SIMOC Lesson Grades 5 8 - Revised - 5 - 2020

SIMOC – Scalable, Interactive Model of an Off-world Community
Grades: 5 - 8 Prep Time: ~30 Minutes Lesson Time: Varies Based on Project
Teacher Guide
WHAT STUDENTS DO: Use the SIMOC model to develop a habitat to support
life off-world.
Students work with a model using authentic data gathered from decades of science research on life support
systems to develop a habitat to support researchers on Mars or other off-world environments They will
actively engage in creative critical thinking and iterative innovation through collaboration and persistence.
NGSS CORE & COMPONENT QUESTIONS INSTRUCTIONAL OBJECTIVES
Students will be able to:

How and why do organisms interact
with their environment and what are
the effects of these interactions? IO2: Plan and conduct
investigations using models to
NGSS Core Question: LS2: Ecosystems: Interactions, Energy, and
understand and test the
Dynamics S CORE & COMPONENT QUESTIONS
interdependence of biotic and
How do organisms interact with the living and abiotic components of an
nonliving environments to obtain matter and ecosystem IONAL OBJECTIVES
energy?
NGSS LS2.A: Interdependent Relationships in Ecosystems
How do matter and energy move through an

ecosystem?
NGSS LS2.B: Cycles of Matter and Energy Transfer in
Ecosystems
What happens to the ecosystems when the

environment changes?
NGSS LS2.C: Ecosystem Dynamics, Functioning, and
Resilience
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Arizona State University School of Earth and Space Exploration
1.0 Materials Teacher Guide
Required Materials
Please Print:
From Student Guide:

A Designing the Habitat 1 per student
B Researching the Problem 1 per student
C What is Mars Really Like 1 per student
D What are Sub-systems that Can be Used in Habitats 1 per student
to Support Humans
E Credible Sources Evaluation 2-3 per group
F Brainstorm Possible Design Solutions 2 per group
G Daily Reflection Sheet 1 per group
H Engineering Design Cycle Defined 1 per student
I Engineering Design Cycle Team Summary 1 per student
J About Your Habitat 1 per student
K About the Engineering Cycle 1 per student
L About Your Thinking 1 per student
M Reflection on Practices and Crosscutting Concepts 1 per group
N Design Rubrics 1 per group
General Resources:
• HERA- Human Exploration Research Analog: https://www.nasa.gov/analogs/hera
• UA Controlled Environment Agriculture Center Prototype Lunar Greenhouse:
https://cals.arizona.edu/lunargreenhouse/
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• International Space Station: Hadfield videos: https://blogs.scientificamerican.com/psi-vid/top-10-

commander-chris-hadfield-videos-from-the-iss/
• International Space Station: https://www.spacestationexplorers.org/news-media/videos/
• International Space Station Updates:
https://www.nasa.gov/mission_pages/station/main/index.html#.VMFqksZ4hSs
• A Framework for K-12 Science Education: https://www.nap.edu/catalog/13165/a-framework-for-k-12-
science-education-practices-crosscutting-concepts
• Next Generation Science Standards: https://www.nextgenscience.org/
• BSCS 5E Instructional Model: https://bscs.org/bscs-5e-instructional-model
2.0 Vocabulary Teacher Guide
Criteria a standard list of “rules” established so judgment or decisions are based on

