Micro:bit that utilizes multidisciplinary knowledge to address space exploration, culminating in a solution-oriented Hackathon?

Essential Questions

Supporting questions that break down major concepts.
  • How can we design a CubeSat mission using Micro:bit to address a real-world issue?
  • What mathematical concepts are necessary for planning and analyzing CubeSat data missions?
  • How do environmental factors in space differ from those on Earth, and why is it important for a CubeSat to measure these?
  • In what ways can our understanding of social studies enhance the impact of our CubeSat's mission or data collection?
  • How can art and design influence the effectiveness and communication of our CubeSat project?
  • What role does technology play in the development and operation of a CubeSat with Micro:bit?
  • In what ways can programming with Micro:bit be utilized to achieve specific objectives for the CubeSat?
  • How can CubeSat data inform our understanding of environmental science issues on a global scale?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Design and implement a functional CubeSat mission using Micro:bit sensors, applying knowledge from multiple disciplines.
  • Interpret and analyze data collected from CubeSat sensors to address real-world environmental issues.
  • Collaborate effectively during a Hackathon to propose and develop innovative solutions using CubeSat data.
  • Understand and apply mathematical principles in planning and analyzing data from CubeSat missions.
  • Demonstrate understanding of environmental science and social studies by analyzing the impact of CubeSat data.
  • Show proficiency in programming with Micro:bit and employing technology in project-based solutions.
  • Apply creative and design thinking to enhance the CubeSat mission and its presentation.

Common Core Standards

CCSS.ELA-LITERACY.RST.6-8.3
Primary
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.Reason: Students need to follow precise procedures in designing and programming the CubeSat with Micro:bit sensors and during the Hackathon.
CCSS.MATH.CONTENT.8.SP.A.1
Primary
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities.Reason: Interpreting sensor data from the CubeSat involves constructing scatter plots and analyzing patterns.
CCSS.ELA-LITERACY.W.8.7
Secondary
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Reason: Students research real-world issues to inform CubeSat mission design.

Next Generation Science Standards

NGSS.MS-ESS1-2
Primary
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.Reason: Understanding gravitational forces is essential for CubeSat missions.

Computer Science Teachers Association

CSTA.2-AP-13
Primary
Use an iterative design process, including learning from failure, to develop a program, using sequences, events, loops, and conditionals.Reason: Programming the Micro:bit involves sequencing, loops, and conditionals.

ISTE Standards for Students

ISTE.2b
Secondary
Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.Reason: The Hackathon requires ethical and safe technology use and collaboration.

Entry Events

Events that will be used to introduce the project to students

Satellite Lunch Launch

Begin with a suspenseful video of a CubeSat being launched into space. Invite students to imagine how they could design their own mission using the CubeSat and its sensors. Connect to subjects by setting challenges like analyzing air pressure or light data, crafting stories of satellite journeys, or calculating orbital patterns. Additionally, include discussions around the moral implications of satellite data usage, addressing issues like privacy, data security, and the impacts on various communities.
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Mission Design Workshop

Students will kick off their CubeSat project by designing the mission goals and objectives. This involves identifying a real-world issue that their CubeSat will address and outlining how Micro:bit sensors will be used in the mission.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin with a brainstorming session to identify key real-world issues that could be addressed with a CubeSat.
2. Have students form small groups, each selecting one issue to focus on.
3. Guide groups to outline their mission goal and explain how specific Micro:bit sensors will collect relevant data.
4. Facilitate a class discussion where groups present their mission goals and receive constructive feedback from peers.

Final Product

What students will submit as the final product of the activityOutline of a mission plan highlighting goals, chosen issue, and sensor use strategy.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.8.7 (Conduct short research projects to answer a question).
Activity 2

Gravitational Forces Simulation

Students will develop a model to describe the role of gravity in CubeSat missions by simulating gravitational forces on their models.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the basics of gravity within galaxies and the solar system.
2. Provide tools for students to build simple models representing CubeSat and its orbit.
3. Guide students in simulating gravitational effects on their CubeSat models.
4. Facilitate a class discussion about how gravity influences CubeSat missions and data collection.

