Earth Science: Geology, the Environment, and the Universe

Unit 4: The Atmosphere and the Oceans

WebQuest Projects 3

Jet Steam Jaunt: Around the World in a Balloon

Introduction

In this WebQuest, students write a series of log entries describing details of the first successful circumnavigation of the globe in a balloon. The entries are written from the point of view of either Bertrand Piccard or Brian Jones, the men who piloted the balloon during the journey. Students conduct Internet research to learn about the record-breaking flight, and record specific details to include in the daily entries. They answer questions about atmospheric conditions at high altitude, characteristics of the Breitling Orbiter 3, and technology and equipment utilized used by the crew. This WebQuest requires students to use research, organizational, and writing skills. Through the process, students learn what it was like to ride along with the jet stream for nearly three weeks in a balloon more than five miles above the surface of the Earth.

Task

Students will answer a set of six questions which will help guide them through Internet research about the jet stream, the design of the Breitling Orbiter 3, and various attempts to circumnavigate the globe via balloon. Each Web site has some of the answers, but none of the Web sites alone will address all of the questions. Students should be able to compile information to answer the questions as they examine each Web site.

As students search for answers to the questions, they will record specific details which could be used to describe the flight. Students will use these details to write a series of daily log entries, one for each day of the 19-day journey. These brief entries will be written as if they were to be posted to a Web site accessible by anyone interested in following the journey of the Breitling Orbiter 3 as it traveled around the world. Students will utilize both creativity and factual information to complete the series of log entries.

Objectives

  • Identify the first men to successfully circumnavigate the globe in a balloon.
  • Compare atmospheric conditions in the lower and upper troposphere.
  • Describe characteristics of the jet stream.
  • Explain the importance of the jet stream to global balloonists.
  • Explain the effect of changing atmospheric pressure conditions on gas trapped inside a balloon.
  • Describe various types of communication and safety equipment used on the Breitling Orbiter 3.
  • Explain how the cabin of the Breitling Orbiter 3 was designed to provide comfortable temperature and air pressure conditions, as well as clean, breathable air.
  • Describe various aspects of the daily routine of the pilots on board the Breitling Orbiter 3.
  • Write a series of log entries discussing details about the first successful attempt to circumnavigate the globe via balloon.

Resources

Students will use the Internet links provided to learn about hot air balloons. The Web sites listed give information about the history of ballooning, and outline numerous unsuccessful attempts to travel around the world in a balloon. The resources highlight the importance of having an experienced meteorologist on a global balloon team. The counsel of a scientist who has a solid understanding of the atmosphere and the jet stream, and can use available information to predict changes in weather is essential for success.

Most of the Web sites provided outline various aspects of the first successful attempt, made by Bertrand Piccard and Brian Jones, to travel around the world in a balloon. These sites provide rich detail about the pilots, the balloon, conditions both inside and outside of the cabin, and how the pilots used equipment and technology to remain relatively comfortable, stay on course, and communicate with the world below. Students will demonstrate their understanding of the information contained in these sites by answering a series of questions. Their research, as well as the answers to the questions will ultimately provide the details necessary for students to create a series of daily logs describing the trip.

Time

One to two weeks to conduct research, answer questions, and write 19 log entries

Process

As students conduct Internet research, be available to discuss any of the six questions they may have difficulty answering. These questions are designed to help students gain sufficient understanding to write a series of 19 log entries describing the first successful attempt to travel around the world in a balloon.

Talk with students about the structure and style of the log entries. Entries should be brief, perhaps no more than three or four sentences, but should include relevant, factual detail. Suggestions for possible details to weave into the entries are given in the student section of this assignment. Remind students that their log entries should be appropriate to post on a Web site accessible by anyone interested in the circumnavigation attempt. Students should create one log entry for each day of the journey, for a total of 19 entries. Each log entry should include the date and time it was written.

Finally, encourage students to be creative in their writing. Remind them that they should write from the viewpoint of either Bertrand Piccard or Brian Jones. If they are having difficulty assuming the role of one of the pilots, the biographies of these men, located at the Breitling Web site, might provide additional insight. Students may choose to incorporate a description of what the pilot might be thinking or feeling at various points in the journey. While this type of description likely enhances reader interest and shows writer creativity, make sure students understand that the majority of each log entry should be comprised of factual information gleaned from research.

Have students review the rubric to understand how the final product will be evaluated.

Encourage students to share the completed log with classmates, school staff, and family members. If time permits, students could work in small groups to identify the aspects of the flight they found most important and interesting, and thus chose to highlight in their log entries.