objective and defined ideas rather than subjective ones.
Data facts, statistics, or information.
Empirical Evidence knowledge gained through direct or indirect observation.
Engineering a field in which humans solve problems that arise from a human need or desire
by relying on their knowledge of science, technology, engineering design, and
mathematics (derived from NRC Framework, 2012).
Engineering Constraints limits placed on a project by the budget, hardware, available volume or mass,
etc. necessary to accomplish the mission.
Explanations logical descriptions applying scientific information
Models a scientific model is a physical, conceptual, or mathematical representation of a
real phenomeon. Models are used to explain and predict the behavior of real
phenomena.
Observations specific details recorded to describe an object or phenomenon.
Terrain a stretch of land, especially with regard to its physical features or geology.
Systems a system is an organized group of related objects or components that form a
whole. Systems can consist, for example, of organisms, machines, fundamental
particles, galaxies, ideas, and numbers. Systems have boundaries, components,
resources, flow, and feedback. (National Science Education Standards)
Sub-System a component of a system that is itself a system.
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3.0 Procedures Teacher Guide
Introduction
Earth provides many complex, interacting systems that recycle matter and energy, and in the process
recycle water, maintain the atmosphere, recycle chemicals that are essential to life, and maintain
temperatures appropriate for life. Researchers are working to understanding the full complexity of the
interacting ecosystems and the dynamical interactions of all living (biotic) and non-living (abiotic)
elements of life.
For more than a century people have wondered and experimented with how humans could live under
water on this planet, or on other worlds. Scientists and engineers, often working with the support of
government programs such as the European Space Agency, Roscomos, NASA, and university
programs around the world, have developed pressure suits, vehicles for space travel, and orbital space
stations. Each of these sealed containers provide a habitat to support human life for various durations,
in otherwise harsh conditions of minimal or no atmosphere, extreme temperatures, and harmful
radiation.
From 1991 to 1993 eight humans lived in the Biosphere 2 (B2), outside of Oracle, Arizona. B2 was a
completely self-sustaining, sealed environment that houses a half acre farm, rain forest, savanna,
ocean, marsh, and desert. Many valuable lessons were learned in those two years, including the impact
of the microbiome on the balance of oxygen and carbon dioxide, and how the human built environment,
in particular concrete can have long-lasting effects on the breathable atmosphere.
SIMOC is a scalable, interactive model of an off-world community, a computer model built upon
authentic data from decades of research in mechanical and biological life support systems. It is
composed of a web-based interface to a powerful computational engine, providing a
platform for both research and education.
The goal is to design the most effective system to support human life for extended periods of time off-
Earth. The habitat is a system made of many sub-systems that must work together to provide humans
with safe and healthy living conditions.
SIMOC provides an authentic science model based on the best information available today. Oxygen,
carbon dioxide, and methane; water vapor, potable and waste water, plant growth, and electrical power
production and consumption are all included in the SIMOC simulation of an off-world
human community.
Users select from a list of available subsystems to create their own model habitat and then run a
simulation of how that model functions over time. Advanced users can custom program plants with
unique properties for carbon dioxide removal or higher yields of food production, or solar
panels that provide more electrical power.
To gain a better understanding of SIMOC, please visit https://simoc.space/ and watch the introduction
video.
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Not only is SIMOC designed for active science and engineering research, but SIMOC is designed for K-
12 formal education students and citizen scientists to use to do meaningful research as well. This
Teacher Guide and the Student Guide are carefully constructed to provide the scaffolding to prepare
students to use SIMOC in their own research and learning. The SIMOC lesson is aligned to A
Framework for K-12 Science Education and Next Generation Science Standards (NGSS). Students can
engage in authentic science as they learn and apply key ideas about matter, energy, ecosystems, and
engineering.
Students will engage in an engineering design activity using SIMOC. They will use the engineering
design process to solve problems associated with living on Mars and doing exploration and research for
an extended period of time. A brief description of the engineering design process can be seen in this
diagram. A more detailed description is in Activity E in the Student Guide.
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3.0 Procedures Teacher Guide
Preparing to use SIMOC
Students are unlikely to be ready to begin using SIMOC without some preparation. A series of activities
has been designed to prepare students to engage in authentic science using SIMOC. These activites
provide a scaffold to support student understanding of the key variables that can be controlled with
SIMOC. The activities help students identify key aspects of an environment that can sustain human life.
This understanding can be applied to Earth or the engineered environment of an off-world habitat. After
completing these activities, students will be ready to use the SIMOC science model to design a more
authentic habitat.
These activites are organized by the phases of the engineering design process to make this process
more overt. The activities are also organized by the 5E Instructional Model.
Defining the Problem
Designing the Habitat
The scaffolding activity, Designing the Habitat, is the phenomenon that the students will need to
understand to be able to design a habitat to support researchers on Mars. There are two major
constraints on the design process.
1. They are designing a habitat to be used on Mars within 25 to 50 years. This keeps the process
relevant and avoids a “science fiction” solution of a habitat 500 years in the future.
2. Cost is always a constraint. Although we are not identifying a budget, it is best to keep costs as
low as possible. One big cost is the launch of materials from Earth. The current range of costs is
$10,000 to $20,000 per kilogram and the Curiosity rover cost as much as $2.78 million per
kilogram. So, a huge habitat on Mars might be attractive, but it would be very costly. Scientists
will probably work for the smallest mass (in kilograms) habitat that will accomplish the mission.
Print and distribute Resource (A) Designing the Habitat from the Student Guide. As students consider
the problems posed by Designing the Habitat, they identify the criteria and constraints that will drive
their design for a habitat. Have them read the first two paragraphs and encourage them to ask clarifying
questions so they understand the basic situation. Then move them into a more structured discussion in
Step 1.
 Teacher Tip: A very effective and dramatic way to introduce this is to get the class quiet and then
loudly and firmly close the door. Then tell them that they have just been sealed in the classroom and
nothing can get in or out and they must survive for several weeks or months. Start them asking
questions and then have them read Designing the Habitat and move to the more structured Step 1.
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Step 1 of Designing the Habitat activity is also the Engagement phase of the 5E Instructional Model.
As the engagement phase, the activity engages student interest in the essential problem; and it elicits
prior knowledge, naïve understandings and unresolved questions. In this case the students have to
identify requirements for life. Different age groups will have different depths of understanding. They
should identify the following criteria or requirements at a minimum:
• Breathable air
• Drinkable water
• Food
• Waste disposal
• Energy
• Protection
Gently guide students to develop questions like; how will we provide air, how will we provide clean
water, how will we get food, and so on. It is important for them to generate questions rather than a list
of requirements for life. The questions get them to think more deeply about how we do this on Earth
and how they might solve the problem for a sealed room.
Step 2 of Designing the Habitat activity establishes the scope of the actual design problem. Designing
a research station on Mars breaks down into 2 major components:
• How do you design a habitat that will provide life support for the researchers?
• How do you design an environment that promotes health and emotional support in an alien
environment?
Designing the habitat can be separated into separate sub-systems such as; providing food, providing
clean water, disposing of waste, etc. Students discuss what problems or parts of problems for which
they want to design solutions.
 Teacher Tip: Keep in mind that the problems can vary. Some can be very large, some more
general, and yet others very small and specific. The class could potentially identify a larger problem
while individual teams work on smaller problems that are building blocks to solve the larger problem.
Identifying the problem to solve will focus the task as students move forward. Help students choose
reasonable projects for the time they have.
Researching the Problem
The second step in the engineering design cycle is researching the problem. Research helps to fill in
caps in students’ prior knowledge and imagination and will improve accuracy of design. This is the
Research phase of the Engineering Design cycle and the Explore phase of the 5E Instructional Model.
The first step for the students is to identify questions they have about the project they will design to
guide their research. Print and distribute Resource (B) Researching the Problem from the Student
Guide. Students are asked to generate and record their questions. This is an opportunity to elicit prior
knowledge, misconceptions, and unresolved questions.
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Students are reminded that conditions on Mars may affect their design. Some of the questions about
Mars they should identify are:
a. What are the temperatures like on Mars?
b. What is the terrain like?
c. What kind of atmosphere is there on Mars?
d. Is there water and food on Mars?
A basic understanding of the Martian atmosphere and raw materials will provide a solid foundation to
move the project forward and a stepping-stone for background research to learn more.
Other questions will be specific to the problem they are trying to solve.
If they are designing a way to provide air to breathe in the habitat, they might ask
a. What is the composition of air on Earth?
b. How do we maintain the right composition of air on Earth?
c. Could we use some of the same techniques in a closed habitat?
d. Has NASA worked on any designs that could guide us?
If they are designing a way to provide drinkable water, they might ask:
a. How much water does a person need every day?
b. How does Earth provide produce clean water and recycle impure water?
c. Can this be done in a closed habitat?
d. Has NASA designed any systems to provide clean water in a closed habitat?
Three resources have been provided for the students to help in their research. Print and distribute
Resources C: What is Mars Really Like? , Resource D: What are Sub-systems that can be Used in a
Sealed Habitat to Support Humans, and Resource E: Credible Sources Evaluation from the Student
Guide.
Resource D: What are Sub-systems that Can be Used in a Sealed Habitat to Support Humans will
provide structure for their research on types of sub-systems that have been developed to recycle air
and water and provide energy, food and protection.
 Teacher Tip: Resource D introduces the idea of a system and a sub-system. This would be a
good time to discuss what a system is and what a sub-system is. There is a definition in the Vocabulary
section. One familiar system is their home. It is made of many sub-systems: a water heater; air
conditioner; heater; plumbing with sinks, showers and drains; toilet and sewer; roof, window, and walls,
etc. Each sub-system can be examined in detail to see how it contributes to the system (home) and
other sub-systems.
Resource C: What is Mars Really Like? will provide an opportunity to research critical information about
Mars that impacts their habitat.
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The quality of resources on the Internet can vary greatly. Resource D: Credible Sources Evaluation will
help students separate credible from non-credible Internet resources. This is a great resource that you
may wish to use on other projects.
Developing Possible Solutions and Selecting the Best Solution

