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Allen R. White, Ph.D.
RPGs for Science and Engineering Education Workshop
STEAMHackRPGsforScienceandEngineeringEduca8on
steamhackd20@gmail.comwww.steamhackrpgs.org
�
Allnon-OGLworkhereinCopyright2018AllenR.White,Crea8veCommonsLicenseANribu8on-NonCommercial-ShareAlike4.0Interna8onal
FirstAssump+on:Thelearningandprac.ceofscienceandengineeringcanbefun.
Andnotmerelyfun,butdeligh:ul.(Ifyoudoubtthis,evenali>le,read“SurelyYou’reJoking,Mr.Feynman”byRichardFeynman)
SecondAssump+on:Wecannotmakestudentslearn.
Wecanonlycreatetheenvironmentinwhichlearningcanhappen.
Introduc+onThisworkshopisaboutcrea.ngaclassroomenvironmentthatbe>ersupportslearning.Icanlistallofthethingsinvolvedinthat(e.g.engagement,challenge,support,etc.)butthepointhereistocreateanimmersiveenvironmentthatischallenging,rewarding,anddeligh:ultobothstudentandeducatorviatoolsthata>endeesofthisconven.onknowtobeeffec.ve.Thisworkshopwillexploregameandrole-playingtechniquesthathavebeenproventobeeffec.veinteaching andtofindawayaroundconstraintsoncrea.vity(and,thus,aroundself-12
monitoring),eveninpar.cipantswhoself-iden.fyasuncrea.ve .Hopefullyyourpresencehere3
indicatesthatyouareonboardtousingRPGsintheclassroom,oratleastnothos.letoit,sowewon’tspendalotof.mejus.fyingtheefficacyoftheapproach.Ifyouareevenabitskep.cal,thinkabouthowallgamesthathaveafollowing-boardgameorRPG-aresuccessfullygeYngpeopletospendhoursoftheir.melearningandplaying.Theyaredefinitelyontosomething.
Thechallenge,andtheopportunity,ofusingRPGsinascienceorengineeringcourseisthattheyareasubstrate/framework/scaffold-chooseyourfavorite-towhichwewilla>achourcoursecontent.Theyarenotthecontentitself.Assuch,weshouldbecarefulinchoosingwhichgamemechanicsweusetoachieveourlearningobjec.ve,lestweblameaclassroomfailureontheRPGapproachbeingunsuccessfulratherthana>ributeittonotselec.ngtheappropriategamemechanic.Aside:Thewords“learningobjec.ve”maycausementalchaffing-iftheydo,pleasementallysubs.tute“whatamItryingtoconveytomystudents”wheneveryouencounterthem.
Beforewegotoomuchfurther,IwouldberemissifIdidnotmen.onthepioneering,broad,andterrificworkthathasbeenandisbeingdonetouseRPGsinhistoryeduca.onbytheReac+ngtothePast(RTTP)consor.um-findthematreac.ng.barnard.eduandcomejointhematoneoftheirconferences!
International Education Studies, Vol. 8, No. 6, pp. 211-216, 20151
Minds on Fire, How Role Immersion Games Transform College, Carnes, Mark C., Harvard 2
University Press, 2014
PLOS One, February 1-, 2016, DOI:10.1371/journal.pone.01425673
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OverviewWhilewewillbediscussingusingbothboardgamesandRPGsintheclassroom,wewillspendmostofour.meonRPGsbecause1)theapplica.onisn’taseasytoseeand2)theyhavebeenproventobeeffec.veinimprovementforabroadrangeofskills(h>ps://reac.ng.barnard.edu/news/publica.ons).
Inthisworkshop,wewillprimarilydiscussRPGgamemechanicsandtheirconnec.ontocourselearningobjec.ves,orwhatwewantstudentstoexploreinthegame.Firstwewilldefinegamemechanicsandexploretheiru.litywithrespecttodifferentcoursesandlearningobjec.ves.NextwewillgothroughsomesimplifiedRPGstogethertoexploretheirmechanicsandtheirapplicabilitytocoursecontent.WewillconcludetheRPGdiscussionwithafewbriefexamplesofsimplifiedRPGsforafewdifferenttypesofcoursesbeforeconcludingwithanoverviewofboardgamesthatmightbeusefulintheclassroomandhowtheymightbeu.lized.
Glossary:
RPG-RolePlayingGame
GM-“GameMaster”-thepersonwhorunsthegamesandmakesrulings(thecourseinstructor,inourcase)
PC-“PlayerCharacter”-agamecharacterwhoseac.onsaredecidedbyaplayer
NPC-“Non-PlayerCharacter”-agamecharacterwhoseac.onsaredecidedbytheGM
GameMechanicsGamemechanicsarerulesthatgovernoutcomes,dicerolls,andgamemasterrulings.Theyarethemechanismsthatmakethegamewhatitisandarecentraltoitsopera.onand,moreimportantly,its“feel.”RPGswithalotofrulesareoaenreferredtoas“crunchy”(e.g.Hackmaster,AdvancedDungeons&Dragons)whilethosethathavefewerrulesare“ruleslight”or“open”(e.g.Fate,ApocalypseWorld).RPGscanbroadlybeputonacon.nuumofgamemechanicscomplexityfromstorygames,whichusemechanicsinaverylimitedwaytocreateastorytellingstructure(e.g.Kagematsu,WastedYouth,Microscope,Downfall)ononeendofthespectrumandsimula.ons(e.g.Hackmaster,AD&D,etc.)attheother:
StoryGames Simula.ons
IfIhavetreadonthesacredterritoryofyourfavoritegameandmischaracterizedit,Iamsorry.Mygoalhereisnottocreateataxonomybuttocreateaframeworkthatwecanusetoevaluate
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whatgamemechanicsmightbestachieveourlearningobjec.ves.Onthesamenote,ifyou haveacorrec.on,adjustment,oraddi.ontomyideas(orcharacteriza.on,sor.ngor accoun.ng),pleaseemailthemtosteamhackd20@gmail.com,Iwouldlovetohearthem.
StoryGamesStorygameshavemechanicsthataredesignedtosupportbuildinganarra.vestructure(thus“StoryGames”)withfewaddi.onalmechanicstoavoidgeYnginthewayofstorycrea.onortotakethenarra.veawayfromtheplayers.Ifyouhaven’tencounteredthis,itiscalled“playeragency”andmostgames,eventhosethataremoreofasimula.on,usethemtoensurethatplayersfeeltheyhaveasenseofcontrol.Whilethisprovidesfreedom,toomuchfreedomcanleavestudentsunsureofwhattheyshouldbedoing.Be>ergamesareelegantlydesignedtohelpplayersdevelopanarra.veframeworkandthenstepasidetoletthembuildandexploreit.Itcouldalsobeusedtodevelopalistofsolu.onmethodsortechnologiesthat,whencombinedindifferentways,canproduceauniquesolu.on.Writeanswersdownonindexcardsandcombinethemindifferentwaysbyre-arrangingthem.
Thestrengthofthismethodisthatallopinionsareequalbutthiscanbeaproblemtoo-whatifallopinionsarenotequal?Orwhatifthereisadispute?Simula.ongamemechanicscanaddressthoseproblems-theywillarriveinabit.
StoryGame:MicroscopeMicroscopeisastorygamethathaspar.cipantscollabora.velycreateastorybycrea.ngabeginningandanendandthenaddingPeriods,Events,andScenes.Theplayersagreeonabeginningandanendandthentaketurnsfillinginthedetailsofwhathappensin-between,playingoffofthepreviousaddi.onstomakeafullerandmoreinteres.ngstory.
Thecollabora.veelabora.onofMicroscopecanbeusedtohelpstudentsdiscoverthenecessaryelementsforaprocesstoachieveitsgoalorforaproblemtoberesolved.Thisapproachcanbeusedtogreateffectin:
- problemsolving- research- design
Anexampleofhowthismightbeusedtohelpagroupofstudents(e.g.design,management,etc.)understandthedesignandmanufacturingprocessfromconcepttoproductbyusingcookiesasanexample.Tostart,theinstructorwouldwrite“Concept:NewCookieRecipe”onanotecardandplaceitontheleaofthetableand“ProduceCookies”attheotherendofthetableontherightandaskingstudentstowriteapartoftheprocessonacardandplaceitwhereitwouldbeintheprocess.Astudentmightwrite“HireaChef”andplaceittowardtheconceptandanotherwrites“Distribu.onNetwork”andplacesittotheright.Youcanseehowthisquicklyclarifiesandorganizestheprocess!Itisusefulinteasingoutthecomplexityofaseeminglysimpleprocess(thusmyapplica.ontocookieproduc.on)anditcanbeusedtoshowallofthestepsinvolvedinproblemsolu.ons,computersimula.ons,etc.
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Theadvantageofthisapproachisithasstudentsdiscoverhowtoproceedcollabora.velywiththeprocesscomingfromanemergentunderstandingratherthanaprescrip.verequirement.Inmyexperience,thishasproventobeveryeffec.ve.
Itisespeciallyhelpfultousethisinateambasedcoursebystar.ngwithanexample,likecookieproduc.onabove,thatthewholeclasspar.cipatesinandthenaskingeachteamtodothesamefortheirproject.Theteamorgroupbeginswiththestartandendsuppliedbythecourserequirementsortheinstructorandthentakesturnsfillingintheintermediatepor.onsoftheprocessorproblem.Havingmul.pleteamscomparetheirresultshelpstouncovermul.pleapproachestothesameproblem.Thedepthofthoughtisoaensurprising.
Ifthisapproachistooopen,theinstructorcanprovideintermediatestepsoneata.meorstartfromthebeginninganddoitsequen.ally.However,theaddi.onofintermediateelementsforcestheteam,andtheindividualsinit,tothinkrecursivelyabouttheproblemorprocesses.
StoryandSimula+onPairingThestorygameapproachmayhaveleasomecold,soletsaddanewelementfromsimula.ons(wehaven’texploredpuresimula.onsyet-wewill).BeforeintroducingtheSTEAMHackmechanics-let’sdiscusstypicalRPGa>ributesandhowtheycouldbeusedtodeterminesuccessorfailureatawidevarietyoftasks.
MostRPGsusegenerala>ributestodescribetheabili.esofaplayer’scharacter-theirPC-andusethosetodeterminehowwelltheyperforminac.onsrelatedtotheirabilitywiththecorrespondingdiceroll.
Themostcommonbasica>ributesforaPCandtheirdescrip.onare:
Attribute Description
Strength (STR)
How strong is your character? How likely are they to be able to lift things, overcome an opponent, etc?
Dexterity (DEX)
How agile, stealthy, and coordinated?
Constitution (CON)
How is their health and ability to remain healthy?
Intelligence (INT)
This is not “street smart” and not memory. How likely are they to solve a complex puzzle or learn a new skill?
Wisdom (WIS)
Do they just “get it”? Does your PC remember things well and solve problems via intuition?
Charisma (CHA)
How attractive are they? Are others drawn to them? Do they seem to be a “born leader”?
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TheclassicmethodtodetermineyourPCsabilityineacha>ribute,roll3d6(rollasixsideddicethree.mes)andaddtheresults.Thisgivesanumberfrom3-18,with3beingexcep.onallypoorand18beingexcep.onallygood.Whenyouseethenumberstogether,youcanimagethepersonthattheydescribe,e.g.aSTRof14DEXof12andanINTof8describessomeonewhoisverystrong,rela.velycoordinated,butnotthebrightestbulbinthepack.
Ifyouwanthighera>ributevaluesthanthosegeneratedbythe3d6rolls,roll4d6andthrowoutthelowestdievalue.Toallowsomecustomiza.onincharactergenera.on,roll3d6six.mesrecordallofthevaluesandthenchoosewhichvaluesgotowhicha>ributetoshapewhatsortofPCyouhave.
Exampleofclassica>ributesinuse:ToseeifyourPCisabletocatchthevasebeforeitdrops,rollad20(20sideddie)-ifthenumberisundertheirDexteritya>ributevalue,youaresuccessful.Forexample,ifyourPChasanINTof16andyouwanttoseeiftheycanfigureoutasolu.ontotheproblem,rollad20-ifthevalueis16orunder,yousucceed.Thismethodcanalsobeusedtosolveforconflictsaswell:anargumentbetweentwoPCscouldberesolvedbyusingeithertheirINTorCHA(dependingoniftheyaretryingtoreasonorcharm)withthewinnerbeingtheonewhorollsthemostundertheirability.LetsayHarryhasanINTof17andheistryingtoreasonwithBob.BobhasanINTof11butaCHAof16,sohetriestocharmHarry.Theyeachrollad20;Harryrollsa12(5belowhisINTof17)butBobrollsa6(10belowhisCHAof16),soBobwinstheargumentbycharmingHarry!
Asyoucanquicklysee,thecombina.onofa>ributescanbeusedtodescribespecificcharactersandes.matehowtheywoulddoatanumberoftasksinaroughapproxima.onofourworld.LenniefromOfMiceandMenwouldhaveclearlyhadaveryhighstrengthbutnotashighintelligencewhileGeorgewouldhavealowerstrength,higherintelligencebut,arguably,ahigherwisdom.