Final Product

What students will submit as the final product of the activityA simple model and simulation demonstrating gravitational effects on CubeSat movements.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS.MS-ESS1-2 (Develop and use a model to describe the role of gravity).
Activity 3

Micro:bit Programming Lab

This activity focuses on programming the CubeSat's Micro:bit, using loops and conditionals to control sensor data collection efficiently.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the basics of programming with Micro:bit, focusing on sequences, events, loops, and conditionals.
2. Provide coding challenges that require students to program their Micro:bits to perform specific tasks.
3. Have students test their code with simulated Micro:bit sensor data.
4. Facilitate peer reviews of each other's code to identify areas for improvement and optimization.

Final Product

What students will submit as the final product of the activityA series of coded programs utilizing loops and conditionals optimized for sensor data collection.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CSTA.2-AP-13 (Use an iterative design process to develop a program with sequences, loops, and conditionals).
Activity 4

Artistic Satellite Showcase

Students utilize art and design to create an effective mission presentation that communicates their CubeSat's objectives and collected data.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss how visual storytelling and design can enhance the understanding of scientific concepts.
2. Provide materials for students to design artistic representations of their CubeSat and mission goals.
3. Have students create a multimedia presentation that includes artistic and scientific elements.
4. Organize a gallery walk where students view and critique each other's work based on creativity and clarity.

Final Product

What students will submit as the final product of the activityA multimedia presentation merging art with scientific data to convey the CubeSat mission effectively.

Alignment

How this activity aligns with the learning objectives & standardsAligns with creative and design thinking components of the learning goals, enhancing communication and presentation skills.
Activity 5

Hackathon: Innovate & Implement

Culminating in a solution-oriented Hackathon, students will collaborate to innovate and propose solutions based on their CubeSat data analysis.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Set up Hackathon teams, ensuring diverse skill sets in each group.
2. Guide teams to use their CubeSat data to brainstorm innovative solutions addressing their chosen issue.
3. Facilitate a panel of judges to evaluate the practicality and creativity of each solution.
4. Conclude with awards for various categories like Most Innovative Solution, Best Data Analysis, etc.

Final Product

What students will submit as the final product of the activityInnovative solutions and presentations proposed during the Hackathon.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ISTE.2b (Engage in ethical technology use) and reinforces collaboration across disciplines.
Activity 6

CubeSat Math Maze

In this activity, students will explore mathematical concepts necessary for planning and analyzing CubeSat missions, such as understanding and applying scatter plots for data analysis.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of scatter plots and why they are crucial for data analysis in space missions.
2. Provide datasets that mimic potential findings from CubeSat sensors.
3. Guide students in constructing and interpreting scatter plots to identify patterns or anomalies.
4. Have students present their findings and discuss how these figures can influence mission decisions.

Final Product

What students will submit as the final product of the activityA series of scatter plots based on the provided data, accompanied by an analysis report.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.8.SP.A.1 (Construct and interpret scatter plots for bivariate measurement data).
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

CubeSat Mission Assessment Rubric

Category 1

Mission Design and Planning

Assessment of student's ability to identify real-world issues, set mission goals, and select relevant data collection strategies.
Criterion 1

Identification of Real-world Issues

Evaluate the student's ability to research and identify a significant real-world issue that can be addressed using a CubeSat mission.

Exemplary
4 Points

Chooses a highly relevant and significant real-world issue with deep insight and connects it clearly to the mission goals.

Proficient
3 Points

Chooses a relevant real-world issue and connects it to the mission goals satisfactorily.

Developing
2 Points

Identifies a general issue but lacks clarity in connecting it to the mission goals.

Beginning
1 Points

Struggles to identify a relevant issue and makes minimal connection to the mission goals.

Criterion 2

Mission Goal Articulation

Assessment of the clarity and feasibility of the mission goals related to the CubeSat project.

Exemplary
4 Points

Mission goals are exceptionally clear, realistic, and achievable, with strong feasibility considerations.

Proficient
3 Points

Mission goals are clear and realistic, with satisfactory feasibility.

Developing
2 Points

Mission goals are somewhat unclear or unrealistic, with limited feasibility.

Beginning
1 Points

Mission goals are vague and lack feasibility.

Criterion 3

Use of Micro:bit Sensors

Evaluate the strategic selection of Micro:bit sensors for data collection relevant to the mission.

Exemplary
4 Points

Demonstrates excellent strategic thinking in selecting the most suitable sensors and justifying their use clearly.