The next phases of the engineering design are to develop possible solutions and select the best
solution. This is also a continuation of the Explore phase of the 5E Instructional Model and moves into
the Evaluate phase. Print and distribute Resource E: Design Possible Design Solutions and Resource
F: Daily Reflection Sheet (students will begin using the Daily Reflection Sheet each day). Have
students brainstorm possible solutions and record their results. When the students have several
different solutions, have them evaluate the possible solutions to select the best solution that they will
use to design their prototype (Evaluate).
Constructing a Prototype Design, Part 1

Constructing the design is where the students begin to grapple with the details of the design. Engineers
call this a prototype design. It is something to start with to help them identify strengths and weaknesses
of the design. They don’t have to physically construct a 3-dimensional model of their proposed habitat
with all of the sub-systems identified. Often engineers will draw the protptype or model (often using
Computer Aided Design (CAD) software) and describe the design in drawings and words as carefully
as they can. This is what the students are asked to do.
Hand out Resource J: About Your Habitat and have them work together to draw the habitat with all sub-
systems and how the sub-systems work together. Then have them describe the habitat in writing.
 Teacher Tip: If you have the time and you are interested in Maker activities, students could
construct a 3-dimensional model using very simple materials such as, boxes, straws, pipe cleaners,
used CD’s, plastic plants, foil, etc.
 Teacher Tip: Resource L: About Your Habitat will be used several times because students can
create several versions based on feedback. In the next step (Evaluating the Solution) each group will
evaluate their own prototype habitat, and they may make changes before they communicate their
prototype to the other teams. Based on feedback from the other teams, they may revise the prototype
again. When they begin the SIMOC simulation, they may find that some of their chosen design
elements are not available among the SIMOC options; causing them to revise again. After they run the
SIMOC simulation and analyze the data, they may revise again and re-run the SIMOC simulation.
Beginning at this point the students are in a highly productive iterative loop in which they design, test,
evaluate, redesign and so on. It is important that the students clearly number and label each new
design (iteration).
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Evaluating the Solution, Part 1

When the first design is complete, students should evaluate the design. Is the whole design solving the
problem? Are the sub-systems realistic and likely to work together to solve the problem. Students may
wish to make modifications at this point.
Communicating the Solution, Part 1

Each team will present their design. They should have a drawing or several drawings to show the
design. Using the drawings, they should describe the design in as much detail as possible. They
should also explain why they think their design will work to solve the problem.
Evaluating the Solution, Part 2

Peer Review: After the team has presented the design, other members of the class can only ask
questions of the presenters. This is the essence of the review process. Questions open
conversation, while comments – especially critical comments – close discussion. Questions must
be civil and productive.
The presenters can choose to answer the questions, or they can defer answering the questions to
think about the issues.
Constructing a Prototype Design, Part 2

The presenters may wish to revise the design based on the review. However, they may be ready
to proceed to testing their design by running a simulation of the design in the SIMOC
environment.
Evaluating the Solution, Part 3 Running the SIMOC simulation

Students are now ready to begin the part of the research in which they can get quantitative results of
testing their habitat design using the SIMOC simulation. They should go to: https://simoc.space/ and
follow directions.
Understanding the Science and Engineering Practices and the Crosscutting

Concepts
A Framework for K-12 Science Education (see General Resources) published by the National
Research Council in 2012 describes a 3-dimensional learning model that includes the intertwining of
Science and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas. This lesson
involves students in all of the Science and Engineering Practices and many of the Crosscutting
Concepts as they develop an understanding of the core ideas involved in engineering design and
ecosystems. (see SIMOC Standards Alignment document). It isn’t enough, however, that students
engage in the Practices and Crosscutting Concepts as they develop a deep understanding of the Core
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Ideas. Students must also be cognitively aware of what they are doing and what the Practices and
Crosscutting Concepts are. The reflection assignment will engage students in thinking about the
Practices and Crosscutting Concepts, about what those Practices and Crosscutting Concepts are, and
how the Practices and Crosscutting Concepts relate to doing science. This lesson will assist you in
integrating this activity and will suggest resources.
Please Print from SIMOC website and post in classroom:

NGSS Practices Poster
NGSS Crosscutting Concepts Poster
Please Read:
Appendix F – Science and Engineering Practices in NGSS
Appendix G – Crosscutting Concepts
Appendix H –The Nature of Science
Activity M: Reflection on Practices and Crosscutting Concepts in the Student Guide is designed to help
students think about the process they have used to gain an understanding of the phenomenon of a
sealed room or habitat.
To help you, information about the Science and Engineering Practices and Crosscutting Concepts has
been provided. More information can be found at the Next Generation Science Standards Appendices
above.
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Science and Engineering Practices

The eight practices of science and engineering that the Framework identifies as essential for all
students to learn and describes in detail are listed below:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Crosscutting Concepts
The Framework identifies seven crosscutting concepts that bridge disciplinary boundaries, uniting core
ideas throughout the fields of science and engineering. The seven crosscutting concepts are as follows:
1. Patterns: Observed patterns of forms and events guide organization and classification, and they
prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple,
sometimes multifaceted. A major activity of science is investigating and explaining causal
relationships and the mechanisms by which they are mediated. Such mechanisms can then be
tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in scale,
proportion, or quantity affect a system’s structure or performance.
4. Systems and system models: Defining the system under study—specifying its boundaries and
making explicit a model of that system—provides tools for understanding and testing ideas that
are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into,
out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function: The way in which an object or living thing is shaped and its substructure
determine many of its properties and functions.
7. Stability and change: For natural and built systems alike, conditions of stability and determinants
of rates of change or evolution of a system are critical elements of study.
4.0 Evaluation/Assessment Teacher Guide
Use the (N) Design Rubrics as a formative and summative assessment, allowing students to improve their
work and learn from their efforts. There are several different rubrics that you can use depending on the focus
of your class and your goals.
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SIMOC Student Guide
(A) Desigining the Habitat
Earth supplies humans with everything we need to live. But what about when we leave Earth? We
currently have research on the International Space Station (ISS) and NASA is preparing to send people
to the Moon and Mars in the future. NASA scientists and engineers have found ways to support
humans away from Earth. A space suit, a space capsule, and the International Space Station are
sealed containers protecting humans in space. These specialized “containers” are designed to provide
a habitat that humans need to live in space. But what do humans need to live away from Earth,
especially with a three-year round-trip to Mars?
To help you think about this problem, you have been asked to design a habitat that is on Mars. You can
bring some initial supplies. After that nothing comes into the habitat and nothing leaves the habitat. For
this initial design you can choose how many people you want in your habitat, but there must be at least
four. Later you will experiment with different numbers of people. You must design your habitat so that it
supplies everything that is needed to keep your team healthy and happy for several years.
There are two additional constraints on the design process.