Whiletherearemanywaysofusinga>ributeswithdicerollstodeterminethesuccessorfailureoftheuseofthatabilityasafunc.onofthePC’sabilityscore,wewilluseasimplifiedversionthatisconceptuallyeasierforthosewhoarenewtoRPGs.Ifyouareanexperiencedgameroryouvaluetheverisimilitudeofdifferentmechanics,ofcourseyoushouldfeelfreetomodifythissimula.onasdesired.
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STEAMHack
ThefollowingmechanicsareanRPGgamemechanics“hack”,calledtheSTEAMHack(“STEAM”isanacronymforScienceTechnologyEngineeringArtMathema.cs),basedonthebasicmechanicsforthefirstroleplayinggame,whichtheOpenGameLicense(OGL)allows(butitdoesnotallowmetousethenameofthatgame-seeAppendix6).TheSTEAMHackmechanicsareinspiredbytheHolmesBasicrulesBlueHackbyDreamscapedesign-IhighlyrecommendtheirBLUEHOLMERPG.
Forourpurposes,let’susethesimplifiedmechanicsdescribedaboveandmodifythea>ributestodescribeanengineer(takenfromtheNa+onalAcademyofEngineering’sTheEngineerof2020):research,analysis,experimenta+on,ingenuity,crea+vity,andleadership.
Aswiththetradi.onalabili.esmechanicsdiscussedabove,whenaskedtodetermineiftheirPCcansuccessfullyusetheability,calledanabilitycheck,yourollad20andarolloftheabilityscoreorlowerissuccessful.Forexample,onaLeadershipcheck,aplayerwithaLeadershipof12issuccessfulonarollof12orunderandunsuccessfulonahigherroll.Thusthehigherthescore,thehighertheprobabilityofsuccess.Ifthinkingoftheseasprobabili.esmakesmoresensetoyou,seethe“BasicRole-Playing(BRP)”topicinAppendix1.
Youcanassignvaluesorhavestudentsrolltheirabili.es.OneofthebenefitsofroleplayingisplayingaPCthatisverydifferentthanyou;ifyouaredeeplyanaly.cal,youcanplayaPCthatisingeniousandcrea.ve.Thismaytakesomestudentssome.metogetusedtobuttheapproachhassignificantpoten.altobringouttheimportanceofdifferentskillsandhowtousemul.pleskillstosolveaproblem.
Engineering Attribute
Engineering Attribute Description
Research Ability to use information resources to find useful information that leads to valuable results and/or solutions
Analysis Ability to analyze problems, analytically and computationally, to determine the best approach and find the source of problems when they arise.
Experimentation Ability to perform experiments that provide insight and detect potential problems before they arise
Ingenuity Ability to deal with the information, tools, and equipment that you have to solve the problem
Creativity Ability to see novel and or unique solutions
Leadership Ability to lead but also the ability to rally a team that feels lost or to inspire others by their example
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Solet’susethisapproachonaproblemandinvolveatwisttohelpmo.vatethestudents…
Simula+on:MissiontoMarsThissimula.onwillbeginwithaBackgroundtomo.vatethePrepara+onPhasethatwillgetyoureadyfortheCrisisPhase.Theprepara+onphaseiswhereyourteamjumpsbackin.me,mo.vatedbywhattheyhaveseen,todotheworktherealengineersdotoprepareforacrisisandthenextisthecrisisanalysisphasewheretheywillusetheinforma.onthattheyfindduringprepara.ontofindthesourceofthemissionproblems.Star.ngwiththecrisisandgoingbacktoprepara.onmo.vatestheresearchandallowsforthequalityoftheprepara.ontoimpactthefindingsofthesimula.onbymodifyingthedicerollsthatdeterminethesuccessorfailureoftheteam’sefforts.
Background: You are part of the NASA launch team and in the mission control room on launch day. You are among the elite few, the best of the best, who have been chosen to be in the control room. It is launch day, a surprisingly gorgeous day after the hard frost last night, of the first human mission to Mars and you are thrilled to be here! Everything has gone smoothly - maybe too smoothly - and the countdown went down to launch without a hitch. You are watching that lovely rocket that you have worked so long on power upward and, as it is just about to clear the tower, you see a.. flash? - was it? what was that? - and immediately after you hear your FIDO, the flight dynamics officer, yell out to your flight director “FLIGHT, I’ve got bad telemetry.” Immediately the propulsion engineer, PROP, says “Me too FLIGHT. These numbers don’t make any sense” and your stomach hits the floor but not before the guidance, electrical, and instrumentation all chime in with the same bad news that you are seeing on your monitor. Numbers and letters that don’t belong where they are showing up - like “A37M” as the value for “Nozzle Temperature”. And then, just when you thought you couldn’t get any sicker to your stomach, CAPCOM says she has lost all telemetry from the crew and can’t get radio contact with them. You have got a very large rocket with very large engines (that are still very loudly and very brightly - maybe a bit too brightly? - burning propellant) hurtling your rocket towards Mars, you hope, but maybe not.
You and everyone else have to think very quickly to try to save this mission and, if not the mission, the crew. Fortunately, you have prepared extensively for this…ok, not this, but for myriad possible bad things. Your emotions step out of the way as all of your training, analysis, and simulation experience start to tear into what is going on with your rocket…
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Youwillbeusingmany/mostofyourPC’sa>ributesduringthesimula.onbut,ingeneral,thea>ributesmostusefultoeachphasewillbebasedonthe.mescaleofthephase:
Phase ANributesU+lized TimeScale
Prepara+on Research,Analysis,Experimenta.on Days/Weeks/Months
Crisis Ingenuity,Crea.vity,Leadership Frac.onsofaSecond/Seconds
Asyoucansee,whileyoucoulduseingenuity,crea.vity,andleadershipintheprepara.onphase,itwouldbesignificantlylesslikelythatyouwouldhave.metousetheminthecrisisphase
Prepara+onPhaseWewilldivide,asyouwoulddivideyourclass,intoteamsbasedaroundthepropulsion(PROP),structureandflightdynamicsopera.ons(FIDO),guidanceopera.ons(GUIDO),dataprocessing,launchpadopera.ons,andFlightopera.ons(FLIGHT).Theprepara.onphasebeginswithaques.on:
“WhatwouldyourPChavedonetopreventordiagnosethepossiblefailuresinyourareathatcouldleadtoafailure?”
Thereareclassroomapproachesbelowbut,here,sinceweallhavedifferentbackgrounds,wewilluseourabili.estodeterminethevalueofwhatiscreatedintheprepara.onphase.Aaeryoureviewyourcharactersheets(suppliedingameandalsoinAppendix4),lookatyourabili.esandusethemtodecidewhatyouwouldhaveinves.gatedandhow.Yourcharactersheethasafewexamplestogetyoustarted.Ingeneral,youaretryingtouseresearch,analysis,andexperimentstoprepareyourteamforthecrisis.Onasuccessfula>ributecheck,youwillgetacardthatgrantsyoua“+”bonustoyoura>ributecheckrollduringthecrisisphase.Asthisdataisavailabletoeveryoneontheteam,anyteammembercanuseanycard.Thevalueofthecardisthedifferencebetweenyoura>ributeandyourroll,i.e.aPCwitharesearchvalueof16whorollsa10ontheirabilitycheckgetsa“+6”onthatcard.
Example:YoudecideyourPCwouldorderanenginestabilitytesttodeterminethelikelihoodofcombus.oninstabili.esduringlaunch.YoucoulduseyourPC’s“Experimenta.on”a>ributetodetermineifs/hesuccessfullyinterpretstheresultsoftheexperiments.Let’ssayyourPC’s“Experimenta.on”isa16andyourolla17-afailure.Youfailtocorrectlyinterpretwhatthisdatawouldmeanduringthecrisis.But,youaren’tsunkyet!YoucanthenaskanotherplayerfortheirPC’sassistanceinunderstandingtheexperimentaldata.Let’ssaytheyhavean18inexperimentaldataandtheyrolla7;theresultisa“+11”cardfor“EngineStability”,meaningthatduringthecrisisphase,theteamwouldhavea+11todetermineifenginestabilitywereapartofthecrisisproblem.
Inyourclassroom:
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FirstgothroughafewexamplesoftheSTEAMHackmechanicsinac.onbutdon’tspendalotof.meongoingthroughtherules,justjumprightin-Appendix5hasagreatsummaryofhowtoteachgamemechanics.
Ifthiswereacourse,youwouldgivetheclassinforma.onontheirrocketandconnectittothecoursecontent.IwouldrecommendusingtheSaturnV-theflightmanualisavailableath>ps://history.nasa.gov/aw/ap12w/pdf/a12_sa507-flightmanual.pdfanditisridiculouslyfullofinforma.on.Youcouldhavetheen.reteamfocusontheengines,telemetry,guidance,etc.asbestsuitsyourcourse.Herewewillprovideeachteamwithinforma.onthatcouldhavebeenfoundduringtheprepara.onphasebut,inclasses,youcouldmakethisphaseextendoverafewweeksofcourse.me,allowingfordetailedresearch,simula.on,andanalysis.
Youcouldfocusonjustonearea,suchaspropulsion,thatserveyourcourseandlearningobjec.vesandsub-divideitintodifferentareasbasedonthecoursecontent.Theyshouldthenstartcomingupwithalistofpossiblefailuremodesandhowtodiagnoseandpreventthem,maybeevenafullFailureModesEffectsAnalysis(FMEA).Youcanmo.vateanalysis,research,etc.byassigningavaluetoitthatcanbeusedtomodifydicerollsinthecrisishas.Forexample,forverygoodresearchoncombus.oninstability,youcanassigna“+2”,meaningthatiftheyusedtheir“Research”skill,theycouldaddtwototheira>ributeonaroll.Forexample,iftheirPC’sresearcha>ributeis14,the+2takesitto16,meaninganydicerollof16orunderissuccessful.Ifyouarewillingto,youcanalsorecordaprobabilityofafailureandadjustitbasedonthequalityoftheirefforts-astar.ngpointish>ps://www.nasa.gov/pdf/140639main_ESAS_08.pdf.Addalloftheprobabili.estogetherto100%anduseapercen.ledice(d100-oranyrandomprobabilitygenerator)todeterminewhichfailurehappens(awayfromclasssotheyareguessingduringthecrisisphase).Don’tworryaboutbeingsuperaccurate-afailurehastohappensomewhere.
Anop.onduringtheprepara.onphaseistoseparatetheplayer’sabilitytounderstandtheanalysis/research/simula.ontheyareworkingonfromtheirPC’sability.Forexample,ifastudentfindssomereallyusefulinfo,havethemrollonthecorrespondingabilitytoseeiftheirPCunderstandsit-iftheyfail,theycanshowittoanotherplayersPCforassistanceandthetwoofthemcanbothroll;thissimulatestherealbenefitofworkingthroughaproblemwithsomeoneelsebutifyouandyourclassfinditirrita.ng,don’tuseit.
CrisisAnalysisPhaseOncetheresearch,analysis,andsimula.onsarecomplete,wejumpforwardin.metoanalyzeourrocketthatisincrisis.Thegoalistousetheinforma.onandanalysisfromtheprepara.onphasetodiagnosetheproblemcorrectlybyrollingthedice.AsinthePrepara.onphase,anotherPCcanassistandrollana>ributecheckaswell.
Example:GaryisusinghisPC’sAnalysisa>ributetodetermineifthereisacombus.oninstability.Hisscoreis11buthisprepara.onresearchwasterrific,soitgiveshima+2tohisabilityscore,meaninghemustrolla13(11+2)orundertodetermineifthereisaninstabilityNotethisdoesn’tmeanthatthereisone-theremaynotbe-butGarymustpasstheability
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checktoknoweitherway.Garyneedsa13orunderandrollsa…17.Afailure-Gary’sPCcan’tmakesenseofhisdiagnos.ccheck.KarendecidesherPCwouldhelpandrollstoanalyzethedataaswell.HerPC’sAnalysisabilityisa16but,sincesheisonGary’dteam,herPChasreadhisresearch,givinghera+2foratotalof18.Sherollsa…12!Success!SheandGarysuccessfullydeterminethatthereisminimalcombus.oninstability.
Itwouldbeusefultohaveanumberofresultsforeachteamtofindbutitisn’tnecessary.Maybeeventwoproblems-oneintheareaofthemosteffortduringtheprepara.onphaseandanotherintheareaofleasteffortYoucankeepthemguessingwithfuzzyresponses.Afewredherringsarefuntoo.
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Role-PlayingGame,PureSimula+on:Fate
RPGsareaboutcollabora.vestorytelling,workingtogethertomakeastorybe>erthanwecouldhaveindividually,andimmersingyourselfinbeinganotherperson.Therulesaretypicallyveryflexible,allowingformyriadpossibleapproacheswiththeoutcomesdecidedbydice.HerewewillbeusingtheFateCoresystemwhichis,typically,notconsideredarules-heavyorsimula.ongamebut,giventhelimitofseYngandscope,itlosesmostofitsopennature(whichshowstheflexibilityofthissystem).
