PLTW Gateway Flight and Space

Summative Assessment Answer Key

The answer key for this assessment includes the questions for students, the correct or exemplar responses (shown in
green), the knowledge or skill each question addresses, and the rationales for answer choices. This assessment can be used
in combination with your own assessment items.

Scoring for any classroom assessment is at teacher discretion. PLTW has no set protocol for assigning letter grades to
scores derived from assessments. We recommend that you follow school grading policies for score calculation and
interpretation.

The results from the assessment may be used in different ways depending on the purpose you set. Examples of appropriate
uses of these items include:
 In a formative or summative assessment
 As checks for understanding
 In a formative or summative overall classroom assessment
 Student self-assessment

How Students and Teachers Can Use the Results

To decide how best to use the assessment results, it is helpful to determine what you hope to understand from student
performance in an assessment. It is also helpful to explain to students how they can use the results of the assessment for
their own learning. Use the table to guide your use of student responses to assessment and to guide students to use these
items to self-assess.

To understand… Use…

How well the student understood a Items that relate to the specific knowledge or skill you are
particular Knowledge or Skill interested in and see individual and overall class results and
answer choice trends.

Common misconceptions about a
particular topic
Responses to the incorrect answer choices in an item. The
rationale for answer choices provides insight into accurate
conceptual understanding and possible misconceptions. Consider
the rationale for why the response may be a common
misconception and address it.

How well the student understood the Overall results of an assessment to understand what knowledge
overall lesson and skills were covered, and how well students understood them
as demonstrated by their performance.

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Assessment Items
This section provides example answers to the assessment items in the Summative Assessment, along with the Knowledge
or Skill that each item addresses.

1. During the Instant Design Challenge, your team used the Design Process to create a paper airplane. Identify the
step of the Design Process that matches the following task:

After flying a plane prototype and taking measurements on its performance, the team decided how well the plane
met design requirements.

KS Describe major steps in the design process and identify typical tasks involved in each stage.
a. Define a Problem
Incorrect. Rationale: This step entails defining the design requirements of the problem.
b. Generate Concepts
Incorrect. Rationale: In this step, team members ideate without rejecting possibilities.
c. Design a Solution
Incorrect. Rationale: This step entails designing a solution from an idea that addresses the design
requirements.
d. Build and Test
Incorrect. Rationale: In this step, team members prototype the design and test its performance.
e. Evaluate Solution
Correct. Rationale: This step entails comparing how well a tested design performed against design
requirements.
f. Present Solution
Incorrect. Rationale: In this step, the team presents the results of its evaluation, both quantitatively and
qualitatively.

2. During the Instant Design Challenge, your team used the Design Process to create a paper airplane.

Identify the step of the Design Process that matches the following task: The team brainstormed a wide range of
ideas for the plane. No ideas were rejected. All team members were encouraged to suggest creative solutions.

KS Navigate and use an app development software to design, develop, and test a mobile app.
a. Define a Problem
Incorrect. Rationale: This step entails defining the design requirements of the problem.
b. Generate Concepts
Correct. Rationale: In this step, team members ideate without rejecting possibilities.
c. Design a Solution

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Incorrect. Rationale: This step entails design a solution from an idea that addresses the design requirements.
d. Build and Test
Incorrect. Rationale: In this step, team members prototype the design and test its performance.
e. Evaluate Solution
Incorrect. Rationale: This step entails comparing how well a tested design performed against design
requirements.
f. Present Solution
Incorrect. Rationale: In this step, the team presents the results of its evaluation, both quantitatively and
qualitatively.

3. A startup company forms with a goal of designing, manufacturing, and selling a new invention—personal
airplanes. Their design team comes up with several options to present to investors. The company CEO wants to
pitch a product that is reliable and safe, but also affordable.

From the decision matrix shown, which product should they pitch?

KS Evaluate solution ideas against the design requirements, and justify the best solution to pursue.

KS Collect, display, analyze, and interpret data (including diagrams, charts, graphs, and tables) to draw a
conclusion.