1. You are designing a habitat to be used on Mars within 25 to 50 years. That means you must
research what is know currently known about living in sealed habitats (like the International
Space Station).
2. Cost is always a constraint. Although we are not identifying a budget, it is best to keep costs as
low as possible. One big cost is the launch of materials from Earth. The current range of costs is
$10,000 to $20,000 per kilogram and the Curiosity rover cost as much as $2.78 million per
kilogram. So, a huge habitat on Mars might be attractive, but it would be very costly. Scientists
will probably work for the smallest mass (in kilograms) habitat that will accomplish the mission.
Step 1: How do you stay healthy and happy in a sealed habitat for several years?
• Write a list of as many questions about this problem as you can. This list will help you to design a
habitat that meets the criteria of staying healty and happy.
• Share your list with students in your group and listen to the lists they have made.
• Within your group, agree on a list that has the most important question to be answered, the next most
important question as number two, and so on.
• Present your group’s list to the class, and explain your reasons.
• Discuss the lists as a class and agree on a list of things necessary for humans to live a healthy life.
• Identify the problem or problems the class/groups will attempt to solve to design a safe habitat.
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SIMOC Student Guide
Step 2: The Problem to be Solved NAME:______________________________
Your final project is to design a research station or parts of a research station that will allow at least four
researchers to live on Mars for an extended period of time, explore and do research. This problem
breaks down into two areas that require design solutions: researchers must be able to
1) maintain physical health,

2) have a good quality of life.
Ultimately, you want to design an entire habitat. However, you can take this problem apart and create
designs to accomplish any part of this problem and then put them together, or you can take on larger
parts of the problem. What part of this problem do you want to solve with your design? For example, Do
you want to focus on food production in the habitat? Do you want to design a water purification system?
Are some of these designs interrelated? Do you want to look at the whole problem?
Talk with the group and decide how you will approach the design problem.
What we are going to design. What it will do. Why this is important?
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SIMOC Student Guide
(B) Researching the Problem NAME:______________________________
After engineers identify the problem, they do research on the problem to understand the requirements.
Working in your group, brainstorm and record questions that you have about the project you have
decided to design. Be as specific as you can. These questions will direct your research. The better your
questions, the better your research.
Remember to consider how designing a habitat on Mars might be different from designing a habitat on
Earth. What do you need to know about Mars?
When you begin your research, always use quality sources. We call these credible (or believable)
sources. Use Resource D: Credible Sources Evaluation to evaluate your sources.
Example question: What is the temperature on Mars?
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SIMOC Student Guide
(C) What is Mars Really Like? NAME:______________________________
Do research on conditions on Mars. Some great resources are:
Mars Facts: https://mars.jpl.nasa.gov/allaboutmars/facts/#?c=inspace&s=distance
Mars-ePedia: https://marsed.asu.edu/marsepedia
Find more resources. Use the Credible Resources Evaluation to determine whether you can trust the
sources.
What did you learn about Mars that is relevant to your design of a Habitat?
Information Resource
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SIMOC Student Guide
(D) What are sub-systems that can be used in a sealed

habitat to support humans?
Do research on some of the sub-systems that can be used to recycle water, recycle oxygen and
carbon dioxide, provide food, etc in a closed environment. Some systems are natural, biological
systems used on Earth (and in Biosphere 2 ). Some systems, like space suits, are engineered by
humans. There are great resources on the SIMOC website. Record your research carefully. The table
below is only an outline of your findings. You need to make extensive notes so that you can share
and explain to your team. Some great resources are:
• HERA- Human Exploration Research Analog: https://www.nasa.gov/analogs/hera
• University of Arizona Controlled Environment Agriculture Center Prototype Lunar Greenhouse:
https://cals.arizona.edu/lunargreenhouse/
• International Space Station Hadfield Videos: https://blogs.scientificamerican.com/psi-vid/top-10-
commander-chris-hadfield-videos-from-the-iss/
• https://www.spacestationexplorers.org/news-media/videos/
Find more resources and use the Credible Resources Evaluation to determine whether you can trust
the sources.
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SIMOC Student Guide
NAME:______________________________
What did you learn that is relevant to your design of a Habitat?
Information Resource
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SIMOC Student Guide
(E) Credible Sources Evaluation

NAME:______________________________
Instructions: Use the following to identify Credible Sources for your research.
What’s the difference between a primary source and a secondary source? For science research, primary
sources are original materials not filtered or interpreted by another person or organization. Examples include
papers, dissertations, interviews, lab notebooks, study reported in a journal article, and technical reports. A
secondary source provides commentary, analysis, discussion, or opinion about the primary source. Examples
include review articles, blogs, opinion editorials, newspapers, and news media sources.
URL #1:
URL #2:
URL #3:
Check if Yes
✔ Criteria for a Credible Source

Source #1 Source Source
#2 #3
1. Is the website an organization [.org], educational institution [.edu], or

government [.gov] site? If not, see #2, otherwise go to #3.
2. Is the website hosted by a periodical, such as a science journal or
magazine that publishes science research?
3. In Google, type link:// in front of the home page URL and hit enter. The
number in the search result is how many times that page has been linked to
as a reference or resource. Is that a big number, such as hundreds of
thousands or more? If yes, see #4. Otherwise go to #5.
4. Investigate the sources (URL’s) that have linked to the page. Start at the
first link that is not an internal link. Are most of them considered credible
sources, such as other .org, .edu, or .gov sites?
5. Read the “About us” section. Is there a list of names for the contributors to
the site? If yes, see #6, otherwise go to #7.
6. Do a search for one of those contributors. Are you able to find information
about that person and verify their experience they are advertising on the
website? Does their experience match the purpose of the website?
7. Do links on the page work, meaning they are unbroken?
8. Is the source a primary source?
9. Total Score for each resource (total # of checkmarks for each column)
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Check if Yes
✔ Criteria for a Non-Credible Source