Aseducators,wefrequentlydiscusstheintrinsicvalueofcollabora.onandstresstheimportanceoftheabilitytocollaborateintheworkplacebut,frankly,many/mostofourstudentsfinditin.mida.ngtoengagewithothersatthelevelnecessarytocollaborate.Similarly,weoaenspeakabouttheneedfordiversityandseeingotherpointsofviewwithoutpuYngthatintoprac.ce.Gamesingeneral,androle-playinggamesinpar.cular,offerawonderfulsubstrateforustoa>achtheinterac.onskillsnecessaryforcollabora.onandtheopportunitytoseetheworldfromanotherperspec.ve.Wecanfocusonthegameonnotworryabouttheinterac.on.Thisiswhererole-playinggames,especiallycoopera.veones,areofpar.cularvalueastheygetustocrea.velyworktogethertowardacommongoal,whichforces,oratleastresultsin,interac.onand,ul.mately,indevelopingtheskillsnecessaryforsuccessfulcollabora.on.Wearefooledintothinkingitisaboutthegame.Ourinterac.onissoaenedbyworkingthoughourcharactersbecausewearenotexpressingourthoughtsorfeelings,weareexpressingthoseofourcharacter.Addi.onally,eachcharacterhasuniquestrengthsthatmakethembe>ersuitedtodifferentgamesitua.ons,justliketheengineeringworkplace.Andjustasintheengineeringworkplace,greatersuccessisachievedwithcollabora.veeffortsthatu.lizethestrengthsofeachpar.cipant.
FateCoreSystemasanEduca+onTool
Projectmee.ngsareacri.calpartofengineeringdesign;theyoaendeterminehowwell,orpoorly,aproductwillturnoutbuttheyarerarelydiscussedinengineeringdesigncoursesduetothecomplexityofthemee.ngdynamics.Role-playinggames(RPGs)ingeneral,andFateCoreRPGinpar.cular,offertheopportunitytoexplorethecomplextechnicalandethicalissuesinvolvedinprojectmee.ngswithoutrequiringstudentstoactuallyhavethedepthofknowledgerequiredtoplaytheirroleinawaythatwillgiverisetothecomplexdynamicsofanactualprojectmee.ng(e.g.theconflic.nggoalsofproductfeaturesandprice,theneedtomeetsthedemandsorengineering,manufacturing,sales,andpurchasing,etc.).
FateApplied:CorvairCaseStudyFateCoreRPGisaflexibleandeasytolearnandusesystemandwasu.lizedasthebasisofamee.ngsimula.onsurroundinganengineeringmee.ngtomakeamanufacturingdecisionthatturnedouttohaveethicalimplica.ons.Thesimula.onexploresanactualmanufacturingdecisionmadebyGeneralMotorsabouttheaddi.onofasuspensionstabiliza.ondevice(answaybar)tothe1960Corvair.Theconsequencesoftheactual
11
decisionweresignificant;GM’sdecisiontonotinstalltheswaybariscitedasthecauseofunsafevehiclebehavior(mostnotablyinRalphNader’sUnsafeatAnySpeed)andresultedinsignificantcontroversyforbothGMandtheautomo.veindustry.Thistopicwaschosenbasedonitslimitedscope(butsignificantcomplexity)andthesignificanceoftheoutcome.Ifyouareconcernedaboutrunningthisgame,theFateCorebookhasadviceonrunningagameandIhaveincludedanexcellentsummaryofhowtoteachagameinAppendix5.
Thepar.cipantsareintroducedasprojectteammembersinamee.ngatafic.onalcompany,RHMotors,thathasbeencalledtodiscusstheproposedengineeringchangestothecompany’snewproduct,code-named“YS”for“youngsporty.”Itisimportanttonotmen.ontheactualproducttopreventaknowledgablepar.cipantfromadvoca.ngthe“correct”solu.onordisclosingthebackgroundandnullifyingthesimula.on.Thevehicleisaimedatyoungerbuyerswhowantasportyvehicleandisaresponsetovehiclesproducedbycompe.tors.TheprojectteamisunderpressurebyRHMotors’salesgrouptogetthevehicletomarketasquicklyaspossibletogetyoungerbuyersintodealershipsbuttheprojectisbeingslowedbychallengesarisingfromdesigndecisionsthatwereintendedtocaptureyoungbuyersbutthathaveprovedtobedifficultformanufacturing,engineering,andvehicledynamics.Eachpar.cipantisgivenaninforma.onsheetthatdescribesa>ributesofthecharactertheyaretoplay,their.tlewithinthe“company”,andwhattheirplayercharacter(PC)knowsabouttheYS.EachPChasdifferentpiecesofthepuzzleandnoonePChastheen.repictureoftheproblemorthepossiblesolu.ons.EachPCalsohasdifferentskillsanddifferentamountsof“reputa.on”.Beforethesimula.onbegins,eachplayerchosesan“Aspect”(ortwo)fortheirPC-thatdescribesthepersonalityandgoalsoftheirPC,forexampletheVPofPurchasingmayhaveanaspectof“Reducingthecostoftheproductisvitaltothiscompany’ssurvival.”Itcanbeanythingthathelpstheplayer(andotherplayers)understandthePC.
Theinstructortypicallyactsasamoderatorofthesimula.on.Onewayofplayingthisrolewithoutbreakingthesimula.onistoactasa“ProjectManager”or“ProductManager”-someonewhoisresponsibleforthefinalproductandwhorepresentsthevoiceofthecustomerintheprocess.
Thesimula.onbeginsbyabriefhistoryoftheproblem,anintroduc.onbyeachplayeroftheirPCandadescrip.onoftheirAspect,followedbyadiscussionofeachofthePC’s.tleinthemee.ng.Themoderatorexplainsthatthemee.nghasbeencalledtodiscusstheproposedaddi.onofaswaybartothevehiclefollowedbyanopportunityforeachPCtorelatetheirposi.onontheswaybar.Allpersuasion,argument,in.mida.on,orresistanceisdecidedbydicerollsmodifiedbytheirPC’sskillsandisrunlargelybytheFateRPGruleswithmodifica.ontomakethegamerunmorequicklyandmoreintensely.
EachPCskill(e.g.“In.midate”,“Resist”,“Persuasion”)rangesfrom+3to+1andcanbeusedagainstanotherPC(withtheexcep.onof“Resist”)ortodefendandeachskillcanonlybeusedonce.Thedicearesixsided“FudgeDice”thathavea“+”,“-“,orno
12
marking(denotedhenceforthby“_”)ontwosideseach.Fourdicearerolledata.meandtheresultsaresummed,givingpossibleresultsoffoursideswitha+(calleda+4),tofourwitha-(calleda-4).EachskillhasamodifierbasedontheirPC’sstrengthsthataddstothediceroll.Forexample,letssaytheVPofSalesisa>emp.ngtopersuadethePlantManager.TheVPofSalesusestheir“+3persuasion”skillandletssaythediceread“+__-“(one+,twoblankdie,andone-),the+cancelsthe-andtheblanksdonotadd,sotheresultisa“+3”(justthe+3fromtheskill).ThePlantManagercanrespondbyPersuasionbutthatskillisonlya+2forthemsotheyinsteadchose“Resist”,asitisa+3.TheyrolltheFudgediceandgeta“+++-“whichisa+3thataddstotheirskill,resul.ngina+6.Comparingtothe+3fromtheVP,thePlantManagerhasgiventhematotaldifferenceof-3(3-6=-3),meaningthatthepersuasiona>emptwentterribly.
Thatleadstoanaddi.onalelement:MentalStress.EachPCcantoleratetwopoints,oroccurrences,ofmentalstressbeforetheyleavethemee.ng.Mentalstresshappenstotheini.atorofanyfailedpersuasionbutcanalsobecausedtothetargetofasuccessful“In.midate”a>empt.Itisdesignedtoaddarealis.celementandcanbeusedtodriveoutanopposingPC.
Twoelements,Reputa.onandAspects,havebeenaddedtomoreaccuratelysimulatethecomplexi.esofrealinterac.onsduringmee.ngs.SomePCsstartwith“Reputa.on”,representedbyachipthatcanbegiventothemoderatortoadd+2totheiroutcomeortore-rollthedice.Thissimulatestheeffectofanexperiencedandrespectedperson“throwingtheirweightaround”topushtheoutcometotheirdesireddirec.on.Thisalsosimulatesthereal-worldimbalancethatexistsbetweenthedifferentlevelsofpowerassociatedwiththePC’s.tleandposi.onwithinthecompanyoutsideofthenarrowconfinesofthissimula.on.TheAspectsthateachplayermadefortheirPCcanbeinvokedbytheplayertoadd+2totheoutcomeorare-rollwhentherollisrelatedtothataspect.Forexample,ifthePC’sAspectis“Alwaysfightsforthehighesttechnologyintheproduct”andtheycanreasonablyarguethattheirAspectisconnectedtotheargumentorpersuasion,theycanreceivethe+2orre-roll.Thiswouldbesimilartoinvokingyourhistorywithintheorganiza.onandwhatyourPCis“knownfor”orhowtheywillbeexpectedtobehaveaaerthemee.ng.Thisisatthemoderator’sdiscre.on;itcanallowforamorebalancedandrealis.csimula.onwhenu.lized.
Thetensioninthesimula.onisbetweentheengineerswhowishtoinstallaswaybarandthosewhoopposethatdecisionbasedoncost,manufacturingcomplexity,etc,justasitwasatGM.Theproblemisthatarearenginedcar,suchastheCorvair,tendstowardoversteer(thecareoverreactstosteeringinputsandtherearofthevehicleswingsoutduringcornering),whichistypicallyconsideredasunsafeforallbutveryexperienceddrivers.Theop.ontochangethe.repressurebetweenthefrontandthebackisa>rac.veasitdoesnotaddcostandmakestheridequieter-inrealityitdoesboth-butmaintainingthecorrect.repressureis,inprac.ce,quitedifficultasfewownersconsultthemanufacturers.repressurerequirements.Thiswasthesolu.onul.matelychosenanditwasblamedforanumberofaccidents.GMul.matelydecidedtoaddtheswaybarbutonlyaaertheCorvair’sreputa.onhadsuffered.
13
Thesimula.onconcludesonceallpar.eshaveagreedonacourseofac.on.Aconcludingdebriefingthatexplainstheactualscenario,thechoicesactuallymade,andtheoutcomeisbeneficial.Itisusefultonotethatnooneinthemee.ngwasac.ngtoharmthecustomer;rathertheywereac.ngwithincompleteinforma.onand,possibly,withoutconsideringtheconsequencesoftheirdecisionsonactualcustomersinactualreal-worldsitua.on.Itisalsousefultodiscussthepoten.allong-termconsequencesofthePC’sac.onsduringthemee.ng;havetheydamagedarela.onship,builtstrongerbonds,orcausedpoten.alfutureretribu.on?
ThereisonemorethingthatshouldbesaidherebutthatappliestoallRPGapproacheshere:theunquan.fiableeffectonthefunandthetensionofrollingdiceandthetypeofdiceyouroll.Rollinga20sideddicemayseemcool,orgeeky,tostudents;rollingfourFudgedicemaynot.Chooseyoursystemaccordingly.
14
Appendix 1 Additional Game Content
15
Story Games for Collective VisualizationWhile we have discussed a simplified story game, Microscope, there are a number of broad, inventive story games. If you haven’t played one of these games, it is a wholly unique experience to see a whole narrative world emerge from different people collaborating on its creation. Either way, let’s discuss how this can be used in a classroom and for what learning objectives.
We will use a modified version of the mechanism that Kagematsu (Cream Alien Games) uses to generate the game world. We will do this separately and then together. Use the worksheet below.
We will be exploring the life in a village. To create our setting, have each person in class fill in the details that will be used to help us understand what our village is, where it is, and who we are in it.
Your Vision: Group Vision:
Season (Fall, Winter, etc.)
Location (near a mountain, etc)
Another location descriptor (by a stream, etc.)
What is the village known for?
How do we survive?
What is the problem in the village that could become a crisis?
16
After you’ve given everyone a chance to fill this out, ask them to spend a moment and visualize it. Then ask for suggestions for each area from the class. Note how different these two are and how different your story would be for each but they both arose from the same game mechanic, asking separate questions that build to a story setting. Each answer is influenced by those before it when asked in this way; an alternate approach is to request them without reference to their use or have different students get different questions and have the class choose before selecting.
This approach is useful to help develop visualization, especially in science and engineering, and for creative writing. You could use this as a warm up to visualizing physical phenomena, e.g. “what does the photon see as it travels from the laser?”, or you could replace all of the prompts with technical ones, e.g. “name an energy source”, “name a material”, “name an insulator.” This would create a course related problem that the class can solve by visualizing the problem and doing the appropriate calculations. The approach gets around the “we have to be serious” rule that students often feel constrained by and changes their expectations for the course, demonstrating a willingness to use “non-traditional” tools.
