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During the ask stage, our group discussed concepts such as friction, thrust, distance, and weight. We first discussed friction, and how much thrust we would need to reach a particular distance. We also discussed the weight and size of the balloon.

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During the beginning of the imagine stage, we began imagining different ideas about how our rocket could look. We drew this sketch to illustrate a rocket that needed to be aerodynamic with fins for stability. We also imagined propulsion at the bottom of the rocket for thrust.

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During this stage, we imagined a design similar to the space shuttle while concentrating on aerodynamics, thrust, and stability.

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During the planning stage, we decided to combine ideas from the first two sketches in order to come up with our plan. We took the idea of a rocket and a space shuttle, and we developed a plan that included a satellite with a balloon rocket on top of the satellite similar to a space shuttle with a rocket.

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In this photo, we are attaching the satellite to the balloon rocket. My hand is slightly covering the satellite.

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In this test stage video, we were not very successful in our first attempt. I made the mistake of not explaining in the video that the problem was that there was not enough force from the balloon rocket to push the satellite.

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After not being very successful with our first attempt, we decided to remove the nozzle from the balloon rocket, and we placed the balloon rocket underneath the satellite. The balloon rocket is attached to the straw underneath the satellite. As a result, we hoped that the balloon rocket and satellite would be able to trave a farther distance.

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In this video, our second attempt was more successful. After measuring the distance traveled, the balloon rocket and satellite traveled 11 feet and 6 inches.

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I measured the distance that the balloon rocket traveled during the first improve stage. The balloon rocket and satellite traveled 11 ft and 6 inches.

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In round 2 of the improve stage, we decided to put the strings through the straw and under the satellite in order to limit the weight. We also added 2 balloon rockets with one rocket on top of the satellite and the other rocket below the satellite.

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In this video, the rocket and satellite only travelled 5 feet after placing a balloon rocket on the top and bottom of the satellite. There seemed to be too much weight, thrust, and friction.

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During our third attempt, we decided to use a larger and thicker balloon along with a thicker straw. We also decided to put the balloon rocket at the bottom of the satellite.

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During this video, one can see that we were much more successful with our third improve stage. As a result of using a thicker straw along with a larger balloon, our rocket balloon and satellite traveled 21 feet and 5 inches.

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There are reasons why it is important for children to experience the Engineering Design Process. To begin with, students can learn to work in groups in order to reach a group goal. For example, students can learn the process of collaboration by sharing each other's ideas while working to reach a goal. Equally as important, students can have hands on experience while using the Engineering Design Process. To illustrate, students can learn about phenomena while experimenting during the Engineering Design Process. Also, students learn concepts such as trial and error. For instance, students can also learn that life can have success and failure. Finally, the Engineer Design Process teaches problem solving skills. For example, students can learn to solve problems while experimenting and working through the improve stages of the Engineering Design Process. As a result of learning the skills that go along with the Engineering Process Design, students can function as adults while working in groups as adults and while problem solving as adults.