Source Source Source
#1 #2 #3
1. Is the website a .com or .net site?
2. Is the website hosted by a blog, satire site (spoof or parody sites that
exaggerate truth using humor), or an opinion editorial page?
3. Does the site use loaded language or biased language? (These are words
that are chosen to influence the reader to react a certain way that is
sympathetic to the author’s cause using emotion or stereotypes)
4. Investigate the sources (URL’s) that have linked to the page. Are most of them
considered non-credible sources?
5. Is there a list of sponsors or paid for advertisements for the website? If yes,
see #6, otherwise go to #7.
6. Are the sponsors biased toward one opinion, goal, or cause?
7. Are links broken and/or has the page not been updated recently?
8. Is the source a secondary source?
9. Total Score for each resource (total # of checkmarks for each column)
Now, compare the total checkmarks for each URL. For each URL, put a checkmark in either “It’s
Credible, It Might be Credible, or It’s Not Credible.” You can only choose one.
URL # of Credible # of non- It’s Credible It might be It’s Not Credible

Marks Credible (2 or fewer Credible (5 or more marks in the
Marks checkmarks in (checkmarks are non-Credible Marks
the non-Credible somewhat even column)
Marks column) in both columns)
#1
#2
#3
(These resources were developed by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a
division of the California Institute of Technology)
20
SIMOC Student Guide
(F) Brainstorm Possible Design Solutions
Think carefully about the problem you are going to solve and the research you found about possible
designs to solve the problem. In this case you have identified many sub-systems (ways to supply fresh
water, ways to recycle air, ways to provide food, etc) that are all necessary – and must work together –
to make the main system (the habitat) sustainably support human life. In the brainstorm session think
about the research you did - which sub-systems seem to work most reliably? How they can work
together to create the habitat?
Brainstorm
Brainstorm several different design solutions. Remember, when you brainstorm, don’t evaluate or
criticize the ideas. Record your possible design solutions – you may even draw them. Listen carefully to
everones ideas.
Evaluate
When you have several design solutions, think about each solution critically and discuss each one.
Does the design solve the problem? Is it a reasonable design for the conditions of a habitat and
research center on Mars? Is it simple or is it very complex? Do you think it will work?
Choose the design that you as a group think is the best solution.
21
SIMOC Student Guide
NAME:______________________________
Habitat Design #: ____________
Describe your habitat as best you can, using labels

to point out key features and systems.
Describe your Habitat and how it works?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_________________________________
______
22
SIMOC Student Guide
(H) SIMOC Simulation Reflection Sheet

NAME:______________________________
SIMOC What were the

What did not What would you
Simulation starting Did it work?
work? change?
# conditions?
23
SIMOC Student Guide
(I) Engineering Design Cycle Defined
Identify the need or problem

• Specify and prioritize requirements and
This diagram of the engineering cycle is a simplified constraints to better define the need or
version of what actually happens in an engineering task. problem
The actual process is much more iterative, often going Research the need or problem
from later steps in the cycle and circling back to earlier
• Examine current state of the issue and
steps as new information is gathered. current solutions
• Explore other options through resources
(Ex: Internet, interviews, periodicals, etc.)
• Identify the constraints
Develop possible solution(s)
• Brainstorm possible solutions
• Draw on mathematics and science
• Explain or describe the possible solutions
on paper, computer simulation, or 3D
model
• Refine the possible solutions
Select the best possible solution(s)
• Determine, using simple analysis, which
solution(s) best meet(s) the original
requirements
Construct a prototype
• Model the selected solution(s) on paper,
computer simulation, or 3D model
Test and evaluate the solution(s)
• Does it work?
• Does it meet the original design
constraints?
Communicate the solution(s)
• Make an engineering presentation that
includes a discussion of how the
solution(s) best meet(s) the needs of the
initial problem, opportunity, or need
• Discuss societal impact and tradeoffs of
the solution(s)
24
SIMOC Student Guide
(J) Engineering Design Cycle Team Summary
Working with your group, discuss and identify where you participated in each part of the Engineering Design
Cycle. Review the (B) Daily Reflection Sheets for help with this.
Write the event, problem, need, solution, test, etc. your team participated in next to the appropriate section of the
cycle. Include arrows between steps if your team needed to go back (iteration) during the planning to test a new
solution. There should be at least one example next to each step in the cycle
25
SIMOC Student Guide
(K) About the Engineering Cycle

NAME:____________________________
What did you try that didn’t work out? How What did you do when things didn’t work out
many times did something like this happen? like you expected?
If given enough time, what would your next step look like?
26
SIMOC Student Guide
(L) About your Thinking

NAME:_________________________________
What were some of the struggles you and your team went through What was surprising to you about the engineering cycle?
during the project?
What do you think you have learned from this process you didn’t know before?
27
SIMOC Student Guide
(M) Reflection on Practices and Crosscutting Concepts

When scientists study phenomena to better understand how the natural world works or when engineers design solutions to a problem, they engage
in certain processes called practices. These practices are, essentially, how science or engineering is done. These practices are:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
In your group, reflect carefully on the activities you have just completed and answer the following questions using the table on the next page.
a. What Science and/or Engineering Practice did you do?

b. When? During which activities?
c. Explain your reasoning for you claim.
28
SIMOC Student Guide
NAME:_________________________________
Practice When? What is your reasoning?

Asking questions and
defining problems
Developing and using

models
Planning and carrying out

investigations
Analyzing and interpreting

data
Using mathematics and

computational thinking
Constructing explanations or
designing solutions
Engaging in argument from

evidence
Obtaining, evaluating, and

communicating information
29
SIMOC Student Guide
When scientists study phenomena to better understand how the natural world works or when engineers design solutions to a problem, they use
concpts that are important in all science and engineering problems. These crosscutting concepts provide insight into new problems. These
Crosscutting Concepts are:
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
In your group, reflect carefully on the activities you have just completed and answer the following questions using the table on the next page.
d. What Crosscutting Concepts were important to what you did?

e. When? During which activities?
f. Explain your reasoning for you claim.
30
SIMOC Student Guide
NAME:_________________________________
Crosscutting Concept When? What is your reasoning?