This technique could also be used, without pre-amble, to help you see how different clients/customers/users might see a design or a technology. For example, they could select a state, a setting (urban, suburban, rural), an occupation, a house, etc. to ask “What would a meatpacker from rural Arkansas who lives in a tudor style house think about our new WizBang 6000?” This type of setup changes the assumptions and the context of the solution dramatically.
Story Game - Simulation CombinationList a number of possible ways to collect rainwater:
_______________ _______________ _______________ _______________
_______________ _______________ _______________ _______________
_______________ _______________ _______________ _______________
_______________ _______________ _______________ _______________
(don’t feel obligated to fill all slots)
17
Now, from those, choose the ones that would work in typical suburb (adding new ones is ok!):
_______________ _______________ _______________ _______________
_______________ _______________ _______________ _______________
My favorite rain collection method is: ____________________. Why?
We will now share these with each other - feel free to fill in the good ones that others have come up with.
Now, take the role of someone at a city council meeting (as provided by your friendly game master) and list your mission or concern (or both, as appropriate to your character). For example, the home owners association representative will probably have a concern, the mayor may have a mission, the city utility manager may have both. Go with whatever you think is best.
I am a/the ____________________. My concern/mission is: ___________________________.
My favorite rain collection method is:_____________________. Why?
You can now have a meeting of the city council about the possible solution to the perennial droughts that face Dragon, Arizona. Give roles to each student for mayor, city council members (several), city water manager, city sewer manager, homeowners association members, concerned citizens, etc. Have a meeting and then vote to choose a course of action.
After the meeting, what is your favorite method? ___________________. Why?
Note how assuming the role (probably) changed your favorite and how the meeting (probably) changed it again. This is the reality that scientists and engineers face. We start with our pet ideas but they rarely go unchanged through the needs of many individuals and the court of public opinion.
You can modify this by giving a poker chip to each player who makes a strong argument, representing public opinion, and had a vote at the end with the results modified by the their vote plus the number of poker chips they have. We could have also rolled dice to settle disputes between different council members, giving a modifier based on their knowledge, etc. We will explore that approach more in a bit, as the mechanics are simulation mechanics.
18
I have used the combined story and roleplaying approach to show the power of roleplaying but also to see how our assumptions change our preferred solution. This approach could be useful in any class in which assumptions can change the solutions (which is all of science and engineering).
Simulation: Basic Role-Playing (BRP)A similar rule system to the STEAM Hack is “Basic Role-Playing” from Chaosium (also called “BRP” - the PDF is available for free from Drive-Thru RPG at drivethrurpg.com). The difference is that you take the basic abilities of 3-18 and multiply them times five, giving you a value between 15 and 90. You use percentile dice (called d100 - two ten sided dice, one is just determined to be the “tens” dice - i.e. its results are 10, 20, 30…rather than 1,2,3… or you can buy percentile dice, that have one die with 00-90 rather than 0-9) to determine if you are under that value. The advantage of this system is that it allows significant modification and is also more intuitive - “you have a 75% chance of success” (having to roll under a 20 on a d100) makes more intuitive sense to many than “roll under a 15 on d20.”
An additional benefit of this system is that you can list a wide range of skills and their associated percentage skill. “Library Research”, “daredevil driving”, “lock picking” are all skills that you can list, as appropriate to the exercise you plan, that also help students to think of what they might do to resolve problems or overcome difficulties. A sample of the skills portion of the character sheet is on the next page. Notice that, for some skills, there is a value to the left and a blank to the right. For example, in the top left, Under “Communication” the skill “Bargain” is listed as 05% with ____% to its right; this allows the game master - you - to add to this value for each time they successfully apply it, allowing the PC to improve as the game progresses.
19
20
Appendix 2 Board Games Organized by Historical Topics
Compiled by:
Scout Blum Andrew Peterson
Paul Wright
Presented at the Reacting to the Past
Game Design Conference 2017 Newman University, Wichita KS
21
HistoricalTop
icPo
ssibleBoa
rdGam
esPo
ssibleRTTPgames(Level2basicprototype
and
up)
Classic
alW
orld(G
reeksa
ndRom
ans)
Command&ColorsA
ncients;Pericles;
Polis;R
epub
licofR
ome;FallingSky;
TimeofCrisis
TheThresholdofDem
ocracy;C
oniuratio
!The
CrisisofCatiline
:Ro
me,63BC
;Bew
aretheIdesofM
arch
ChineseHistory
Confucianism
&th
eSuccessio
nCrisis
Japane
seFeu
dalism&Sho
gunate
AMostD
angerousTim
e;Sekigahara
Legacyofthe
47Rô
nin
LateAntiquity&Europ
eanMiddleAg
esPe
ndragon:The
FallofR
omanBritian
(availableFall20
17)
Constantine&th
eCo
uncilofN
icaea;The
Secon
dCrusade;A
Que
en'sRa
nsom
:The
Crisisofth
eFourthCrusade
Europe
anRen
aissance&Reformation
Floren
za;PaxRen
aissance;H
ereI
Stand;Virg
inQue
en;V
enetia
IlDu
omo;M
achiavelli&The
FlorentineRe
public;D
ieto
fWorms,
1521
;Hen
ryVIII&th
eRe
form
ationParliam
ent;TrialofG
alileo;
StagesofP
ower,M
arlowe&Shakespeare
English
CivilWar&Aftermath
Unh
appyKingCh
arles
KingorC
ommon
wealth
?TheEnglish
CivilWar,164
7–16
52;
Constitutionalismvs.RoyalAbsolutism
:The
EnglishGlorious
Revolutio
n,168
5-16
89
ColonialAmerica
Wilderne
ssW
ar;Legen
dsofthe
Am
ericanFrontier
ForestDiplomacy;Tria
lofA
nneHu
tchinson
;Jum
onvilleIncide
nt,
1754
;Bacon
'sRe
bellion
;
Exploration/Co
lonizatio
nCo
lonial;Empiresa
tSea;A
nno15
03;
Civilization
AmericanRevolution
Libe
rty:The
AmericanRevolution,
1775
-83;LibertyorD
eath:The
Am
ericanInsurrectio
n;W
ashington's
War;EmpiresinAm
erica
Patriots,Loyalistsa
ndRevolutioninNYC
;Launchingth
eShipof
State:Ratificatio
nDe
batesinNew
YorkState,178
8Co
nstitution
Foun
dingFathe
rsAm
erica'sF
ound
ing;Amen
dingth
eCo
nstitution
Early
America
LewisandClark
Enlighten
men
t&FrenchRe
volutio
n
Impe
rialStruggle(availableWinter
2017
);Legacy:The
Testamen
tofD
uke
deCrecy;Liberté
TheCrisiso
fDiderot’sEncyclopé
die,175
9;Rou
sseau,Burke,and
Re
volutio
ninFrance
Napoleo
nicEra
Command&ColorsN
apoleo
nics;
EmpiresinArms;The
Napoleo
nic
Wars
JacksonianAmerica
RedClay183
5;VictoryorD
eath(T
XRe
volutio
n)Slavery
Freedo
m:TheUnd
ergrou
ndRailro
adFred
erickDo
uglass
AmericanCivilWar/Recon
struction
AHo
useDivide
dKe
ntucky,186
1;Recon
structingtheSouth;
Impe
rialism&NativeAm
ericanHistory
NavajoWars;Com
anchería
RedClay183
5
22
Gilded
Age/Progressiv
eEra
Greenw
ichVillage,191
3;Paterson19
13:TheSilkStrike;Hetch
Hetchy;V
iceinNew
York;Harlem191
9Indu
stria
lization
AgeofSteam
RageAgainstth
eMachine
HistoryofScien
ceTheNew
Scien
ce;D
ominantS
pecies;
Tesla
vs.Edison
TrialofG
alileo;Charle
sDarwin,the
Cop
leyMed
al,&
Rise
of
Naturalism
Urbaniza
tion
New
York,1901;Pow
erGrid
;Quadrop
olis
TheWest
SettlersofC
atan:TrailstoRails;
Ticketto
Ride;G
reatW
esternTrail
HistoryofArt
Floren
zaMod
ernism
vs.Traditio
nalism,A
rtinParis;Con
flictatthe
Bauhaus,
1922
WorldW
arI
Pathso
fGlory;The
Grizzle
dJulyCrisis,191
4;Sinkingofthe
Lusita
nia,191
5;Petrograd,191
7;
TreatyofV
ersailles,191
9
GreatD
epression/New
Deal
Mon
opoly
Waysa
ndM
eans,193
5;AmericanArtists'Co
ngress;O
klahom
aRe
volutio
n;(19
23);M
akingaMotionPictureProd
uctio
nCo
de,
1930
;FD
R's1
00Days;USInvestmen
tinLibe
ria,192
5-19
35;Teapot
Dome:PresS
cand
aland
Ten
sionsinGovernm
ent
RiseofFascism
RiseofT
otalita
rianism
;Dem
ocracy
Und
erSiege;Triu
mph
&Tragedy
DemocracyinCrisis;W
eimarGermany,192
9-32
;Japan,the
West,
andtheRo
adto
War
WorldW
arII
Mem
oir'44
;Axisa
ndAllies;B
lack
Orche
stra;C
hurchill;Con
flictof
Heroes;Escapefrom
Colditz;The
ManhattanProject
Japan,th
eWest,andtheRo
adto
WorldW
ar;Yalta
,194
5;
DemocracyinCrisis,W
eimarG
ermany,192
9-32
;Decision
toUseth
eBo
mb
Revolutio
ns&Insurgen
cies
TheSpanish
CivilWar;PaxPorfiriana;
CubaLibre;D
ayso
fIre(B
udapest
1956
);Co
lonialTwilight:TheFranco-
Algeria
nWar;Ga
ndhi(available
Winter2
017)
Saint-Do
minguetoHaiti:The
Haitia
nRe
volutio
n,179
1-18
04;The
FebruaryRevolutionandDu
alPow
erinPetrograd,191
7;M
exicoin
Revolutio
n;Secon
dSpanish
Rep
ublic;C
hicago196
8;The
Collapseof
Apartheid,Sou
thAfrica;Argen
tina19
85
IndiaandPakistan
Gand
hi:The
Decolon
izatio
nofBritish
India(availableWinter2
017)
Defin
ingaNation:Indiaon
theEveofInde
pend
ence;A
"virtuo
us
wom
an"?The
Abo
litionofSati,India18
29
ColdW
ar
TwilightS
truggle;13Da
ys;196
0:The
Makingofth
ePresiden
t;Co
ldW
ar:
CIAvsKGB
;Cub
aLibre
CubanMissileCrisis
Vietnam
Fireinth
eLake;H
eartsa
ndM
inds
Mem
oryandMon
umen
tBuilding:The
Vietnam
VeteransM
emorial
Kenn
edy/John
son
1960
:The
Makingofth
ePresiden
tCh
icago,196
8
23
CivilRightsM
ovem
ent
Mon
tgom
ery,195
6:The
Mon
tgom
eryBu
sBoycott;C
ivilRights
Tactics:FromM
ainstreamto
Extreme
Disease
Pand
emic
Lond
on185
4:Cesspits,Cho
lera,and
Con
flict;Co
ngressionalA
IDS
hearings
Science/En
vironm
ent
Evolution;CO2;Progress:Evolutio
nof
Techno
logy;M
anhattanProject:
EnergyEmpire
CharlesD
arwinand
theCo
pleyM
edal;Kansas,199
9:Evolutio
nor
Creatio
nism
;The
PlutoDeb
ate;D
ieta
ndKillerDise
ases:McG
overn
Committee,197
6;Clim
ateCh
angeinCop
enhagen;Challengingthe
USD
AFood
Pyram
id;A
cidRa
in;A
lanTurin
g,th
eQue
stfo
rthe
ArtificialM
ind,and
theRiseofC
ognitiv
eScience:M
anchester,19
49
Late20thCe
nturyUS
Title
IXand
theAm
ericanUniversity
;Gue
rillaGirlsinorM
idst;Love
Canal;Au
gustine,Afghanistanand
Iraq;SpaceShuttle
Challlen
ger
SouthAm
erica
Ande
anAbyss
Argentina19
85
Postcolonialism
&Hum
anRights
ColonialTwilight:TheFranco-Algerian
War;G
andh
i(available
TheNeedsofO
thers(Rw
anda)
WaronTerror
Labyrin
th;A
DistantP
lain
Augustine,Afghanistanand
Iraq:JustW
arThe
oryandRe
alism
in
AmericanForeignPolicy,200
1-20
06
24
Appendix 3 STEAM Hack Mission to Mars Character Sheets
25
Engineering Attribute
Engineering Attribute Attribute Score
Research Ability to use information resources to find useful information that leads to valuable results and/or solutions
16
Analysis Ability to analyze problems, analytically and computationally, to determine the best approach and find the source of problems when they arise.
15
Experimentation Ability to perform experiments that provide insight and detect potential problems before they arise
18
Ingenuity Ability to deal with the information, tools, and equipment that you have to solve the problem
10
Creativity Ability to see novel and or unique solutions 12
Leadership Ability to lead but also the ability to rally a team that feels lost or to inspire others by their example
8
d20 Roll <= Ability Score
Examples:
Role: Propulsion (PROP)
Ability: 15, Roll: 12 Success!
