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For the Ask stage of the Satellite Rocket Challenge, I thought about what I already knew about rockets, balloons, and how air creates thrust to make things move forward. I asked myself questions like how to make the satellite travel in a straight line and how to keep it balanced so it wouldn’t spin or lose momentum. I considered how friction on the fishing line and the weight of my materials could affect the distance it would travel. I also discussed ideas for what materials might work best and how they could be arranged to help the satellite glide smoothly. To help guide my ideas, I researched what makes real satellites and rockets stable in flight, and I carefully reviewed the challenge instructions to make sure I understood that the goal was for the satellite to travel at least 25 feet.

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My first plan was to connect two balloons to each side of the satellite where the paper was attached and add a straw underneath so it could glide on the fishing line. I thought this setup would keep the satellite balanced and give it enough thrust to move straight.

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For my second plan, I thought of just going with a single larger balloon to keep the satellite balanced. I, at the time, decided to go with a different sketch for the create phase because I didn't think it would provide enough momentum.

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The first test did not go well. Neither did the second or third. Our satellite kept spinning, no matter how hard we tried to time it the same and make sure the balloons were even. So, it was back to the drawing board.

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After testing the second design, I realized that having multiple balloons in different positions was actually making the satellite lose momentum and become off balance. For my final plan, I decided to simplify the design by removing the two side balloons altogether and replacing the smaller center balloon with one larger balloon positioned right in the middle, essentially going with my second sketch that I had originally written off. My reasoning was that a single, larger balloon would provide a stronger, more consistent thrust in one direction, helping the satellite stay straight on the fishing line without spinning or wobbling.

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The newest creation, based on my second sketch.

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While my camera man was not the best, the simpler design did the job and carried the satellite the needed 25 feet.

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Giving students the chance to experience the EDP goes far beyond just meeting standards; it helps them develop skills that are vital in life. When students learn to ask questions, imagine solutions, plan carefully, create and test ideas, and improve based on what they know, they’re practicing real problem-solving and critical thinking. This mindset can be applied in any career field, from engineering and science to business and the arts.

Starting this process at a young age helps students become comfortable with mistakes and redesigns, which builds resilience and confidence. It teaches them to be creative thinkers who aren’t afraid to try new ideas, fail, learn, and try again. This cycle mirrors what adults do in the real world every day, whether they’re working on new technology, improving a product, or solving community problems.

By practicing the EDP now, students grow up better prepared to tackle challenges in the workplace and to become innovative, solution-focused members of their communities. The Engineering Design Process helps build not just good students, but thoughtful, adaptable citizens.