Design Fast to Make Cheap to Make Great Quality

a. Design A
Incorrect. Rationale: This design omits the great quality (reliable and safe) requirement.
b. Design B
Correct. Rationale: This is the only design that incorporates both great quality (reliable and safe) and low
cost.
c. Design C
Incorrect. Rationale: This design omits the low-cost requirement.
d. Design D

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Incorrect. Rationale: This design omits the low-cost requirement.

4. Label each of the following forces on the airplane diagram:

KS Describe how the forces of lift, drag, weight, and thrust affect flight.

a. Lift Correct position is up arrow

b. Thrust Correct position is right arrow
c. Drag Correct position is left arrow
d. Weight Correct position is down arrow

5. Describe what happens to an airplane in flight when weight is greater than lift.

KS Describe how the forces of lift, drag, weight, and thrust affect flight
a. Plane rises
Incorrect. Rationale: This occurs when weight is less than lift.
b. Plane descends
Correct. Rationale: This occurs when weight is greater than lift.
c. Plane accelerates
Incorrect. Rationale: This motion is affected by the forces of thrust and drag.
d. Plane slows
Incorrect. Rationale: This motion is affected by the forces of thrust and drag.

6. Which of Newton’s Laws of Motion explains what is happening in this statement—the jet engines produce hot
exhaust gases, which flow out the back of the engines. In reaction, the force of thrust is produced in the opposite
direction.

KS Describe how the forces of lift, drag, weight, and thrust affect flight.

KS Explain how Newton’s laws and lift principles affect flight.

a. Newton’s First Law
Incorrect. Rationale: This law states that an object at rest remains at rest until acted on by an unbalanced
force. This force causes the plane to change from “at rest” to “in motion.”

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b. Newton’s Second Law

Incorrect. Rationale: This law states that force produces a change in acceleration.
c. Newton’s Third Law
Correct. Rationale: This law states that for every action (gases flowing), there is an equal and opposite
reaction (thrust).

7. The cruise speed of the Embraer Phenom 100 is 405 kts, and flight times between cities are based on this speed.

Predict how headwinds—which increase drag—will likely affect the flight:

KS Describe how the forces of lift, drag, weight, and thrust affect flight.

KS Collect, display, analyze, and interpret data to draw a conclusion.

a. If the pilot flies at cruising speed, then the plane will land early.
Incorrect. Rationale: Headwinds slow down the plane.
b. If the pilot flies at cruising speed, then the plane will land on time.
Incorrect. Rationale: Headwinds slow down the plane.
c. If the pilot flies at cruising speed, then the plane will land late.
Correct. Rationale: Headwinds slow down the plane.
d. The pilot will cancel the flight.
Incorrect. Rationale: Headwinds generally do not present a danger such that a flight would need to be
canceled.

8. Name the motion illustrated by the aircraft image.

KS Describe the major parts of an aircraft or spacecraft and how they affect flight.

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a. Pitch
Correct. Rationale: Pitch is motion in the nose-to-tail direction.
b. Yaw
Incorrect. Rationale: Yaw is motion that “spins” the plane like a record on a turntable.
c. Roll
Incorrect. Rationale: Roll is motion that rolls the plane from one wing towards the other wing, as if the body
of the plane is a rolling pin.
d. Bend
Incorrect. Rationale: Not an actual term for aircraft motion.

9. Aeronautical charts contain the information pilots need to navigate an aircraft.

What information is shown on these charts? Select all that apply.

KS Analyze and interpret maps to draw conclusions.

a. Weather conditions
Incorrect. Rationale: Flight planners, air traffic control, and pilots do monitor weather conditions, but do so
using weather reports. This information changes frequently, unlike aeronautical charts, which feature
information that is relatively static.
b. Large landmarks visible from the air
Correct. Rationale: Large landmarks such as highways and dams are shown on aeronautical charts.
c. Natural topography
Correct. Rationale: Mountains, rivers, lakes, and coastlines are shown on aeronautical charts.
d. Airspace and airports
Correct. Rationale: Regions where planes can fly, regions restricted from flight, airports, and spaceports are
shown on aeronautical charts.