Ability: 12, Roll: 13 Fail
Ability CheckSuccess:
Assist: Use your ability roll to re-try another team member’s failed roll
Preparation Phase: Here we will spend minutes discussing work that would take weeks/months/years. The abilities that are most useful are Research, Analysis, and Experimentation.
Goal: Gather resources to diagnose and resolve the source of the crisis. Abilities Examples Research Search archived test data, find journal articles Analysis Finite element analysis, computational fluid dynamic analytical model analysis Experimentation Order tests on systems and components and placement of measurement devices based on the results
Crisis Phase: You have used your abilities to gather resources to prepare for the launch crisis. Here we will spend minutes discussing decisions that would be completed in second or fractions of a second. Place all of your resource cards so that other team members can see and use them as well - you are all in this together.
Abilities Examples Ingenuity Using a resource in a unique way, connecting two pieces of data for a
new result, Creativity Finding a novel way to do something, finding a new path to a solution Leadership Coordinating efforts, teams, or resource utilization, setting a direction, helping another team to resolve their problems 26
Engineering Attribute
Engineering Attribute Attribute Score
Research Ability to use information resources to find useful information that leads to valuable results and/or solutions
12
Analysis Ability to analyze problems, analytically and computationally, to determine the best approach and find the source of problems when they arise.
18
Experimentation Ability to perform experiments that provide insight and detect potential problems before they arise
16
Ingenuity Ability to deal with the information, tools, and equipment that you have to solve the problem
15
Creativity Ability to see novel and or unique solutions 8
Leadership Ability to lead but also the ability to rally a team that feels lost or to inspire others by their example
10
d20 Roll <= Ability Score
Examples:
Role: Structure and Flight Dynamics (FIDO)
Ability: 15, Roll: 12 Success!
Ability: 12, Roll: 13 Fail
Ability CheckSuccess:
Assist: Use your ability roll to re-try another team member’s failed roll
Preparation Phase: Here we will spend minutes discussing work that would take weeks/months/years. The abilities that are most useful are Research, Analysis, and Experimentation.
Goal: Gather resources to diagnose and resolve the source of the crisis. Abilities Examples Research Search archived test data, find journal articles Analysis Finite element analysis, computational fluid dynamic analytical model analysis Experimentation Order tests on systems and components and placement of measurement devices based on the results
Crisis Phase: You have used your abilities to gather resources to prepare for the launch crisis. Here we will spend minutes discussing decisions that would be completed in second or fractions of a second. Place all of your resource cards so that other team members can see and use them as well - you are all in this together.
Abilities Examples Ingenuity Using a resource in a unique way, connecting two pieces of data for a
new result, Creativity Finding a novel way to do something, finding a new path to a solution Leadership Coordinating efforts, teams, or resource utilization, setting a direction, helping another team to resolve their problems 27
Engineering Attribute
Engineering Attribute Attribute Score
Research Ability to use information resources to find useful information that leads to valuable results and/or solutions
12
Analysis Ability to analyze problems, analytically and computationally, to determine the best approach and find the source of problems when they arise.
15
Experimentation Ability to perform experiments that provide insight and detect potential problems before they arise
8
Ingenuity Ability to deal with the information, tools, and equipment that you have to solve the problem
18
Creativity Ability to see novel and or unique solutions 10
Leadership Ability to lead but also the ability to rally a team that feels lost or to inspire others by their example
16
d20 Roll <= Ability Score
Examples:
Role: Guidance Operations (GUIDO)
Ability: 15, Roll: 12 Success!
Ability: 12, Roll: 13 Fail
Ability CheckSuccess:
Assist: Use your ability roll to re-try another team member’s failed roll
Preparation Phase: Here we will spend minutes discussing work that would take weeks/months/years. The abilities that are most useful are Research, Analysis, and Experimentation.
Goal: Gather resources to diagnose and resolve the source of the crisis. Abilities Examples Research Search archived test data, find journal articles Analysis Finite element analysis, computational fluid dynamic analytical model analysis Experimentation Order tests on systems and components and placement of measurement devices based on the results
Crisis Phase: You have used your abilities to gather resources to prepare for the launch crisis. Here we will spend minutes discussing decisions that would be completed in second or fractions of a second. Place all of your resource cards so that other team members can see and use them as well - you are all in this together.
Abilities Examples Ingenuity Using a resource in a unique way, connecting two pieces of data for a
new result, Creativity Finding a novel way to do something, finding a new path to a solution Leadership Coordinating efforts, teams, or resource utilization, setting a direction, helping another team to resolve their problems 28
Engineering Attribute
Engineering Attribute Attribute Score
Research Ability to use information resources to find useful information that leads to valuable results and/or solutions
18
Analysis Ability to analyze problems, analytically and computationally, to determine the best approach and find the source of problems when they arise.
16
Experimentation Ability to perform experiments that provide insight and detect potential problems before they arise
10
Ingenuity Ability to deal with the information, tools, and equipment that you have to solve the problem
12
Creativity Ability to see novel and or unique solutions 8
Leadership Ability to lead but also the ability to rally a team that feels lost or to inspire others by their example
15
d20 Roll <= Ability Score
Examples:
Role: Data Processing
Ability: 15, Roll: 12 Success!
Ability: 12, Roll: 13 Fail
Ability CheckSuccess:
Assist: Use your ability roll to re-try another team member’s failed roll
Preparation Phase: Here we will spend minutes discussing work that would take weeks/months/years. The abilities that are most useful are Research, Analysis, and Experimentation.
Goal: Gather resources to diagnose and resolve the source of the crisis. Abilities Examples Research Search archived test data, find journal articles Analysis Finite element analysis, computational fluid dynamic analytical model analysis Experimentation Order tests on systems and components and placement of measurement devices based on the results
Crisis Phase: You have used your abilities to gather resources to prepare for the launch crisis. Here we will spend minutes discussing decisions that would be completed in second or fractions of a second. Place all of your resource cards so that other team members can see and use them as well - you are all in this together.
Abilities Examples Ingenuity Using a resource in a unique way, connecting two pieces of data for a
new result, Creativity Finding a novel way to do something, finding a new path to a solution Leadership Coordinating efforts, teams, or resource utilization, setting a direction, helping another team to resolve their problems 29
Engineering Attribute
Engineering Attribute Attribute Score
Research Ability to use information resources to find useful information that leads to valuable results and/or solutions
10
Analysis Ability to analyze problems, analytically and computationally, to determine the best approach and find the source of problems when they arise.
12
Experimentation Ability to perform experiments that provide insight and detect potential problems before they arise
16
Ingenuity Ability to deal with the information, tools, and equipment that you have to solve the problem
15
Creativity Ability to see novel and or unique solutions 18
Leadership Ability to lead but also the ability to rally a team that feels lost or to inspire others by their example
8
d20 Roll <= Ability Score
Examples:
Role: Launch Pad Operations
Ability: 15, Roll: 12 Success!
Ability: 12, Roll: 13 Fail
Ability CheckSuccess:
Assist: Use your ability roll to re-try another team member’s failed roll
Preparation Phase: Here we will spend minutes discussing work that would take weeks/months/years. The abilities that are most useful are Research, Analysis, and Experimentation.
Goal: Gather resources to diagnose and resolve the source of the crisis. Abilities Examples Research Search archived test data, find journal articles Analysis Finite element analysis, computational fluid dynamic analytical model analysis Experimentation Order tests on systems and components and placement of measurement devices based on the results
Crisis Phase: You have used your abilities to gather resources to prepare for the launch crisis. Here we will spend minutes discussing decisions that would be completed in second or fractions of a second. Place all of your resource cards so that other team members can see and use them as well - you are all in this together.
Abilities Examples Ingenuity Using a resource in a unique way, connecting two pieces of data for a
new result, Creativity Finding a novel way to do something, finding a new path to a solution Leadership Coordinating efforts, teams, or resource utilization, setting a direction, helping another team to resolve their problems 30
Engineering Attribute
Engineering Attribute Attribute Score
Research Ability to use information resources to find useful information that leads to valuable results and/or solutions
12
Analysis Ability to analyze problems, analytically and computationally, to determine the best approach and find the source of problems when they arise.
10
Experimentation Ability to perform experiments that provide insight and detect potential problems before they arise
8
Ingenuity Ability to deal with the information, tools, and equipment that you have to solve the problem
16
Creativity Ability to see novel and or unique solutions 15
Leadership Ability to lead but also the ability to rally a team that feels lost or to inspire others by their example
18
d20 Roll <= Ability Score
Examples:
Role: Flight Operations (Flight)
Ability: 15, Roll: 12 Success!
Ability: 12, Roll: 13 Fail
Ability CheckSuccess:
Assist: Use your ability roll to re-try another team member’s failed roll
Preparation Phase: Here we will spend minutes discussing work that would take weeks/months/years. The abilities that are most useful are Research, Analysis, and Experimentation.
Goal: Gather resources to diagnose and resolve the source of the crisis. Abilities Examples Research Search archived test data, find journal articles Analysis Finite element analysis, computational fluid dynamic analytical model analysis Experimentation Order tests on systems and components and placement of measurement devices based on the results
Crisis Phase: You have used your abilities to gather resources to prepare for the launch crisis. Here we will spend minutes discussing decisions that would be completed in second or fractions of a second. Place all of your resource cards so that other team members can see and use them as well - you are all in this together.
Abilities Examples Ingenuity Using a resource in a unique way, connecting two pieces of data for a
new result, Creativity Finding a novel way to do something, finding a new path to a solution Leadership Coordinating efforts, teams, or resource utilization, setting a direction, helping another team to resolve their problems 31
Example of Resource Generation (in Preparation Phase) and Utilization (in Crisis Phase):
Preparation Phase - Resource Generation ExampleYou are concerned that the first stage fuel tanks might be a problem during launch. You order an Analysis, specifically a finite element analysis, to determine the maximum safe tank pressure of the first stage main fuel tank during launch. The GM tells you that the team decides temperature gauges at the bottom of the tank, near the heat of the engines, would warn of danger well before the tank pressure became dangerous.
Your PC has an Analysis ability of 16, you roll a 9. You are awarded a “+7” (16-9) resource card for “tank thermocouples”
As a result, you receive this resource card:
A fire in the first stage of the launch vehicle would cause a number of problems. To eliminate that as a concern, you use your Ingenuity ability to use the thermocouples in the first stage fuel tank to determine if the temperatures are abnormally high inside the first stage.
You use the “+7” resource card for “tank thermocouples” from above. You have an Ingenuity ability of 15 - the card adds +7, so you have a 22, meaning an automatic success (since a 22 is impossible on a d20).
The GM tells you that the temperature is well within the nominal range. You are confident there is no fire inside the first stage. Onto the next variable.
Crisis Phase - Resource Utilization Example
32
33
; i.