Evaluation

You may assign ten points to each of the six questions for a total of 60 possible points. The answers to the questions are given below. Rate the answer to each question using the following scale: Excellent - 9-10 points; Very Good - 7-8 points; Good - 5-6 points; Satisfactory - 3-4 points; Poor - 1-2 points; and Unsatisfactory - 0 points.

Answers to Questions About Global Balloon Flight

  1. The first men to successfully meet the requirements for circumnavigating the globe in a balloon were Bertrand Piccard and Brian Jones. The historic flight, which ended on March 20, 1999, lasted between 19 and 20 days. The exact answer students give will vary depending on the source quoted.
  2. The jet stream is an area of fast-moving air found in the upper troposphere. It blows from west to east around the Earth, with an average speed of around 92 miles per hour. At certain times of the year, wind speeds can exceed 300 miles per hour. While the jet stream can stretch for thousands of miles around the Earth, it is less than three miles thick and only a few hundred miles wide. The jet stream is essential to global balloonists, as it provides the power for moving forward. Balloonists catch a ride on this current of rapidly-moving air, traveling along with it as it moves around the globe.
  3. The helium cell of the Breitling Orbiter 3 was filled to less than half of its capacity because of the difference in air pressure on the ground and at higher levels in the atmosphere. The volume of a gas can change drastically as air pressure changes. As the balloon rose, the atmospheric pressure decreased, causing the helium to expand. The rays of the Sun shining on the balloon warmed its surface, enhancing the expansion effect. If the balloon had expanded too much, some helium would have to have been released to avoid the balloon exploding. Starting out with a smaller volume of gas allowed for the natural expansion that took place as the balloon ascended.
  4. The cabin of the Breitling Orbiter 3 contained a 12-volt water-heater in the kitchen area, a toilet, and a bunk used by the pilots for rest periods. Because the cabin was sealed to keep air pressure relatively normal, an air purification system was essential. Lithium filters were used to filter carbon dioxide gas, and oxygen was continually added. If the level of carbon dioxide rose above a set limit, an audible alarm was set to go off, alerting the pilots that they needed to make manual adjustments to reduce the level of carbon dioxide. Charcoal filters were used to absorb odor.
  5. The pilots of the Breitling Orbiter 3 had an array of communication equipment at their disposal. Satellite phone links enabled two-way communication. A radar transponder showed the position, altitude, and identity of the balloon to air traffic control centers in regions being overflown. They also had VHF and HF radios, as well as an Emergency Positioning Indicating Radio Beacon, which would continuously transmit their coordinates in the event of an emergency. Safety equipment was equally important on the flight. Each pilot wore a watch with an integrated distress transmitter, which would provide help in finding the pilot if a disaster occurred. Each man also had a parachute with a built-in survival kit, as well as an inflatable dinghy and lifejacket. Wet suits were provided, and were worn as a precaution during periods of rough weather. Each pilot also had a survival pack which included a tent, sleeping bag, and food rations.
  6. Answers will vary depending on the conditions students choose to describe. Conditions inside the cabin were tight, and the air temperature was relatively chilly at about 60o Fahrenheit. Food available for the pilots included bread, margarine, honey, cheese, cereal, powdered milk, reheated vegetables, and precooked meat for the first week, and dried food for the remainder of the journey. Pilots wore insulating clothing made up of fleece fibers. They removed some of their clothing when they rested, which they did inside a sleeping bag on the bunk. Jones and Piccard worked six-hour shifts at the controls, and each worked the controls at least part of every night.

Evaluating the Log Entries

Use the evaluation rubric or other means to assess the daily log entries. Evaluation of the log should include both self-assessment and teacher assessment. If time permits, students could work in pairs to provide feedback about the writing.

Conclusion

Through guided and independent research, students will learn about a wide variety of issues related to global balloon flight. Current understanding of the atmosphere and the jet stream will be enhanced as students investigate the historic journey of the Breitling Orbiter 3. Composing daily log entries will force students to communicate the knowledge they have gained about various aspects of the mission. Their writing will demonstrate their understanding of the importance and difficulty of the journey, and the types of issues that were considered in preparing for and making the voyage.

Daily Log Rubric

Daily LogPoints PossibleSelf-AssessmentTeacher Assessment
One log entry is provided for each day of the voyage.10  
The log entries are clear, well-written, and easy to follow.10  
The log entries are research-based and include factual information.10  
The log entries are both interesting and informative.10  
The log entries are appropriate for posting to a Web site accessible by interested readers around the world.10  

Rate each category according to the following scale:
Excellent - 9-10 points; Very Good - 7-8 points; Good - 5-6 points; Satisfactory - 3-4 points; Poor - 1-2 points; and Unsatisfactory - 0 points.

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