Patterns
Cause and effect: Mechanism and

explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles,

and conservation
Structure and function
Stability and change
31
SIMOC Student Guide
(N) Design Rubrics
Expert Proficient Intermediate Novice
Engineering Demonstrates multiple Demonstrates multiple Demonstrates a couple of Demonstrates a one correct
Design Cycle iterations (loops) in the cycle iterations (loops) in the cycle iterations (loops) in the cycle iteration (loops) in the cycle,
using concrete examples from using concrete examples from using concrete examples from possibly using an example
reflection sheet. Each reflection sheet. Most reflection sheet. Examples are from the reflection sheet.
example is appropriately examples are appropriately appropriately placed and loop
placed and loops back to the placed and loop back to the back to the correct step of the
correct step of the cycle. correct step of the cycle. cycle.
Prototype Drawing clearly marks key Drawing clearly marks many Drawing marks a couple of Drawing marks a key feature
Description features of the prototype key features of the prototype key features of the prototype or two. Description and design
critical to the function and critical to the function and critical to the function and reflect the personal interests
meets the needs of the meets most of the needs of meets a couple of the needs of the group.
problem. Description fully the problem. Description of the problem. Description
discusses all components of discusses components of the discusses components of the
the prototypes and how they prototypes and how they prototypes.
address the needs of the address the needs of the
problem. problem.
Designing Reflection fully acknowledges Reflection acknowledges the Reflection acknowledges the Reflection discusses the
Reflection the need to fail and make need to fail and make need to make iterations and success of the first or second
multiple iterations, yet is still iterations, yet is still forward there are next steps but these prototype and points to this as
forward thinking to the next thinking to the next steps of are undefined. the final product.
steps of the design. the design.
Thinking Reflection fully acknowledges Reflection acknowledges the Reflection acknowledges the Reflection discusses the
Reflection the struggles in the process struggles in the process and struggles in the process and success and complete
and provides concrete provides a concrete example makes an unspecified claim understanding of the process
examples of learning as a of learning as a result of these about learning as a result of from day 1.
result of these struggles. struggles. these struggles.
32
Assessment Rubric: Complete System

Guide Questions: What are the important characteristics of a successful ecosystem? What
modifications are necessary for a successful ecosystem in a closed system on Mars?
Task to be Assessed: Students will design an ecosystem in a sealed container and explain why
it should be successful on Mars.
Knowledge Areas
Exemplary Proficient Developing Novice
Understanding Ecosystem has all of Organisms are Organisms are Organisms for ecosystem are
the elements chosen and abiotic chosen because chosen because the student
of
necessary to provide a factors provided so one organism eats likes or needs them. The
characteristics flow of energy and that organisms can another. Abiotic system would require
of successful recycling of materials. meet requirements factors are additions of materials.
ecosystems on Each organism is able for life and material provided based on
to meet its needs is recycled. students’
Earth
sustainably. Presentation experience
Presentation clearly describes providing care for
and accurately interactions of biotic plants and animals.
describes energy and abiotic factors. Presentation
pyramid, food pyramid, Presentation describes what is in
recycling of materials, describes why the system.
food webs, and organisms should
interactions of biotic survive for extended
and abiotic factors in period of time.
the ecosystem.
Attempt is made to
quantitatively
determine and
describe
characteristics.
Understanding Current technology Technology Student uses Student uses technology

appropriately appropriately technology familiar in the home or
of current
supplements supplements described for the school.
technology ecosystem and is ecosystem and is International Space
appropriate for Mars. appropriate for Mars. Station.
Presentation clearly Presentation Presentation
and accurately describes how the describes what
describes the technology supports technology is used.
technology used and the ecosystem.
its role in supporting
the ecosystem.
Attempt is made to
quantitatively
determine and
describe
characteristics.
33
Assessment Rubric: Complete System

(continued)
Knowledge Areas (continued)

Understanding of Design and Design uses local Design focuses on Design is based on
resources and presentation resources and some of the the assumption that
demonstrate a clear technology to solve challenges of Mars is very similar
challenges on
and accurate the challenges to creating an to Earth, but hotter,
Mars understanding of the maintaining a ecosystem on Mars. and the resources
resources and successful Presentation will be the same.
challenges for a ecosystem on Mars. describes the
OR
successful Presentation challenges.
ecosystem on Mars. describes how Design includes
Choice of location is challenges are met. constant re-supply of
explained. Attempt materials.
is made to quantify
resources and
challenges in
comparison with
Earth.
Integration of Design takes into Design takes into Design takes into Design tends to
account all account all account more than focus on one
Knowledge knowledge areas. knowledge areas. one knowledge area, knowledge area,
Presentation and one dominates. assuming the Moon
demonstrates a clear or Mars will not be
and accurate different from Earth.
understanding of the
inter-relatedness of
all knowledge areas.
Construction Model clearly and Model effectively Model focuses on a

accurately represents all of the couple of the aspects
of Design represents all of the elements of the of the design.
Model elements of the design. Appropriate Materials were
design. Appropriate materials were chosen for
materials were chosen. attractiveness.
chosen and used
creatively. Model
was attractive and
informative.
34
Assessment Rubric : Complete System

(continued)

Effectiveness Presentation was Presentation was Student presented
clear, accurate, well clear and organized. ideas as they came
of organized, and Visual aids were to mind.
Presentation interesting. Visual used to highlight the
aids were accurate, presentation.
attractive and Audience could
important to the understand the
presentation. design of the
Audience could ecosystem in a
clearly understand sealed container.
the design of the
ecosystem in a
sealed container and
reasons to expect
success at chosen
location.
35
Assessment Rubric
Nutrition
Guide Questions: How can humans maintain proper nutrition and exercise? What modifications
are necessary for extended space missions?
Task to be assessed: Students will design a healthy diet and exercise plan for an extended stay
on the Moon or Mars and explain why it should be appropriate on the Moon or Mars.
Knowledge Areas
Understanding of Plan and Diet plan requires Plan and Plan and
presentation proper amounts of presentation reflect presentation reflect
characteristics of
demonstrate a clear different kinds of food an understanding the likes and
a healthy diet and and accurate that are appropriate that good nutrition experiences of the
exercise plan on understanding of for good nutrition. includes eating a student.
Earth requirements for Exercise plan is variety of foods and
proper nutrition and appropriate to eating less sugar and
exercise. Plan is maintain health. fats, and that
very detailed and Presentation reflects exercise is important
quantitative and a good
reflects the needs of understanding of how
a variety of people. to use nutrition and
exercise guides.
Understanding of Plan and Plan is appropriate to Plan is essentially Plan for space
presentation a mission to Mars. the same as a diet missions is
current diet and
demonstrate a clear Plan uses what has and exercise plan on essentially the same
exercise and accurate been learned on the the International as for Earth.
adaptations for understanding of ISS and makes Space Station.
space missions current adaptations appropriate
for space missions. modifications for the
Differences between Moon or Mars.
requirements for
Earth and the Moon
or Mars are clearly
explained.
Adaptations are
appropriately and
creatively used to
support missions to
Mars.
36
Assessment Rubric
Nutrition (continued)