PERFORMANCE
TYPICAL CRITICAL EVENT SEQUENCE, FIRST OPPORTUNITY TU (EVENT TIMES ARE BASED ON AS-507 SIMULATIONS FOR MISSION H-1
NOVEMBER 14, 1969 WINDOW, 72.029° FLIGHT AZIMUTH)
TIME FROM TIME FROM TIME FROM I TIME FROM FIRST MOTIOfl REFERENCE EVENT FIRST MOTION REFERENCE (HR:MIN:SEC) (HR:MIN:SEC) (HR:MIN:SEC) (HR:MIN:SEC)
-0:00:17.3 T1-0:00:17.7 Guidance Reference Release 0:12:28.8 T 5+0:00:59.0 0:00:00.0 T 1-0:00:00.4 First Motion 0:12:56.9 T 5+0:01 :27 .1 0:00:00.4 T 1+0:00:00.0 Liftoff 0:13:18.3 T 5+0:01 :48.5 0:00:01.4 T 1+0:00:01.0 Begin Tower Clearance Yaw
Maneuver 0:00:09.4 T r�0:00:09.0 End Yaw Maneuver 2:37:41.8 T 6+0:00:00.0 0:00:12.3 T 1+0:00: 11.9 Pitch and Roll Initiation 2:38:23.8 T 6+0:00:42.0 0:01:06.9 T 1+0:01 :06.5 Mach 1 0:01:23.5 T 1+0:01 :23.1 Maximum Dynamic Pressure 2:38:24.0 T 6+0:00:42.2
2:45:58.1 T 6+0:08:16.3 0:02:15.0 T 2+0:00:00.0 S-1 C Center Engine Cutoff 2:45:58.6 T 6+0:08: 16.8 0:02:38.3 T 2+0:00:23.3 Begin Tilt Arrest 2:47:11.8 T 6+0:09:30.0
2:47:14.9 T 6+0:09:33.1 0:02:42.2 T 3+0:00:00.0 S-IC Outboard Engine Cutoff 2:47:19.8 T6+0:09:38.0 0:02:42.7 T 3+0:00:00.5 S-11 Ullage Rocket Ignition 0:02:42.9 T 3+0:00:00.7 Signal to Separation Devices 2:47:22.3 T6+0:09:40.5
and S-IC Retrorockets 2:49:02.3 T6+0:11:20.5 0:02:43.0 T3+0:00:00.8 S-1 C/S-11 First Plane 2:53:04.8 T7-0:00:00.2
Separation Complete 0:02:43.6 T 3+0:00 :01.4 S-11 Engine Start Sequence 2:53:05.0 T7+0:00:00.0
Initiated 2:53:05.5 T7+0:00:00.5 0:02:44.6 T 3+0:00:02.4 S-11 Ignition (Start Tank 2:53:05.7 T7+0:00:00.7
Discharge Valve Opens) 2:53:05.8 T7+0:00:00.8 0:02:46.6 T3+0:00:04.4 S-11 Engines at 90% Thrust 2:53:08.6 T7+0:00:03.6 0:02:47.2 T 3+0:00:05.0 S-11 Ullage Thrust Cutoff 2:53:10.0 T 7+0:00:05.0 0:03:12.9 T 3+0:00:30.7 S-11 Aft Interstage Drop 2:53:14.8 T 7+0:00:09.8
(Second Plane Separation) 2:53:25.0 T 7+0:00:20.0 0:03: 18.4 T 3+0:00:36.2 LET Jettison (Crew Action) 0:03:23.0 T3+0:00:40.8 Initiate IGM 0:04:22.2 T 2+0:01 :40.0 S-11 Lox Tank Pressurization
Flowrate Step 2:55:35.7 T 7+0:02:30.7 0:07:41.2 T 3+0:04:58.0 S-11 Center Engine Cutoff 3:08:04.8 T 7+0: 14:59.0 0:07:42.2 T 3+0:05:00.0 S-11 Fuel Tank Pressurization 3:08:04.8 T7+0:14:59.8
Flowrate Step 3:08:05.0 T7+0:15:00.0
0:09:10.7 T 4+0:00:00.0 S-11 Outboard Engine Cutoff 3:18:05.0 T 7+0:25:00.0 0:09:11.5 T 4+0:00:00.8 S-IVB Ullage Ignition 3:28:05.0 T7+0:35:00.0 0:09:11.6 T 4+0:00:00.9 Signal to Separation Devices 3:53:05.4 T 7+1 :00:00.4
and S-11 Retrorockett 4:08:04.0 T7+1:14:59.0 0:00:11.7 T 4+0:00:01.0 S-11/S-IVB Separation 4:18:05.0 T7+1:25:00.0 0:09:11.7 T 4+0:00:01.0 S-IVB Engine Start Sequence, 4:21 :05.0 T7+1:28:00.0
First Burn 0:09:14.7 T 4+0:00:04.0 S-IVB Ignition (Start Tank
Discharge Valve Opens) 4:29:05.0 T 8+0:00:00.0 0:09:17.2 T 4+0:00:06.5 S-IVB Engine at 90% Thrust 4:29:06.2 T 8+0:00:01.2 0:09:19.3 T 4+0:00:08.6 S-IVB Ullage Thrust End 4:30:26.2 T 8+0:01 :21.2 0:09:23.5 T4+0:00:12.8 S-IVB Ullage Case Jettison 4:38:45.0 T8+0:09:40.0 0:11 :23.1 T 4+0:02:12.4 Begin Chi Freeze 0:11 :29.6 T5-0:00:00.2 S-IVB Cutoff, First Burn
4:38:45.2 T 8+0:09:40.2 0:11 :29.8 T 5+0:00:00.0 Set Time Base 5 4:50:25.0 T 8+0:21 :20.0 0:11 :30.1 T 5+0:00:00.3 S-IVB APS Ullage Ignition 4:51 :23.0 T8+0:22:18.0 0:11 :39.6 T 5+0:00:09.8 Parking Orbit Insertion 4:52:25.2 Ts+0:23:20.2 0:11 :49.8 T 5+0:00:20.0 Initiate Maneuver to and 4:52:30.0 T8+0:23:25.0
Maintain Local Horizontal 5:25:45.0 Ts+0:56:40.0 Alignment (CSM Forward, 5:30:45.0 T8+1:01:40.0 Heads Down) 5:39:05.0 Ts+l:10:00.0
0:11 :50.3 T 5+0:00:20.5 Begin Orbital Guidance Figure 2-1
2-2 Changed S October 1969
EVENT
LH2 Continuous Vent Open S-IVB APS Ullage CutoffBegin Orbital Navigation Calculations
Begin S-IVB Restart Preparations 02H2 Burner (Helium Heater) On LH2 Continuous Vent Closed S-IVB APS Ullage Ignition Helium Heater Off S-IVB Engine Restart SequenceS-IVB APS Ullage CutoffS-IVB Reignition (Start TankDischarge Valve Opens)S-IVB Engine at 90% ThrustMR Shift (First Opportunity Only) S-IVB Engine Cutoff, Second Burn
Set Time Base 7 LH2 Continuous Vent Open Lox Nonpropulsive Vent Open LH2 Nonpropulsive Vent Open Flight Control Coast Mode On Enable SC Control of L V Transl unar Injection Initiate Maneuver to and Maintain Local Horizontal Alignment (CSM Forward, Heads Down) Lox Nonpropulsive Vent Closed LH2 Nonpropulsive Vent Closed LH2 Continuous Vent Closed Initiate Maneuver to and Maintain TD&E Attitude CSM Separation (Variable) CSM/LM Docking (Variable) LH2 Nonpropulsive Vent Open LH2 Nonpropulsive Vent Closed SC/LV Final Separation (Varir.ble) Initiate Maneuver to and Maintain S-IVB Evasive Attitude (Variable) Set Time Base 8 S-IVB APS Ullage IgnitionS-IVB APS Ullage CutoffInitiate Maneuver to and Maintain Slingshot Attitude LH2 Continuous Vent Open Start Lox Dump End Lox Dump Lox Nonpropulsive Vent Open LH2 Nonpropulsive Vent Open S-IVB APS Ullage Ignition S-IVB APS Ullage CutoffInitiate Maneuver to and Maintain Communications Attitude
34
ommlu_ nmwnom
I
STAGE
_m
S-IC
5-11
S-Ira
STAGE
S-IC
S-II
S-IVB
SOLIDULI3tE ROCKETMO _TMOItOCXETSURNMYi
TYPE QUANTITY NOMINN. THRUST PROPI_L_ GIW#MD INRATION NEIiIIT
IETIDROCKET 8 75,800 Iq)UHOS- 278.0 ;q)gllOS0.541 SECmOS
),
ULLAGE 4 23,000 POUNDSt 336..0 Iq)lJIg)S3.75 SECOUS
R(TIIOROCKET 4 34,810 POI/IOSt ;58.2 POUN051.sz sL_n:m
i
ULLAGE 2 3.390 POUI_S _ M.8 POIINCSz.sT s[___e___
| J
ENGINE DATA. ,, ,,, ,
EUE THe,ST me '--QTY MODEL '--- TOTAL - (N_I_)
I 7.6S0.000, 2.8
1.150.000 6.1
207,0¢_) 1ST 2.42Np s._
5 F'I 1.530.000
5 J-2 230,000
1 J-2 207,000i
S-IllSSIA6[
363 FEET
STAGE D_HENSIONS
S-IC Base(including fins)
S-IC Mid-stage
S-If Stage
'S-IVB Stage
Instrument Unit
DIP/4ETER
63.0 FEET
33.0 FEET
33.0 FEET
21.7 FEET
21.7 FEET
STAGE
S-IC
S-11
S-IVB
S-IU
NOTE:
LENGTH DRY
138 FEET 288.6S0POUNOS
81.5 FEF" 80,220POUNOS
59.3 FEET 25,050
3.0 FEET
SATURNV STAGE HANUFACTURERS
! V_UFACTURER
THE BOEING COMPANY
NORTHAHERICAN-ROCKWELL
AT LAUNCH
S,022,262m.qo5
.0(K).415r_261.576PLVj.._
_i 4.30K 'p111mr_
S-lC
STAGE
PRE-LNMCH LA',_qCHVEHfCLEGROSSWEIGHT_ 6,348,_5qPOUNOS
McDONNEI.L- DOUGLAS CORP.; N(1MTNALVACUUMTHRUSTAT 60'F
INTERNATIONAL BUSINESS HACHINE CORP_ ** AT 17_,OO_ FT AI_O7O_'F
_ AT ._EA LEVELTHRUSTVALUES, _EIGF(TS, AND BURNTIMES ARE ALL APPROXIMATIONS.
" MINIMUM VACLAJMTHRL_T AT l"_,) F
r AT 170,O00 FT. AND 70"F
I
ChMlled $October 1969
Fq_ureI..I
_4
35
GENERAL DESCRIPTION
STAGEELECTRICALINTERFACEFLOW
'"iilllllfliUllll
i_iiiill
::_::
i!iiiii!iiiii!i_
ili_i
iiii
IU TO SPACECRAFT
EDS LIFTOFF
LOS AUTO ABORT
+28 VDC FOR EDS
+28 VDC FOR Q BALL
S-[VB ULLAGE THRUST OK
GUIDANCE REFERENCE RELEASE
AGC LIFTOFF
Q BALL TEMPERATURE SENSINGS-II AND S-IV_ FUEL TANK
PRESSURE (-_.
LV ATTITUDE REFERENCEFAILURE (_
LV RATE EXCESSIVE _
EDS ABORT REQUEST
S-II START/SEPARATION _)
STAGE ENGINES OUT [V_
[V_ = VISUALLY DISPLAYED
I S.It TO S-IVB
:| +28 VDC FOR RETRO-ROCKETa PRESSURE TRANSDUCER
il S-[VB ENGINE START ENABLE
_ii!ii_:|STAGE ENGINE ACTUATOR MEASURINGiiiii!l VOLTAGES_i::i#_ +28 VDC FOR SWITCHING AND_iii!J TIMING
iii__WITCH 5ELECTOR SIGNALS
_:_:_!;:i:_IFY, COMMAND, ADDRESS,
::i!_:i_ EAD, RES ET, ENABLE)
!::i!i::_D COMMAND E NGI NES O_F Fi_ii!i_mmlmUOE CONTROL SYSTEM
COMMANDS "
-t
i
SC
S-IVB
S-II
ZI]
!i!i
J!iii!::,_ii!!i!!iiiiii!i_iiiiiiii
i!iiiili
_ iiiiii!i!iiii iii iii:_:iii!iil
:z% ....
i
':::::
SPACECRAFT TO IU
+28 VDC TO EDS
LV ENGINES CUTOFF TO EDS
ATTITUDE ERROR SIGNAL
Q-BALL PITCH AND YAWS-IVB ENGINE CUTOFF
AGC COMMAND POWER
S-IVB IGNITION SEQUENCE
START
AUTO ABORT DEACTIVATE
INITIATE S-II/S-[VB
SEPARATION
SPACECRAFT CONTROL
DISCRETE
TRANSLUNAR INJECTIONINHIBIT
®
@
@
@
Ziii!i_: @ = MANUALLY INITIATEDI
S-IVB TO IU
+28 VDC FOR TIMING
SWITCH SELECTOR ADDRESSVERIFICATION
ENGINE ACTUATOR POSITIONS
ATTITUDE CONTROL RATE GYROS
SIGNALS
ATTITUDE CONTROL ACCELEROMETER
S I GNAL S
LOX TAHK PRESSURE
FUEL TANK PRESSURERSCR & PD EBW FIRING UNIT
ARM AND ENGINE CUTOFF ON
ENGINE THRUST OK
TELEMETRY SIGNALS
_: _i i::iiiiiiiiiiiiii_. iiiiii!_.:,iii:_iii!ii:i_iiiiiiiiiig:_:iiiiiiiiiii!iiii_ii_:ii#:,iiiii:iii
i
S-It TO IU
ENGINE ACTUATOR POSITIONS
+28VDC FOR TIMING:.i_.i:_iS-IC STAGE SEPARATED
Z::: AFT [NTERSTAGE SEPARATED
S-IT STAGE SEPARATEDS-IT ENGINE OUT
:::i S-IT PROPELLANT DEPLETION
LI SWITCH SELECTOR VERIFY
FUEL TANK PRESSURE
ENGINE THRUST OK
LOX TANK PRESSURE
;i=.:ii::_: i
S-IC TO IU
ATTITUDE CONTROL ACCELEROMETERS [ GNALS
ATTITUDE CONTROL RATE GYRO
S I GNALS
*28 VDC FOR T[HIIIG
E,qG[ :_ES OUT
OUTBOARD ENGINE CUTOFF
S-IT E:IGINES START ENABLE
S'WITCH SELECTOR ADDRESS
VERIFYS-[C THRUST OK
::k:::.::_i:ik_:i/¸:, i
Figure 1-4
1-7
36
Engineering Attribute
Engineering Attribute Attribute Score
Research Ability to use information resources to find useful information that leads to valuable results and/or solutions
Analysis Ability to analyze problems, analytically and computationally, to determine the best approach and find the source of problems when they arise.
