How does the structure of the JWST’s sunshield minimize energy transfer to the infrared instruments?

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How does the structure of the JWST’s sunshield minimize energy transfer to the infrared instruments?

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Sensemaking is actively trying to figure out how the world works (science) or how to design solutions to problems (engineering). Students do science and engineering through the science and engineering practices. Engaging in these practices necessitates that students be part of a learning community to be able to share ideas, evaluate competing ideas, give and receive critique, and reach consensus. Whether this community of learners is made up of classmates or family members, students and adults build and refine science and engineering knowledge together.

Lesson Snapshot

High school students, as scientists, work together to use what they have learned in previous lessons to develop a model that explains how the structure of the JWST’s sunshield helps minimize energy transfer to the infrared instruments and compares the energy transfer in this open system to that of the closed Hubble Space Telescope system. Students use this model to inform their individual explanations of the phenomenon.

This lesson is Lesson 3 of the Energy Transfer in the JWST System Playlist

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

Click the Download PDF button at the top of the page for the complete Lesson Plan.

Materials

Student Materials

Per Group of Two

Per Student

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NG_HSPlay_L3_Slides
L3 Student Guide

Teacher Materials

NG_HSPlay_L3_Slides

Optional Teacher Resources

Energy Transfer in the JWST System
Additional Resources