rise about 30 km (100,000 ft) into the stratosphere before gas expansion (due to
lower ambient pressure) causes them to burst. Once that happens, the payload
descends by parachute.
Students use the balloons to see the Gas Laws that they study in chemistry class
in action in the real world. They also study meteorology to predict how the balloons will behave and where their payload is likely to come down. The experiments that they conduct cover a broad range of scientific and technical disciplines,
including materials science, biology, meteorology and chemistry. As Peterzen
says, “This is truly a multidisciplinary project. You’ve got all aspects of STEM
here. Science in designing the experiments, technology and engineering in designing the payloads and instrument systems, and lots of math in calculating trajectories and analyzing results. It’s pretty amazing.”
Perhaps the most valuable lesson students take away with them is that a scientific experiment is not just about the science. Successfully launching a balloon
takes a tremendous amount of project management, coordination and collaboration. The students manage every aspect of the program, including designing and
selecting the project, engineering the payload, monitoring the weather and calculating the trajectory, and managing the launch and recovery. In class, students are
divided into teams for experimental design, payload construction, weather and
logistics, which includes project management and payload recovery. Of course,
the teams are mentored by experience people in the community. Teams have to
coordinate closely with each other, and with community partners such as the
Sisters Eagle Airport, which provides space for the launch as well as other
resources. All this gives students a glimpse into how science is conducted by organizations such as Battelle. As Givot says, “They get to be part of a team focusing
on a particular aspect of the project and see how they all fill different roles to make
the project come together. They are designing their own experiments based on
their interests and seeing their vision become a reality. It’s a very profound experience they’ll remember for a long time.”
Peterzen’s worldwide connections have given the students opportunities to
work with foreign scientists such as Silvia Masi, the Universitá di Roma La
Sapienza, and Pierre DeDieu, retired from CNES (French Space Agency). Peterzen
hopes that these connections will not only help students with their school experiments but also open future career opportunities.
Sydney Wilkins, who is interested in journalism, is developing a website for the
Sisters High School Balloon Project. It presents all of the experiments conducted
over the last few years. “It is so cool to be able to work with Steven and to talk to
Silvia Masi, and others, because they are so passionate in what they do. It’s been
fun to experience so much in high school, and I am really grateful to be in an environment where that is possible.”
10.2 Examples of Balloon Education Programs 239
lower ambient pressure) causes them to burst. Once that happens, the payload
descends by parachute.
Students use the balloons to see the Gas Laws that they study in chemistry class
in action in the real world. They also study meteorology to predict how the balloons will behave and where their payload is likely to come down. The experiments that they conduct cover a broad range of scientific and technical disciplines,
including materials science, biology, meteorology and chemistry. As Peterzen
says, “This is truly a multidisciplinary project. You’ve got all aspects of STEM
here. Science in designing the experiments, technology and engineering in designing the payloads and instrument systems, and lots of math in calculating trajectories and analyzing results. It’s pretty amazing.”
Perhaps the most valuable lesson students take away with them is that a scientific experiment is not just about the science. Successfully launching a balloon
takes a tremendous amount of project management, coordination and collaboration. The students manage every aspect of the program, including designing and
selecting the project, engineering the payload, monitoring the weather and calculating the trajectory, and managing the launch and recovery. In class, students are
divided into teams for experimental design, payload construction, weather and
logistics, which includes project management and payload recovery. Of course,
the teams are mentored by experience people in the community. Teams have to
coordinate closely with each other, and with community partners such as the
Sisters Eagle Airport, which provides space for the launch as well as other
resources. All this gives students a glimpse into how science is conducted by organizations such as Battelle. As Givot says, “They get to be part of a team focusing
on a particular aspect of the project and see how they all fill different roles to make
the project come together. They are designing their own experiments based on
their interests and seeing their vision become a reality. It’s a very profound experience they’ll remember for a long time.”
Peterzen’s worldwide connections have given the students opportunities to
work with foreign scientists such as Silvia Masi, the Universitá di Roma La
Sapienza, and Pierre DeDieu, retired from CNES (French Space Agency). Peterzen
hopes that these connections will not only help students with their school experiments but also open future career opportunities.
Sydney Wilkins, who is interested in journalism, is developing a website for the
Sisters High School Balloon Project. It presents all of the experiments conducted
over the last few years. “It is so cool to be able to work with Steven and to talk to
Silvia Masi, and others, because they are so passionate in what they do. It’s been
fun to experience so much in high school, and I am really grateful to be in an environment where that is possible.”
10.2 Examples of Balloon Education Programs 239