Experimentation Ability to perform experiments that provide insight and detect potential problems before they arise
Ingenuity Ability to deal with the information, tools, and equipment that you have to solve the problem
Creativity Ability to see novel and or unique solutions
Leadership Ability to lead but also the ability to rally a team that feels lost or to inspire others by their example
Ability CheckSuccess:
d20 Roll <= Ability Score
Examples:Ability: 15, Roll: 12
Success!
Ability: 12, Roll: 13 Fail
Role:
Preparation Phase: Here we will spend minutes discussing work that would take weeks/months/years. The abilities that are most useful are Research, Analysis, and Experimentation.
Goal: Gather resources to diagnose and resolve the source of the crisis. Abilities Examples Research Search archived test data, find journal articles Analysis Finite element analysis, computational fluid dynamic analytical model analysis Experimentation Order tests on systems and components and placement of measurement devices based on the results
Crisis Phase: You have used your abilities to gather resources to prepare for the launch crisis. Here we will spend minutes discussing decisions that would be completed in second or fractions of a second. Place all of your resource cards so that other team members can see and use them as well - you are all in this together.
Abilities Examples Ingenuity Using a resource in a unique way, connecting two pieces of data for a
new result, Creativity Finding a novel way to do something, finding a new path to a solution Leadership Coordinating efforts, teams, or resource utilization, setting a direction, helping another team to resolve their problems
Assist: Use your ability roll to re-try another team member’s failed roll
37
Appendix 4 Fate Simulation Character Sheets
38
Result
Defe
nder
is a
n ad
voca
teDe
fend
er is
a su
ppor
ter
Defe
nder
very
conv
ince
dDe
fend
er co
nvin
ced
Defe
nder
cons
ider
ing(
-2 n
ext)
Defe
nder
pos
itive
(-1 n
ext r
oll)
No C
hang
e+1
Atta
cker
Men
tal S
tres
s+2
Atta
cker
Men
tal S
tres
s
+6 +5 +4 +3 +2 +1 0 -1
-2
Are
you
on
offe
nse?
Your
Res
ult
(Rol
l+A
spec
t+Sk
ill+R
eput
atio
n)-
Are
you
on
defe
nse?
Opp
onen
ts R
esul
t=
Opp
onen
ts R
esul
tYo
ur R
esul
t(R
oll+
Asp
ect+
Skill
+Rep
utat
ion)
-=
Intim
idat
e?If
Intim
idat
e sk
ill is
use
d an
d fa
ils, a
dd
2 m
enta
l stre
ss -
leav
e m
eetin
g
DefenseOffense
Exam
ples
Your
Rol
l+2
Asp
ect
+1Sk
ill+2
Resu
lt+5
-Opp
onen
t2
The
resu
lt is
a +3
for
you.
The
tabl
e sh
ows
a +3
mea
ns
“Def
ende
r C
onvi
nced
” so
you
r op
pone
nt is
con
vinc
ed b
y yo
ur a
rgum
ent a
nd d
oes
not o
ppos
e it.
Opp
onen
t2
Your
Res
ult
+4-
The
resu
lt is
a -2
for
the
defe
nder
. Th
e ta
ble
show
s a
-2
mea
ns “
+2 A
ttack
er M
enta
l Stre
ss”
–yo
ur o
ppon
ent i
s at
th
eir
men
tal s
tress
lim
it, s
o th
ey le
ave
the
mee
ting.
Nam
e:
Back
grou
nd: Y
ou r
epre
sent
the
mar
ketin
g de
part
men
t for
the
YS p
roje
ct.
The
targ
et fo
r the
YS
is th
e yo
ung
buye
r who
wan
ts a
spor
ty v
ehic
le th
at is
uni
que.
Veh
icle
dyn
amic
s and
uni
quen
ess
are
criti
cal t
o th
eses
buy
ers.
The
se b
uyer
s hav
e be
en m
ovin
g to
com
petit
or p
rodu
cts b
ecau
se o
ur d
eale
rs h
ad n
o su
ch p
rodu
ct.
It is
criti
cal t
hat t
his p
rodu
ct g
o in
to p
rodu
ctio
n as
qui
ckly
as p
ossib
le b
ut a
lso th
at it
mee
ts th
e pr
ice
targ
et to
be
com
petit
ive.
Title
: Dire
ctor
& M
arke
ting
Team
Lea
d
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
+4St
ubbo
rn (r
esist
)+3
Intim
idat
e, P
ersu
ade
+2M
arke
ting
Jarg
on, R
eson
+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
21
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Nam
e:
Back
grou
nd: Y
ou a
re a
Com
pany
VP
and
Team
Lea
d fo
r th
e Pu
rcha
sing
Dep
artm
ent.
The
com
pone
nt c
ost o
n th
e YS
pro
ject
has
got
ten
out o
f han
d. T
he g
oal f
or a
“un
ique
veh
icle
” ha
s bee
n ta
ken
to a
n ex
trem
e on
this
proj
ect a
nd th
e en
gine
ers h
ave
take
n ad
vant
age
of th
is re
quire
men
t to
tack
on
unne
cess
ary
fan-
boy
equi
pmen
t. Y
ou a
nd y
our m
anag
er h
ave
iden
tifie
d th
eir l
ates
t, an
unn
eces
sary
susp
ensio
n pi
ece
(that
they
cal
l a “
sway
bar
”) th
at th
ey g
ush
abou
t but
will
del
ay th
e pr
ojec
t, th
e cu
stom
er w
on’t
even
not
ice
and
will
def
inite
ly p
ush
the
YS’s
cost
way
pas
t its
com
petit
ors a
nd d
oom
sale
s.
Title
:Sen
ior V
ice
Pres
iden
t & P
urch
asin
g Te
am Le
ad
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
Intim
idat
e+4
Busin
ess
Jarg
on, R
easo
n+3
Stub
born
(re
sist),
Per
suas
ion
+2 +1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
23
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd: Y
our d
eale
r net
wor
k ne
eds a
chea
p, sp
orty
car t
o co
mpe
te w
ith p
rodu
ct fr
om y
our (
norm
ally
muc
h le
ss
succ
essf
ul) c
ompe
titor
s. T
hey
got t
he ju
mp
on y
ou w
ith th
eir p
rodu
cts a
nd y
ou n
eed
som
ethi
ng o
n de
aler
lots
now
and
the
YS
was
des
igne
d to
be
that
veh
icle.
The
eng
inee
ring
and
mar
ketin
g fo
lks h
ave
gotte
n al
l cau
ght u
p in
thei
r fan
cy id
eas a
nd a
re tr
ying
to
mak
e th
e pr
ojec
t too
exp
ensiv
e an
d to
o fa
ncy,
just
like
they
hav
e w
ith e
very
thin
g in
the
last
few
yea
rs.
Your
com
pany
is #
1 in
sa
les b
ut y
our c
ompe
titor
's ar
e on
you
r hee
ls an
d yo
u ar
e w
eak
with
the
all-c
ritica
l you
ng b
uyer
s tha
t will
kee
p yo
u in
firs
t pla
ce.
The
YS w
ill fi
x tha
t but
onl
y if
it co
mes
out
on
sche
dule
.
Title
: VP
of S
ales
& S
ales
Tea
m L
ead
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
Pers
uasio
n+4
Reas
on+3
Stub
born
(re
sist),
Bus
ines
s Ja
rgon
+2In
timid
ate
+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
23
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd: Y
ou a
re th
e C
hief
Eng
inee
r in
Qua
lity
Engi
neer
ing
and
thei
r Te
am L
ead.
You
r lat
est p
rodu
ct
laun
ches
hav
e st
arte
d w
ith p
oor q
ualit
y th
at h
as h
urt s
ales
in su
bseq
uent
year
s. E
ngin
eerin
g ke
eps w
antin
g lo
ts o
f ge
eky
piec
es a
nd lo
ts o
f var
iatio
n to
satis
fy o
ther
car g
eeks
. Q
ualit
y is
wha
t are
kno
wn
for a
nd it
is w
hat k
eeps
cu
stom
ers c
omin
g ba
ck.
Mar
ketin
g, e
ngin
eerin
g, a
nd sa
les a
lway
s wan
t to
add
com
plex
ity u
ntil
the
qual
ity p
robl
ems
happ
en (b
ecau
se o
f the
ir ch
oice
s) a
nd th
en yo
u ar
e st
uck
clean
ing
up th
eir m
ess.
Title
: Chi
ef E
ngin
eer
& Q
ualit
y Te
am L
ead
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
+4Bu
sines
s Ja
rgon
+3Pe
rsua
sion,
Stu
bbor
n, R
easo
n+2
Intim
idat
e+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
22
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd: Y
ou a
re in
cha
rge
of th
e Pu
rcha
sing
Dep
artm
ent.
The
com
pone
nt co
st o
n th
e YS
pro
ject
has
go
tten
out o
f han
d. T
he g
oal f
or a
“uni
que
vehi
cle” h
as b
een
take
n to
an
extr
eme
on th
is pr
ojec
t and
the
engi
neer
s ha
ve ta
ken
adva
ntag
e of
this
requ
irem
ent t
o ta
ck o
n un
nece
ssar
y fa
n-bo
y eq
uipm
ent.
You
and
your
VP
have
iden
tifie
d th
eir l
ates
t, an
unn
eces
sary
susp
ensio
n pi
ece
(that
they
call
a “s
way
bar
”) th
at th
ey g
ush
abou
t but
will
del
ay th
e pr
ojec
t, th
e cu
stom
er w
on’t
even
not
ice a
nd w
ill d
efin
itely
pus
h th
e YS
’s co
st w
ay p
ast i
ts co
mpe
titor
s and
doo
m sa
les.
Title
:Pur
chas
ing
Man
ager
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
Reas
on+4
Stub
born
(re
sist),
Bus
ines
s Ja
rgon
+3Pe
rsua
de+2 +1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
22
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd: Y
ou a
re th
e Pl
ant M
ange
r at
the
YS fa
ctor
y an
d th
e M
anuf
actu
ring
Team
Lea
d. Y
ou a
re re
ady
to g
et th
e YS
into
pro
duct
ion
with
non
e of
the
man
ufac
turin
g st
umbl
es th
at h
ave
slow
ed y
our p
revi
ous n
ew-m
odel
laun
ches
.
The
plan
t nee
ds fe
wer
par
ts a
nd le
ss p
rodu
ct v
aria
tion
to le
arn
to m
ake
the
new
YS
quick
ly.
You
wan
t to
mak
e su
re y
our
asse
mbl
y lin
e isn
’t ov
erw
helm
ed w
ith le
arni
ng to
pro
duce
a b
rand
new
veh
icle
with
unn
eces
sary
ext
ra p
arts
and
unn
eces
sary
va
riatio
n. M
arke
ting,
eng
inee
ring,
and
sale
s alw
ays w
ant t
o ad
d co
mpl
exity
–th
ey a
ren’
t the
one
s who
hav
e to
bui
ld it
and
get
it
to cu
stom
ers q
uick
ly.
Title
:Pla
nt M
anag
er &
Man
ufac
turin
g Te
am L
ead
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
Intim
idat
e+4
Stub
born
(re
sist)
+3Re
ason
, Per
suas
ion
+2Te
chno
Jar
gon,
Bus
ines
s Ja
rgon
+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
22
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd:
You
are
an e
ngin
eer
in th
e C
hass
is G
roup
and
the
Cha
ssis
Team
Lea
d. Y
our t
eam
is co
nfid
ent
that
add
ing
a su
spen
sion
sway
bar
is cr
itica
l to
the
succ
ess o
f the
YS
by a
ppea
ling
to it
s crit
ical y
oung
buy
er.
With
it, t
he h
andl
ing
of th
e YS
will
be
the
supe
rior t
o al
l of i
ts co
mpe
titor
s. W
ithou
t it,
your
team
has
det
erm
ined
that
the
YS co
uld
be d
ange
rous
lyun
stab
le, e
spec
ially
in th
e ex
trem
e ha
ndlin
g co
nditi
ons t
o w
hich
the
you
nger
buy
ers w
ill ce
rtai
nly
subj
ect i
t. A
ddin
g th
e sw
ayba
r to
the
YS w
ill d
elay
pro
duct
ion
a bi
t but
, whe
n it
com
es o
ut, i
t will
driv
e be
tter t
han
any
of it
s com
petit
ors.
Title
: Eng
inee
r 2
& C
hass
is Te
am L
ead
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
+4Te
chno
Jar
gon
+3St
ubbo
rn (
resis
t), R
easo
n+2
Pers
uade
, Int
imid
ate
+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
20
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd: Y
ou a
re th
e C
hief
Eng
inee
r fo
r th
e Bo
dy G
roup
and
thei
r Te
am L
ead.
You
are
conc
erne
d ab
out
the
noisi
ness
and
har
shne
ss o
f the
YS.
You
hav
e re
cent
ly d
one
test
ing
with
redu
ced
tire
pres
sure
in th
e fro
nt ti
res
com
pare
d to
the
rear
, giv
ing
it a
quie
ter r
ide
than
its
com
petit
ors.