Proficient
3 Points

Selects appropriate sensors and provides satisfactory justification for their use.

Developing
2 Points

Selects sensors with limited strategic thinking and justification.

Beginning
1 Points

Struggles to select appropriate sensors and provide justification.

Category 2

Technical Skills and Data Analysis

Assessment of programming skills, use of Micro:bit technology, and ability to analyze and interpret CubeSat data.
Criterion 1

Micro:bit Programming Proficiency

Evaluate the student's ability to program the Micro:bit using sequences, loops, and conditionals effectively.

Exemplary
4 Points

Demonstrates outstanding programming skills, using complex sequences, loops, and conditionals efficiently.

Proficient
3 Points

Displays competent programming skills with effective use of sequences, loops, and conditionals.

Developing
2 Points

Shows basic programming ability with limited application of sequences, loops, and conditionals.

Beginning
1 Points

Struggles with programming basics and minimal use of sequences, loops, and conditionals.

Criterion 2

Data Analysis and Interpretation

Assessment of the student's ability to construct and interpret scatter plots for CubeSat data analysis.

Exemplary
4 Points

Constructs detailed scatter plots with clear patterns and provides insightful interpretations impacting mission decisions.

Proficient
3 Points

Constructs accurate scatter plots and provides satisfactory interpretations relevant to mission decisions.

Developing
2 Points

Creates basic scatter plots with limited interpretation affecting mission decisions.

Beginning
1 Points

Struggles to construct scatter plots and provide meaningful interpretations.

Category 3

Creative Expression and Presentation

Assessment of artistic and creative abilities in conveying CubeSat mission objectives and enhancing understanding.
Criterion 1

Integration of Art and Science

Evaluate how effectively the student merges artistic expression with scientific data to enhance project communication.

Exemplary
4 Points

Creatively blends art and science to provide an engaging and informative presentation that enhances understanding.

Proficient
3 Points

Effectively incorporates art and science, producing a clear and informative presentation.

Developing
2 Points

Uses art and science with limited effectiveness and clarity in presentation.

Beginning
1 Points

Struggles to integrate art and science in an informative way.

Criterion 2

Presentation Delivery

Evaluate the clarity, creativity, and engagement of the student's final presentation and visual communication.

Exemplary
4 Points

Presents with clarity, creativity, and high engagement, making the objectives and data highly accessible.

Proficient
3 Points

Delivers a clear, creative, and engaging presentation that effectively communicates objectives and data.

Developing
2 Points

Provides a basic presentation with limited engagement or clarity.

Beginning
1 Points

Delivers an unclear and unengaging presentation with minimal connection to objectives and data.

Category 4

Collaboration and Ethical Technology Use

Assessment of teamwork during the Hackathon and adherence to ethical technology use.
Criterion 1

Collaborative Engagement

Evaluate the student's ability to contribute positively and effectively in a team setting during the Hackathon.

Exemplary
4 Points

Leads collaboration with strong contributions, fostering a positive and effective working environment.

Proficient
3 Points

Participates actively and positively, contributing effectively to team goals.

Developing
2 Points

Contributes to collaboration with limited effectiveness.

Beginning
1 Points

Shows minimal participation and contribution to team efforts.

Criterion 2

Ethical Technology Use

Assessment of responsible and ethical behaviors when using technology throughout the CubeSat project.

Exemplary
4 Points

Exemplifies ethical technology use, demonstrating leadership in promoting safeness and legality.

Proficient
3 Points

Engages responsibly with technology, adhering to safety and legality.

Developing
2 Points

Shows occasional lapses in ethical technology use.

Beginning
1 Points

Struggles to maintain safe and legal technology practices.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did participating in the CubeSat project change your understanding of interdisciplinary learning, and what was the most surprising thing you learned?

Text
Required
Question 2

On a scale from 1 to 5, how confident do you feel in applying the skills you learned during the CubeSat project to real-world problems?

Scale
Required
Question 3

Which subject area did you find most challenging to integrate into the CubeSat mission, and why?

Text
Optional
Question 4

In what ways did collaboration during the Hackathon differ from other group projects you have participated in?

Text
Optional
Question 5

Select the area where you feel you have grown the most due to the CubeSat project:

Multiple choice
Required
Options
Programming and Technology
Scientific Analysis
Mathematical Skills
Art and Design
Collaboration and Communication