10. Examine the data in the chart. The flight distance from Austin, Texas to Shreveport, Louisiana is 245 NM.

Plane Range Cruising Speed

Cessna 440 NM 118 kts

Skycatcher
Eclipse 550 1125 NM 375 kts

Pilatus PC-12 1560 NM 280 kts

NG
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King Air 200 1870 NM 265 kts
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Order the planes from the shortest trip time to the longest trip time between the two cities.

________________ < ________________ < ________________ < ________________

Shortest trip time Longest trip time

KS Collect, display, analyze, and interpret data to draw a conclusion.

KS Calculate flight time given speed and distance.

Eclipse < Pilatus < King Air < Cessna

Rationale: The plane with the fastest cruising speed (Eclipse) requires the least time to make the flight. The planes
are then ordered according to their cruising speed, with the slowest speed (Cessna) requiring the greatest time to
make the flight.

11. Which of the following pieces of information does a crew scheduler use to assemble a flight crew? Select all that
apply.

KS Create and execute a plan to manage and use resources (time, materials, tools).
a. The seniority of a crew member
Correct. Rationale: Crew members with more seniority have priority.
b. Whether a crew member has requested days off during the planned flight time
Correct. Rationale: A crew member is not scheduled to fly when he/she has requested time off.
c. Whether a crew member has had rest/sleep time
Correct. Rationale: Crew members but have had sufficient rest to perform their jobs safely and effectively.
d. Which crew members like flying to certain locations/layover cities
Incorrect. Rationale: While it is ideal to keep crew members happy, this is not a priority factor when
assembling a crew schedule.
e. Whether a crew member has exceeded his or her allowed flight hours
Correct. Rationale: A crew member cannot fly more that his/her allowed hours to ensure safety and to make
appropriate and sufficient use of personnel.

12. How much time will the plane stay in Phoenix (PHX) before heading back to Las Vegas (LAS)?

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KS Plan schedules using a graphical planning tool

KS Create and execute a plan to manage and use resources (time, materials, tools)

KS Collect, display, analyze, and interpret data to draw a conclusion

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a. 55 minutes
Correct. Rationale: This represents the time span from 10:00 to 10:55.
b. 1 hour 5 minutes
Incorrect. Rationale: This is the flight time of the PHX to LAS trip.
c. 1 hour 15 minutes
Incorrect. Rationale: This is the flight time of the LAS to PHS trip.
d. 3 hours 15 minutes
Incorrect. Rationale: This is the time between takeoff from LAS and return to LAS.

13. Boeing aircraft can operate in temperatures up to 126 degrees, and Airbus can fly in 127 degrees. During a hot
August, the weather forecast predicts the temperature will be 126 degrees. As an executive at the airline, you must
advise your team about what to do:
 Keep planes flying as planned
 Delay flights
 Cancel flights

Write a recommendation, explain your reasoning, and give one pro and one con for your decision.

KS Identify ethical considerations that must be considered when creating solutions or opportunities
Student response should include what they will advise the team, one pro (reason supporting their choice),
and one con (problem that could result from their recommended course of action).

14. The International Space Station (ISS) is important to space exploration because:

KS Explain the benefits of space exploration (past, current, and future).

a. It can hold a very large crew of 20 or more people.
Incorrect. Rationale: The ISS cannot hold 20 or more people.
b. It can be launched fully assembled from a launch pad on Earth.
Incorrect. Rationale: The ISS cannot be launched fully assembled.
c. It is good for learning about the effects of microgravity and living in space.
Correct. Rationale: The ISS has been used as a laboratory to study the effects of living in space on humans.
d. No energy is needed to power the equipment on the International Space Station.
Incorrect. Rationale: The ISS does require energy to power its equipment.

15. Traveling into space has been a positive experience. Which chart best shows the positive relationship between
space exploration and impact on society?

