Using a controlled science experiment approach, students will examine the effect of mass, size, shape and height of drop on the speed of a falling object. The overall idea is to discover how drag factors into a parachute system.

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Students will use the minimum and maximum temperatures of the ten celestial bodies in our solar system to determine the temperature range of each. This can be done using both the Fahrenheit and Celsius measurements.

Students will use hypothetical data to create a scatter plot of drop time vs. height. They will then draw a line of best fit for the data to make time predictions for greater heights.

Students will calculate the total volume of a "packed" parachute from the volume of the individual parachute components. They will then decide whether the parachute fits into a storage container of a fixed volume.

Students will cut out cards that list the name and diameter of the ten celestial bodies. They will then rank these from smallest to largest.

Students will measure the distance between the stars of the Orion Constellation in order to match the stars with their appropriate names.

Students will hear from two Brazilian students about their lives and their country.

Using a map with a scale on it, students will measure the distance between Brasilia and Alcantara to calculate the actual distance. Students will then find the distance between Alcantara and where they live.

Students will use measurements of actual parachutes and create a diagram that uses a set scale.

Students will use basic division to hypothetically divide lengths of string into equal suspension lines for a parachute.

Students will calculate the theoretical cost of a parachute design based on the size and cost of materials.

Students will convert the distance between planets in the solar system from astronomical units (AU) to miles.

Students will collect data from Lesson 3 to graphically display the drop times of different canopy materials.

Students will brainstorm ways to represent the data they collected in Lesson 3 and create one representation as a class.

Students will explore scaled models, just like Aerospace Engineers frequently create, and how changes in the dimensions of models affect the volume or area.