Understanding of Plan and Plan uses technology Plan focuses on Plan is based on the
resources and presentation and local resources some of the assumption that
demonstrate a clear to solve the challenges of a Mars is very similar
challenges on
and accurate challenges of healthy plan on the to Earth, but hotter,
Mars understanding of the providing a nutritious Moon or Mars. and the resources
resources and diet and healthy Presentation will be the same.
challenges on Mars. exercise on Mars. describes the
OR
Attempt is made to Presentation challenges.
quantify resources describes how Design includes
and challenges in challenges are met. constant re-supply of
comparison with food.
Earth.

important to the understand the plan.
presentation.
Audience could
clearly understand
the plan and reasons
to expect success at
chosen location.
37
Assessment Rubric
Air and Water
Guide Questions: How can humans maintain sufficient clean water and breathable air? What
modifications are necessary for an extended space missions?
Task to be assessed: Students will design a system to maintain clean water and breathable air in
a habitat on the Moon or Mars and explain why it should be successful.
Knowledge Areas
Understanding of Design and Design makes Design focuses on Student believes that
how clean air and presentation effective use of technological clean air and water
demonstrate a clear knowledge of how air methods for cleaning are always available
water are
and accurate and water are water and air, such on Earth.
maintained understanding of recycled on Earth. as water treatment
OR
naturally within how to maintain Presentation plants.
Earth’s clean water and describes how design Student believes that
breathable air on is similar to Earth once air or water is
ecosystems
Earth. Presentation system. used it disappears or
describes differences is discarded.
and similarities
between designed
system and Earth.
Understanding of Design and Design makes Design focuses on Design depends on

current presentation effective use of removing harmful re-supply of air and
demonstrate a clear understanding of wastes from air and water from Earth.
technology
and accurate current technology water.
understanding of for recycling wastes
current technology and regenerating OR
for recycling wastes oxygen and pure
and regenerating water. The
oxygen and pure technology is well Any technology that
water. Connection of described. is used is modeled
technology to human after sewage
requirements is treatment plants.
clearly made. The
role of technology is
clearly explained.
Technology is used
appropriately.
38
Assessment Rubric
Air and Water (continued)

Understanding of Design and Design uses local Design is modeled Design is based on
resources and presentation resources and after systems on the the assumption that
demonstrate a clear technology to solve ISS or sewage Mars is very similar
challenges on the
and accurate the challenges to treatment on Earth. to Earth, but hotter,
Moon or Mars understanding of the recycling wastes and Presentation and the resources
resources and regenerating oxygen describes challenges will be the same.
challenges to and pure water on of removing harmful
OR
recycling wastes and Mars. Presentation wastes from air and
regenerating oxygen describes how water on Mars. Design includes
and pure water on challenges are met. constant re-supply of
Mars. Choice of oxygen and water.
location is explained.
Attempt is made to
quantify resources
and challenges in
comparison with
Earth.

chosen and used
creatively. Model
was attractive and
informative.
39
Assessment Rubric
Air and Water (continued)

presentation. design of the system
Audience could to recycle wastes and
clearly understand regenerate oxygen
the design of the and pure water.
system to recycle
wastes and
regenerate oxygen
and pure water and
reasons to expect
success at chosen
location.
40
Assessment Rubric
Waste
Guide Questions: How can matter be recycled effectively? What modifications are necessary for
extended space missions?
Task to be assessed: Students will design a system to recycle matter in a habitat on the Moon or
Mars and explain why it should be successful.
Knowledge Areas
Understanding of Design and presentation Design allows for Design and Design involves
demonstrate a clear and nearly complete presentation include using and
how matter is
accurate understanding recycling of all biological recycling discarding
recycled on Earth
of how biological and biological and of some materials. materials by
manufactured matter manufactured Other materials, separating
are recycled on Earth. matter. especially materials by type
Attempt is made to Presentation manufactured items, (e.g., aluminum,
present recycling demonstrates an are discarded. plastic, etc).
quantitatively. New understanding of
materials are proposed how matter is
for manufactured items recycled on Earth
to make them more and how their design
easily recycled. differs.
Understanding of Current technology Technology Student uses Student uses

current appropriately appropriately technology technology familiar
supplements ecosystem supplements described for the in the home or
technology
and is appropriate for ecosystem and is International Space school.
the Moon or Mars. appropriate for the Station.
Presentation clearly and Moon or Mars. Presentation
accurately describes the Presentation describes what
technology used and its describes how the technology is used.
role in supporting the technology supports
ecosystem. Attempt is the ecosystem.
made to quantitatively
determine and describe
characteristics.
41
Assessment Rubric
Waste (continued)

Understanding of Design and Design uses local Design is modeled Design is based on
resources and presentation resources and after systems on the the assumption that
demonstrate a clear technology to solve ISS or recycling of Mars is very similar
challenges on
and accurate the challenges to manufactured to Earth, but hotter,
Mars understanding of the recycling material on material on Earth. and the resources
resources and Mars. Presentation Presentation will be the same.
challenges to describes how describes challenges
OR
recycling material on challenges are met. of recycling on the
Mars. Choice of Moon or Mars. Design includes
location is explained. constant re-supply.
Attempt is made to
quantify resources
and challenges in
comparison with
Earth.
knowledge knowledge areas. knowledge areas. one knowledge area, knowledge area,
Presentation and one dominates. assuming Mars will
demonstrates a clear not be different from
and accurate Earth.

chosen and used
creatively. Model
was attractive and
informative.
42
Assessment Rubric
Waste (continued)

system to recycle
wastes and
regenerate oxygen
and pure water and
reasons to expect
success at chosen
location.
43
Assessment Rubric
Final SIMOC Project
Essential Question: What kinds of habitats can be designed to support extended human activity in
space or on Mars?
Task to be assessed: Design a research habitat that will allow researchers to live on Mars for an
extended period of time. Researchers must be able to maintain physical health and a good quality of
life.
Knowledge Areas
Understanding Habitat ecosystem has all Organisms in habitat are Organisms in Organisms for
of of the elements necessary chosen and abiotic factors habitat are chosen habitat ecosystem
to provide a flow of energy provided so that organisms because one are chosen
characteristics and recycling of materials. can meet requirements for organism eats because the
of successful Each organism is able to life and material is recycled. another. Abiotic student likes or
ecosystems meet its needs Presentation describes factors are needs them. The
sustainably. Presentation interactions of biotic and provided based on system would
clearly and accurately abiotic factors. students’ require additions
describes energy pyramid, Presentation describes why experience of materials.
food pyramid, recycling of organisms should survive providing care for
materials, food webs, and for extended period of time. plants and animals.
interactions of biotic and Presentation
abiotic factors in the describes what is in
ecosystem. Attempt is the system.
made to quantitatively
determine and describe
characteristics.
Understanding Plan and presentation Diet plan requires proper Plan and Plan and
demonstrate a clear and amounts of different kinds presentation reflect presentation
of
accurate understanding of of food that are appropriate an understanding reflect the likes
characteristics
requirements for proper for good nutrition. Exercise that good nutrition and experiences
of a healthy nutrition and exercise. plan is appropriate to includes eating a of the student.
diet and Plan is very detailed and maintain health. variety of foods and
exercise plan quantitative and reflects Presentation reflects a eating less sugar
the needs of a variety of good understanding of how and fats, and that
people. to use nutrition and exercise is
exercise guides. important
44
Assessment Rubric
Final SIMOC Project
(continued)