KS Explain the benefits of space exploration (past, current, and future).

Space Exploration Impact Society Impact

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a. Discovery of life elsewhere Power struggles arise for resources

Incorrect. Rationale: Power struggles are not a positive impact.
b. Ability to work in space increases Increase in Earth unemployment
Incorrect. Rationale: Unemployment is not a positive impact.
c. Innovation in products Economic success
Correct. Rationale: Economic success is a positive impact.
d. Decrease in length of time it Demand for space traffic control like air traffic
takes for deep space travel control in airports
Incorrect. Rationale: Need for air traffic control is not a positive impact.

16. This rocket launched but did not orbit.

Which statement most accurately describes what happened to this rocket?

KS Describe how the forces of lift, drag, weight, and thrust affect flight.

KS Describe how orbit is affected by an object’s velocity and gravitational force.

KS Collect, display, analyze, and interpret data (including diagrams, charts, graphs, and tables) to draw a
conclusion.

KS Perform necessary data calculations and draw logical conclusions from experimental data.

KS Use accurate and appropriate terminology.

a. The thrust was greater than the weight.

Incorrect. Rationale: The thrust was not great enough.
b. The thrust was so great that the rocket went into orbit.
Incorrect. Rationale: The rocket did not go into orbit.
c. The thrust was less than the weight.
Incorrect. Rationale: The thrust was not great enough.

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d. The thrust was great enough for launch, but not enough for orbit.
Correct. Rationale: The rocket orbited for a short time, but did not stay in orbit.

17. Astronauts on the International Space Station sprouted lettuce seeds. They soon realized that the plants were going
to grow too large for their containers. The crew is instructed to save the harvest.

“Let’s replant all of the lettuce. We could use the empty food containers we have left over from our meals for the
plants,” suggests one of the astronauts.

“That could work, but do you think the unexpected size of all these big plants will impact our air and water use?”
says another.

“Let’s just restart them from seed. We can still use our empty food containers as planters, but we’ll only plant half
as many seeds. We have 60 days on our mission, which is exactly how long it takes for lettuce to mature for
harvest,” says a third.

The astronaut who suggested, “That could work, but do you think the unexpected size of all these big plants will
impact our air and water use?” was demonstrating what part of working effectively in a team?

KS Communicate to meet the needs of the audience and be appropriate to the situation.

KS Illustrate successful collaboration through effective communication and constructive feedback.

KS Apply team norms to encourage productivity and define how a team will function and measure its success.

KS Evaluate solution ideas against the design requirements, and justify the best solution to pursue.

KS Describe one’s individual role and expectations of performance within the team and support other team
members, if needed, to meet team goals.
a. Behavior that will negatively impact the solution.
Incorrect. Rationale: The suggestion was not a negative suggestion.
b. Disrespectfully interrupting other team members.
Incorrect. Rationale: The astronaut was not disrespectful.
c. Assigning tasks to specific team members.
Incorrect. Rationale: The astronaut did not assign tasks to team members.
d. Providing effective communication and feedback.
Correct. Rationale: The astronaut spoke out and gave a good sugge

18. Review the oxygen-recovery system specifications and daily oxygen and water needs.

KS Devise and execute a plan to solve a problem.

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KS Collect, display, analyze, and interpret data (including diagrams, charts, graphs, and tables) to draw a
conclusion.

KS Perform necessary data calculations and draw logical conclusions from experimental data.

KS Investigate resource recycling to meet human needs within a spacecraft or space habitat.

KS Create and execute a plan to manage and use resources (time, materials, tools).

Oxygen-Water Recovery System (Resources Recycled Every 24 hours)

Substance Amount

Oxygen 4 kg
Carbon Dioxide 1 kg expelled from each
crew member daily
Water 12 Liters

Daily Oxygen and Water Needs:

Ite m On Earth In Spac e

(Pe r pe rs on pe r day)
Oxyge n 0.8 kg 0.8 kg
Drinking wate r 10 lite rs 1.63 liters
Wate r for food 4 lite rs 0.8 lite rs

In addition to supporting human life, would this oxygen-recovery system be able to support any onboard crop
gardens? Provide evidence from the data tables to support your claim.

