NASA has partnered with multiple colleges, including ASU, on a mission to study an asteroid called Psyche. Psyche is the first asteroid discovered made of metal, mostly iron, that is close enough for us to study and could give insight into what Earth’s core is like. The mission plans and research documents on how the various measurement tools work are not engaging to those without a background in STEM. This serves as inspiration to make a web-based game in order to make the information more engaging to the player. This web-based game will take the user through the Psyche mission going from the assembly of the measurement tools all the way to when the satellite is orbiting the asteroid. The creative project consisted of creating a simulation for a young audience, between ages 10 and 18, to experience what the mission could look like once the satellite is at the Psyche asteroid and what the data collected could mean. The asteroid could have been formed through a process called the dynamo process or it could be a piece of a larger parent body. It could be made mostly of metal or silicates, which will be determined during the mission. These are some of the results that will be generalized and relayed to the player. This creative project includes the four main sections of the orbit phase of the mission in which the users will perform tasks to collect some data in order to see some of the generalized possible results of the study of Psyche. Some of the data collected would be the amount of metal making up the asteroid and figuring out what the gravitational pull is. The first main section will use the magnetometer, the second section will use the multispectral imager, the third section will use X-Band Radio Waves, and the fourth section will use the gamma ray and neutron spectrometer.

The process of learning a new skill can be time consuming and difficult for both the teacher and the student, especially when it comes to computer modeling. With so many terms and functionalities to familiarize oneself with, this task can be overwhelming to even the most knowledgeable student. The purpose of this paper is to describe the methodology used in the creation of a new set of curricula for those attempting to learn how to use the Dynamic Traffic Simulation Package with Multi-Resolution Modeling. The current DLSim curriculum currently relates information via high-concept terms and complicated graphics. The information in this paper aims to provide a streamlined set of curricula for new users of DLSim, including lesson plans and improved infographics.