Hot Air Balloon Project 2:
                                           Hot Air Ballon Redux                       
                                Developed by Dr. Veronica Burrows and Dr. Barry McNeill,
                Arizona State University
                 (A Process Design Project)
 

Overview:

In Hot Air Balloon Project 1 (Balloon Manufacturing Project), students were asked to develop a process for the fabrication of a hot air balloon; the creation of the fabrication process was more important than the balloon that resulted from the process.  In Hot Air Balloon Project 2, the emphasis will switch.  In Project 2 students will again design and build a hot air balloon, but now the balloon’s technical design and performance will be emphasized.  Project 2 is less rigidly structured than Project 1—each team will organize its own work for this project.  However, since the project is the way students will demonstrate mastery of course concepts, it is expected that the teams will use the methods and tools introduced earlier in the semester. 

The assignment is again to plan, design, model, and construct a hot air balloon, ‘powered’ by a ground-based supply of hot air, that will stay aloft a minimum amount of time, carry a minimum payload, and not exceed a maximum cost.  Each team’s balloon will be demonstrated at the end-of-semester Balloon-a-thon. 

Learning Objectives or Student Outcomes:

This project offers your team a second chance to pass through all of the stages of the problem solving heuristic. As a result, the learning objectives for this project are very similar to those for project 1, but at a higher level of learning. In Project 1 you were told what methods, tools and techniques to use; by correctly doing this you demonstrated a Comprehension level of learning. In Project 2 you are expected to demonstrate an Application level of learning, i.e., recognize what tools/methods/skills would be appropriate to use, and then use them. As you proceed through this project, you may even become able to understand and demonstrate how this problem solving process worked and to articulate why the steps are ordered as they are, how the results of one step lead to the next step, why it is often necessary to go back and refine an earlier step in the process, etc. This would constitute an even higher level of learning—that of Analysis. A clearly demonstrated (and documented) Analysis level of learning exceeds expectations for this course.

Length of Lesson:
Approximately 8 weeks

Assignment(s) to Ensure Student Preparation:
Students have already completed Hot Air Balloon Project 1.  They will draw on experience and knowledge gained in that project and in related courses for the completion of this project.

Team Size/Composition:
Teams from Hot Air Balloon Project 1 will stay intact for Hot Air Balloon Project 2.  This will allow each team to draw collectively on its past experience.

How is positive interdependence ensured?
As in the first Hot Air Balloon Project, positive interdependence is ensured through each team working together to complete one design and one set of related materials.

How is individual accountability ensured?
Individual accountability is ensured through individual contributions to the team Design Notebook and the participation of all team members in the Balloon-a-thon competition.  Peer assessments may also be employed to ensure individual accountability.

Components of Assessment:
Students assessment will be based on the final hot air balloon design and demonstration and on the Design Notebook and other design-related assignments.

Team Skills Needed for Success:
All team members must have the ability to communicate, cooperate and collaborate; they must also feel free to share their own ideas and to give and receive constructive feedback.

How Are These Skills Emphasized?
These skills are emphasized by the entire project—particularly by the cooperative completion of one design.

Materials Needed by Students:

• Materials chosen for design development
• Design Notebook
• Handouts provided by instructor

Materials Needed by Instructor:
• Student handouts

 Instruction to Students |  Handouts

©2002, Veronica Burrows and  Barry McNeill                                                                                        
These materials may be duplicated for educational purposes if properly credited.