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Integrating BalloonSAT and Atmospheric Dynamic Concepts into the
1.K. Mason, “Rocket Lab and BalloonSAT: The Importance of Student Based Hands-on Experiments in the Classroom,” Honors Thesis, University of Central Arkansas, 2009.
2.S. L. Larson, J. C. Armstrong, and W. A. Hiscock, “The first frontier: High altitude ballooning as a platform for student research experiences in science and engineering,” Am. J. Phys. 77, 489 (June 2009).
4.C. Koehler, “BalloonSat: Missions to the Edge of Space,” Proceedings of the 16th Annual/USU Conference on Small Satellites, Logan, UT, Aug. 2002.
6.National Governors Association Center for Best Practices and Council of Chief State School Officers, Common Core State Standards (Washington, DC, 2013).
7.National Research Council, Next Generation Science Standards: For States, By States (The National Academies Press, Washington, DC, 2013).
8.T. Kennon, E. Roberts, and T. Fuller, “Students at the edge of space,” Sci. Teach. 75, 37 (Jan. 2008).
10.D. Jacob, Introduction to Atmospheric Chemistry (Princeton University Press, Princeton, NJ, 1999).
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Arkansas BalloonSAT is an educational outreach and scientific research program
that is part of Arkansas State University in Jonesboro, AR. The following is a
unit of instruction to incorporate BalloonSAT measurements into secondary
science classes. Students interpret graphs and identify several atmospheric
trends and properties of a typical balloon flight. Students engage critical
thinking skills in developing and answering their own questions relevant to the
BalloonSAT program. Prerequisite concepts students should know are how to
interpret graphs and unit conversions. Students should have a basic
understanding of gravity, units of temperature and distance, and error in
measurements. The unit is designed for one week after end-of-course exams and
before the end of school. The unit may take two to five 50-minute periods,
depending on how many activities are completed.
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