You
susp
ect t
his w
ill b
e sh
ot-d
own
but y
ou a
re
certa
in p
rosp
ectiv
e ne
w b
uyer
s will
pre
fer t
he q
uiet
er ri
de a
nd, a
s a b
onus
, it h
andl
ed w
ell,
even
with
out t
he sw
ay b
ar
that
chas
sis g
roup
has
pro
pose
d.
Title
: Chi
ef E
ngin
eer
& B
ody
Team
Lea
d
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
Pers
uasio
n+4
Tech
no J
argo
n+3
Reas
on, S
tubb
orn
(res
ist)
+2In
timid
ate
+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
22
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd: Y
ou a
n en
gine
er in
the
Body
Gro
up. Y
ou a
re co
ncer
ned
abou
t the
noi
sines
s and
har
shne
ss o
f the
YS
. Yo
u ha
ve re
cent
ly d
one
test
ing
with
redu
ced
tire
pres
sure
in th
e fro
nt ti
res c
ompa
red
to th
e re
ar, g
ivin
g it
a qu
iete
r rid
e th
an it
s co
mpe
titor
s. Yo
u su
spec
t thi
s will
be
shot
-dow
n bu
t you
are
certa
in p
rosp
ectiv
e ne
w b
uyer
s will
pre
fer
the
quie
ter r
ide
and,
as a
bon
us, i
t han
dled
wel
l, ev
en w
ithou
t the
sway
bar
that
chas
sis g
roup
has
pro
pose
d. W
ork
with
your
team
lead
in th
e m
eetin
g.
Title
: Eng
inee
r 2,
Bod
y Te
am
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
+4Te
chno
Jar
gon
+3Re
ason
, Stu
bbor
n (r
esist
)+2
Intim
idat
e+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
21
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd: Y
ou a
re a
n en
gine
er in
the
susp
ensio
n gr
oup
and
Susp
ensio
n Te
am L
ead.
You
r tea
m is
conf
iden
t th
at a
ddin
g a
susp
ensio
n sw
ay b
ar is
criti
cal t
o th
e su
cces
s of t
he Y
S by
app
ealin
g to
its c
ritica
l you
ng b
uyer
. W
ith it
, the
han
dlin
g of
the
YS w
ill b
e th
e su
perio
r to
all o
f its
com
petit
ors.
With
out i
t, yo
ur te
am h
as d
eter
min
ed th
at th
e YS
coul
d be
dan
gero
usly
unst
able
, esp
ecia
lly in
the
extr
eme
hand
ling
cond
ition
s to
whi
ch t
he y
oung
er b
uyer
s will
cert
ainl
y su
bjec
t it.
Add
ing
the
sway
bar
to th
e YS
will
del
ay p
rodu
ctio
n a
bit b
ut, w
hen
it co
mes
out
, it w
ill d
rive
bette
r tha
n an
y of
its c
ompe
titor
s.
Title
: Eng
inee
r 2
& S
uspe
nsio
n Te
am L
ead
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
+4Pe
rsua
sion
+3Te
chno
Jar
gon,
Rea
son
+2Re
sist
+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
21
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Nam
e:
Back
grou
nd: Y
ou a
re a
n en
gine
er in
the
susp
ensio
n gr
oup.
You
r tea
m is
conf
iden
t tha
t add
ing
a su
spen
sion
sway
ba
r is c
ritica
l to
the
succ
ess o
f the
YS
by a
ppea
ling
to it
s crit
ical y
oung
buy
er.
With
it, t
he h
andl
ing
of th
e YS
will
be
the
supe
rior t
o al
l of i
ts co
mpe
titor
s. W
ithou
t it,
your
team
has
det
erm
ined
that
the
YS co
uld
be d
ange
rous
ly u
nsta
ble,
esp
ecia
lly in
the
extr
eme
hand
ling
cond
ition
s to
whi
ch t
he y
oung
er b
uyer
s will
cert
ainl
y su
bjec
t it.
Add
ing
the
sway
bar
to th
e YS
will
del
ay p
rodu
ctio
na
bit b
ut, w
hen
it co
mes
out
, it w
ill d
rive
bette
r tha
n an
y of
its c
ompe
titor
s. W
ork
with
you
r tea
m le
ad in
the
mee
ting.
Title
: Eng
inee
r 1,
Sus
pens
ion
Team
+1 +1 +1
Skill
s: Y
our
char
acte
rs p
rimar
y ca
pabi
litie
s
+4 +3Te
chno
Jar
gon,
Rea
son,
Per
suas
ion
+2Re
sist
+1
Roll
4 D
ice
+
How
to C
halle
nge
or D
efen
d:
Add
an
Asp
ect
Cho
ose
an a
spec
t tha
t de
scrib
es h
ow y
our
char
acte
r ac
ts in
thei
r ch
alle
nge
or
defe
nse
Add
a S
kill
Cho
ose
the
skill
that
you
r ch
arac
ter
uses
to
chal
leng
e or
def
end
+Re
sult
`
Men
tal S
tress
: 1
2
Repu
tatio
n: Y
our
char
acte
r’s
repu
tatio
n in
th
e co
mpa
ny
Add
Rep
utat
ion?
Use
a r
eput
atio
n ch
ip (
or
chip
s) to
re-
roll
or a
dd +
20
Try
to in
timid
ate
and
fail?
Wer
e yo
u in
timid
ated
?
Asp
ects
: Key
asp
ects
of y
our
char
acte
r’s
pers
onal
ity
Appendix 5 “How to Teach a Game”
Modified from Nightwitches by Jason Morningstar
48
TEACHING THE GAME(adapted from Night Witches by Jason Morningstar, Bully Pulpit Press, 2014)As the game master (GM), it’s likely that you’ll be responsible for teaching the game to others. Teaching something like this can be difficult! What order should you teach things in, and how much information should you give them all at once? The key considerations to have in mind when teaching are: . Teach the mechanics in a concentric way. . Teach the context as you teach the mechanics. . Use examples and demonstrations. . Teach as you go. . Teach what they need in order to make informed decisions.
TEACH THE MECHANICS IN A CONCENTRIC WAY. It’s easy to get caught up in the details, or how everything fits together. After all, you’re knowledgeable about the game, so that’s the level at which you’re processing this information. But new players are at a different level, and that kind of information can be overwhelming to them. Start with the most basic piece of information, and state it as simply as possible. Then introduce the next piece of information, one that builds on what you’ve said already and expands their knowledge. Start simple and expand out. This is called concentric teaching. With Moves, the simplest thing you can say is, “You can just say what your character does. Sometimes, what they’re doing counts as one of these Moves, and then we’ll have to roll dice and follow some rules.” Start with that, and then expand out concentrically from there.
TEACH THE CONTEXT AS YOU TEACH THE MECHANICS. There’s a reason why Night Witches has all of these rules. It’s because they all do something to help create interesting stories with interesting characters. It’s important that as you teach players about the mechanics, you mention what these mechanics do for the story. When you explain the Mission Pool, don’t just talk about how you earn and spend it. Talk about what it means to work together in combat, and what the Mission Pool can represent.
49
USE EXAMPLES AND DEMONSTRATIONS. People need examples in order to confirm and solidify what you’re teaching them. Use short examples throughout any explanation that you give. When you explain how to roll dice for moves, pass two dice to someone. Say, “Let’s say you’ve got Skill +2, and you’re rolling to find a target in the dark. Go ahead and roll. Great. Add those four dice together, and add in your Skill +2. What’s the total?” This will help make what you’re saying concrete, and will clarify any misinterpretations.
TEACH AS YOU GO. If you spend the first hour of a game explaining the entirety of the rules, you’ll lose buy-in from any players who aren’t excited about the intricacies of game design. So avoid doing that. Instead, teach as you go. Trust that it’s okay to teach your players some of the details now and the rest later. Many people have a limit to how much knowledge they can absorb in a single period. They need to be able to put their knowledge into action before they’re ready to learn more.
TEACH WHAT THEY NEED IN ORDER TO MAKE INFORMED DECISIONS. While giving players too much information can overwhelm them, giving them too little information will lose their trust and confidence. Give players the information they need in order to make informed decisions. Make sure they understand the choices that they are making. If someone makes a bad choice early on, like picking a character Move that they later realize they’ll never use, be generous and allow them to go back and change their decision.
Avery Mcdaldno
50
Appendix 6 Open Gaming License
51
THIS LICENSE IS APPROVED FOR GENERAL USE. PERMISSION TO DISTRIBUTE THIS LICENSE IS MADE BY WIZARDS OF THE COAST!OPEN GAME LICENSE Version 1.0aThe following text is the property of Wizards of the Coast, Inc. and is Copyright 2000 Wizards of the Coast, Inc ("Wizards"). All Rights Reserved.1. Definitions: (a)"Contributors" means the copyright and/or trademark owners who have contributed Open Game Content; (b)"Derivative Material" means copyrighted material including derivative works and translations (including into other computer languages), potation, modification, correction, addition, extension, upgrade, improvement, compilation, abridgment or other form in which an existing work may be recast, transformed or adapted; (c) "Distribute" means to reproduce, license, rent, lease, sell, broadcast, publicly display, transmit or otherwise distribute; (d)"Open Game Content" means the game mechanic and includes the methods, procedures, processes and routines to the extent such content does not embody the Product Identity and is an enhancement over the prior art and any additional content clearly identified as Open Game Content by the Contributor, and means any work covered by this License, including translations and derivative works under copyright law, but specifically excludes Product Identity. (e) "Product Identity" means product and product line names, logos and identifying marks including trade dress; artifacts; creatures characters; stories, storylines, plots, thematic elements, dialogue, incidents, language, artwork, symbols, designs, depictions, likenesses, formats, poses, concepts, themes and graphic, photographic and other visual or audio representations; names and descriptions of characters, spells, enchantments, personalities, teams, personas, likenesses and special abilities; places, locations, environments, creatures, equipment, magical or supernatural abilities or effects, logos, symbols, or graphic designs; and any other trademark or registered trademark clearly identified as Product identity by the owner of the Product Identity, and which specifically excludes the Open Game Content; (f) "Trademark" means the logos, names, mark, sign, motto, designs that are used by a Contributor to identify itself or its products or the associated products contributed to the Open Game License by the Contributor (g) "Use", "Used" or "Using" means to use, Distribute, copy, edit, format, modify, translate and otherwise create Derivative Material of Open Game Content. (h) "You" or "Your" means the licensee in terms of this agreement.2. The License: This License applies to any Open Game Content that contains a notice indicating that the Open Game Content may only be Used under and in terms of this License. You must affix such a notice to any Open Game Content that you Use. No terms may be added to or subtracted from this License except as described by the License itself. No other terms or conditions may be applied to any Open Game Content distributed using this License.3.Offer and Acceptance: By Using the Open Game Content You indicate Your acceptance of the terms of this License.4. Grant and Consideration: In consideration for agreeing to use this License, the Contributors grant You a perpetual, worldwide, royalty-free, non-exclusive license with the exact terms of this License to Use, the Open Game Content.5.Representation of Authority to Contribute: If You are contributing original material as Open Game Content, You represent that Your Contributions are Your original creation and/or You have sufficient rights to grant the rights conveyed by this License.6.Notice of License Copyright: You must update the COPYRIGHT NOTICE portion of this License to include the exact text of the COPYRIGHT NOTICE of any Open Game Content You are copying, modifying or distributing, and You must add the title, the copyright date, and the copyright holder's name to the COPYRIGHT NOTICE of any original Open Game Content you Distribute.7. Use of Product Identity: You agree not to Use any Product Identity, including as an indication as to compatibility, except as expressly licensed in another, independent Agreement with the owner of each element of that Product Identity. You agree not to indicate compatibility or co-adaptability with any Trademark or Registered Trademark in conjunction with a work containing Open Game Content except as expressly licensed in another, independent Agreement with the owner of such Trademark or Registered Trademark. The use of any Product Identity in Open Game Content does not constitute a challenge to the ownership of that Product Identity. The owner of any Product Identity used in Open Game Content shall retain all rights, title and interest in and to that Product Identity.
52
8. Identification: If you distribute Open Game Content You must clearly indicate which portions of the work that youare distributing are Open Game Content.9. Updating the License: Wizards or its designated Agents may publish updated versions of this License. You mayuse any authorized version of this License to copy, modify and distribute any Open Game Content originallydistributed under any version of this License.10 Copy of this License: You MUST include a copy of this License with every copy of the Open Game Content YouDistribute.11. Use of Contributor Credits: You may not market or advertise the Open Game Content using the name of anyContributor unless You have written permission from the Contributor to do so.12 Inability to Comply: If it is impossible for You to comply with any of the terms of this License with respect tosome or all of the Open Game Content due to statute, judicial order, or governmental regulation then You may notUse any Open Game Material so affected.13 Termination: This License will terminate automatically if You fail to comply with all terms herein and fail to curesuch breach within 30 days of becoming aware of the breach. All sublicenses shall survive the termination of thisLicense.14 Reformation: If any provision of this License is held to be unenforceable, such provision shall be reformed onlyto the extent necessary to make it enforceable.15 COPYRIGHT NOTICEOpen Game License v 1.0 Copyright 2000, Wizards of the Coast, Inc.
53
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