Middle school students, as scientists, use science ideas about energy transfer, insulation, and matter to investigate the following question, “How does the design of the Artemis I five-segment booster minimize energy transfer from the rocket propellant to the metal case? Students watch a video of the successful Artemis launch and ask questions about the rocket’s temperature and appearance. Students develop an initial model considering what is happening at the macroscopic and particle scale of the booster system. Students evaluate information from the Space Launch System FAQ and focus their questions on why the metal case of the booster does not melt when exposed to high temperatures during the launch. They also notice that a layer between the propellant and the metal case is labeled “rubber insulation.” To answer their questions, students design an investigation using household substances to test how different materials affect energy transfer to an ice cube. Using their data tables and graphs, students identify and consider patterns in energy transfer at the macroscopic and particle scales. Students use the patterns identified and science ideas to develop a model that explains how the rubber insulation layer minimized energy transfer from the hot gas particles to the metal case of the booster system.

This lesson plan was created in collaboration with Northrop Grumman and supported by the Northrop Grumman Foundation.

Click the Download PDF button above for the complete Lesson Plan.

Student Materials

Per Student

• Artemis I Launch Transcript
• Student Guide

Per Small Group (2 to 4 students)

• Countertop
• Metal pans
• Glass beakers
• Ceramic containers
• Ice cubes
• Silicone mat
• Cork pad
• Paper Towels

Teacher Materials

• Infrared thermometer
• Video of the Artemis Launch (3:16:00-3:20:00)
• States of Matter: Basics PhET
• NSTA: Heat Source Safety