Understanding Design and presentation Design makes Design focuses on Student believes
demonstrate a clear and effective use of technological that clean air and
of how clean
accurate understanding of knowledge of how methods for water are always
air and water
how to maintain clean water air and water are cleaning water and available on Earth.
are maintained and breathable air on Earth. recycled on Earth. air, such as water
OR
naturally within Presentation describes Presentation treatment plants.
Earth’s differences and similarities describes how Student believes
between habitat system and habitat is similar to that once air or
ecosystems
Earth. Earth system. water is used it
disappears or is
discarded.
Understanding Habitat design and Design allows for Design and Design involves
of how matter presentation demonstrate a nearly complete presentation using and discarding
clear and accurate recycling of all include biological materials by
is recycled
understanding of how biological and recycling of some separating materials
biological and manufactured manufactured materials. Other by type (e.g.,
matter are recycled on Earth matter. materials, aluminum, plastic,
and how the habitat is Presentation especially etc).
different. Attempt is made to demonstrates an manufactured
present recycling understanding of items, are
quantitatively. New materials how matter is discarded.
are proposed for recycled on Earth
manufactured items to make and how their
them more easily recycled. habitat design
differs.
Understanding Current technology Technology Student uses Student uses

of current appropriately supplements appropriately technology technology familiar
ecosystem and is appropriate supplements described for the in the home or
technology to for location. Presentation ecosystem and is International Space school.
maintain a clearly and accurately appropriate for the Station.
healthy habitat describes technology used Moon or Mars. Presentation
for humans on and its role. Attempt is made Presentation describes what
Mars to quantitatively determine describes how the technology is used.
and describe characteristics. technology supports
the ecosystem.
45
Assessment Rubric
Final SIMOC Project
(continued)

Understanding of Design and Design uses local Design focuses on Design assumes that
resources and presentation resources and several of the Mars is very similar to
demonstrate a clear technology to solve challenges of a Earth, but hotter, and
challenges on
and accurate the challenges to successful habitat on the resources will be
Mars understanding of the maintaining a Mars. Presentation the same.
resources and successful habitat on describes the
OR
challenges for a Mars. Presentation challenges.
successful habitat on describes how Design includes
Mars. Choice of challenges are met. constant re-supply of
location is explained. materials.
Attempt is made to
quantify resources
and challenges in
comparison with
Earth.
Integration of Design considers all Design considers all Design considers Design tends to focus
knowledge areas. knowledge areas. more than one on one knowledge
knowledge Presentation knowledge area, and area, assuming Mars
demonstrates a clear one dominates. will not be different
and accurate from Earth.

Model elements of the design. Appropriate Materials were chosen
design. Appropriate materials were for attractiveness.
materials were chosen.
chosen and used
creatively. Model
was attractive and
informative.
46
Assessment Rubric
Final SIMOC Project
(continued)

system to recycle
wastes and
regenerate oxygen
and pure water and
reasons to expect
success at chosen
location.
47

SIMOC Lesson Grades 5 8 - Revised - 5 - 2020

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SIMOC – Scalable, Interactive Model of an Off-world Community

NGSS CORE & COMPONENT QUESTIONS INSTRUCTIONAL OBJECTIVES

Students will be able to:

How do matter and energy move through an

What happens to the ecosystems when the

1.0 Materials Teacher Guide

From Student Guide:

• International Space Station: Hadfield videos: https://blogs.scientificamerican.com/psi-vid/top-10-

2.0 Vocabulary Teacher Guide

Criteria a standard list of “rules” established so judgment or decisions are based on

3.0 Procedures Teacher Guide

3.0 Procedures Teacher Guide

Preparing to use SIMOC

Defining the Problem

Designing the Habitat

Researching the Problem

Developing Possible Solutions and Selecting the Best Solution

Constructing a Prototype Design, Part 1

Evaluating the Solution, Part 1

Communicating the Solution, Part 1

Evaluating the Solution, Part 2

Constructing a Prototype Design, Part 2

Evaluating the Solution, Part 3 Running the SIMOC simulation

Understanding the Science and Engineering Practices and the Crosscutting

Please Print from SIMOC website and post in classroom:

Science and Engineering Practices

4.0 Evaluation/Assessment Teacher Guide

SIMOC Student Guide

(A) Desigining the Habitat

There are two additional constraints on the design process.

SIMOC Student Guide

Step 2: The Problem to be Solved NAME:______________________________

1) maintain physical health,

SIMOC Student Guide

(B) Researching the Problem NAME:______________________________

Example question: What is the temperature on Mars?

SIMOC Student Guide

(C) What is Mars Really Like? NAME:______________________________

Do research on conditions on Mars. Some great resources are:

Mars Facts: https://mars.jpl.nasa.gov/allaboutmars/facts/#?c=inspace&s=distance

SIMOC Student Guide

(D) What are sub-systems that can be used in a sealed

SIMOC Student Guide

What did you learn that is relevant to your design of a Habitat?

SIMOC Student Guide

(E) Credible Sources Evaluation

✔ Criteria for a Credible Source

1. Is the website an organization [.org], educational institution [.edu], or

✔ Criteria for a Non-Credible Source

1. Is the website a .com or .net site?

8. Is the source a secondary source?

URL # of Credible # of non- It’s Credible It might be It’s Not Credible

SIMOC Student Guide

(F) Brainstorm Possible Design Solutions

SIMOC Student Guide

Describe your habitat as best you can, using labels

SIMOC Student Guide

(H) SIMOC Simulation Reflection Sheet

SIMOC What were the

SIMOC Student Guide

(I) Engineering Design Cycle Defined

Identify the need or problem