Four people would need 3.2 kg of oxygen daily and 9.72 liters of water daily. This means that there would be 2.28
liters of “extra” water each day. The water and the crews’ expelled carbon dioxide could be used to grow plant life.

19. Increasing Vitamin C in astronauts’ diets may prove beneficial because it might help them to better process
oxygen. In addition, scientists have discovered that eating fresh ingredients and new flavors provides positive
feelings in astronauts.

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They devise a plan to grow small amounts of plants that contain vitamin C with the water from the oxygen and
water recovery prototype. Each plant requires similar amounts of space to grow if harvested while young, so space
is not a consideration.

What is the maximum number of green onion plants you could grow with only 2.25 liters of water?

KS Devise and execute a plan to solve a problem.

KS Collect, display, analyze, and interpret data (including diagrams, charts, graphs, and tables) to draw a
conclusion.

KS Perform necessary data calculations and draw logical conclusions from experimental data.

KS Investigate resource recycling to meet human needs within a spacecraft or space habitat.

KS Create and execute a plan to manage and use resources (time, materials, tools).
Plant Days to reach Vitamin C in 5 Liquid required
maturity for harvest grams per day per plant
(liters)
Basil 42 0.9 .02

Green onion 30 2.7 .03

Leaf lettuce 50 0.9 .01

a. 10 plants
Incorrect. Rationale: 10 green onions require only .3 liters of water
b. 50 plants
Incorrect. Rationale: Requires on 1.5 liters of water
c. 75 plants
Correct. Rationale: Requires 2.25 liters of water
d. 100 plants
Incorrect. Rationale: Requires 3 liters of water.

20. Use the data to support this claim—Astronauts lose bone mass at different rates while in space.

KS Use accurate and appropriate terminology.

KS Analyze nutritional needs in space and ways to counteract the effects of microgravity on the body.

KS Perform necessary data calculations and draw logical conclusions from experimental data.

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Astronaut 1 Astronaut 2 Astronaut 3

Month Bone mass g/cm3

January 2.90 3.88 3.60

February 2.82 3.72 3.56

March 2.77 3.65 3.52

April 2.71 3.56 3.48

May 2.66 3.49 3.45

June 2.61 3.42 3.42

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Answers may include:

In the same six-month period, Astronaut 1 lost .29 g/cm3, Astronaut 2 lost .46 g/cm3, Astronaut 3 lost .18
g/cm3

21. Before sending the Advanced Resistive Exercise Device (ARED) to the ISS, scientists tested it on volunteers. Here
is what the volunteers experienced:
 Each completed a bed rest study which simulated the effect of microgravity on muscles.
 Each exercised with the ARED for 16 weeks on Earth.
 Each had their muscle mass measured before, during and after the 16-week period.

When scientists analyzed the data from the 16-week study on Earth, which part of the design process was this?

KS Analyze nutritional needs in space and ways to counteract the effects of microgravity on the body.

KS Describe major steps of a design process and identify typical tasks involved in each step.

KS Define a problem and justify the pursuit of a solution to the problem.

KS Decompose a problem into smaller parts.

KS Use accurate and appropriate terminology.

a. Define a Problem
Incorrect. Rationale: Analyzing the data occurs at the end of the process, problem defining occurs at the
start of the process.
b. Generate Concepts
Incorrect. Rationale: Analyzing the data occurs at the end of the process, generating concepts is the second
step in the process.
c. Design a Solution
Incorrect. Rationale: Analyzing the data occurs at the end of the process, designing a solution occurs before
data analysis.
d. Build and Test
Incorrect. Rationale: Analyzing the data occurs at the end of the process, building and testing a solution
occurs before data analysis.
e. Evaluate Solution
Correct. Rationale: After the solution has been created and tested, the data from the testing is evaluated as
the final step.

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