3, 2, 1… Lift-­‐Off! Using Rocketry to Integrate Curriculum Anthony E. Grisillo ABSTRACT Rocketry is a great way to excite and motivate students. There are many ways to integrate math, language arts, and other curriculum strands into activities involving rockets. 3, 2, 1… Lift Off! Using Rocketry to Integrate Curriculum compiles three rocketry projects, including a Rocket Corporation project spanning several curricula. It also explores the gamification of the Rocket Corporation project. 3, 2, 1… Lift-Off!
National NSTA Conference in Boston 2014
Table of Contents
Packet Overview . . . 2
Lesson Format . . . 3
Balloon Rocketry . . . 4
Alka Seltzer Rocketry . . . 9
Bottle Rocket Project . . . 13
Corporation Packet . . . 17
Model Rocketry . . . 36
Troubleshooting & Other Ideas . . . 37
Appendix I - Gamification . . . 39
Appendix II – Rocket Corporation Game . . . 40
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Packet Overview
This packet will review several lessons using rocketry to teach different
curricula strands. One lesson is a comprehensive thematic unit involving bottle
rockets. The presentation packet contains all plans needed to implement this
project. It also gives ideas to extend or expand the project. I have also listed
some problems or obstacles that I have run into and how I have solved these
problems.
Presenter Information
Position
Gifted Support Teacher and Science Coordinator
Rose Tree Media School District
Glenwood and Media Elementary Schools
Contact
122 South Pennell Road
Media, PA 19063
agrisill@rtmsd.org
Website: http://www.mrgsworld.com
Twitter: @spaceteach
Background
BSED Elementary Education, West Chester University
MED Science and Technology, Widener University
Graduate of US Space Academy Teacher Program
Graduate of US Space Academy Advanced Teacher Program
Pennsylvania’s 2014 Teacher of the Year
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Lesson Format
Objectives
This area will state several objectives to be achieved by the lesson.
Materials
This area will list the materials needed to implement the lesson. I list
everything from consumable materials to equipment needed, such as
computers.
Background Information
This area will give quick instructions on how to build certain things for the
lesson. Or it might discuss some information that would be helpful to know
when implementing the lesson.
Procedures
This section will go through the following parts of the lesson:
•
Introduction – What do you know? Where will we go?
•
Main Lesson – The meat and potatoes of the lesson.
•
Evaluation – A very basic way to evaluate the lesson. I suggest altering
this to fit your district’s goals and standards.
•
Conclusion – Wrap it up, I’ll take it.
Expansions/Extensions
This section will list several ways to adapt the lesson or expand the lesson to
make it more or less challenging.
Resources
This section will list Internet sites with more information about the lesson
and/or its topics. You can also always go to www.mrgsworld.com.
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Balloon Rocket Lesson
Original Plan by U.S. Space & Rocket Center
Objectives
1. Students will list Newton’s three laws of motion.
2. Students will build an air-powered balloon vehicle.
3. Students will identify Newton’s laws of motion, using their balloon
vehicle as a model. (For younger students, Newton’s 1st and 3rd laws
only need to be demonstrated. For older students, all three laws should
be demonstrated.)
Materials
•
•
•
•
•
•
•
•
•
Various Size and Shape Latex Balloons (Be sure to check for any latex
allergies.)
String
Straws
Tape (Masking Tape, Scotch Tape and Duct Tape)
Various Types of Building Materials (Card Stock Paper, Asst. Paper, etc.)
Access to the Internet
Access to a Library
Index Cards
Graph paper
Background Information
Newton’s Laws of Motion
Newton’s three laws of motion (simplified:
1. An object in motion will stay in motion and an object at rest will stay at
rest, unless the object is moved or stop by an outside force.
2. Acceleration equals Force divided by Mass.
3. Every action has an equal but opposite reaction.
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Balloon Rocket Construction
This is a very simple rocket to build. All you need is a straw, a long piece of
string, some tape, and a balloon.
1. Slide the straw onto the string.
2. Stretch the string across the room and secure both ends tightly with
tape. (Duct tape preferably. Or you can tie to items secured to the
wall.)
3. Blow the balloon up, holding the balloon closed. (Do not tie the
balloon.)
4. Tape the balloon to the straw, open end parallel to the straw.
5. Let go of the open end.
6. Your rocket will now fly down the string track.
Tape
Straw
String
Balloon
Procedures
Introduction
1. Brainstorm what students already know about Sir Isaac Newton.
2. Make a list of everything the students share.
3. Group your class heterogeneously in groups of three or four.
4. Give each group an index card.
5. Tell the groups that they have 15 minutes to find out as much as they
can about Sir Isaac Newton using the Internet, library or any other
resource materials.
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6. The group should record their findings on their index card, using only the
lined side. They may not use more than the one index card, nor use the
other side.
7. After 15 minutes have passed, gather the class together.
8. Have the groups of students share their findings.
9. Make a new list of what they share this time.
10. Compare the two lists to confirm or refute their initial ideas.
Main Lesson
1. Tell the students to turn their index cards over.
2. Give them 5-10 minutes to find out Newton’s laws of motion, using the
resources again.
3. Tell the students to write the three laws on the blank side of their index
card, in their own words, if possible. (Some students may not be able to
reword the laws because they do not understand what the laws mean.)
4. After the 5-10 minutes have passed, gather the class together.
5. Have the class share their findings.
6. Make a list of their versions of Newton’s laws of motion.
7. Discuss the true meanings of Newton’s laws of motion.
8. Eventually, demonstrate Newton’s first and third laws of motion using a
balloon.
9. Challenge the groups of students to design a way for the balloon to fly in
a straight line, starting at one specific point and stopping at another.
10. Let them use any of the materials that you have supplied, but don’t put
the materials out right away. See if some of the groups ask for specific
materials and supply them as asked for.
11. If no group is heading in the correct direction, put out all of the supplies
as a “hint” to solving the challenge.
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Evaluation
1. Once all of the students have constructed a balloon rocket, give them a
piece of graph paper.
2. Tell the students that they must explain Newton’s laws of motion by
using their balloon rocket as a model. Be sure their explanations show
true understanding of each law.
3. Younger students only need to explain laws one and three.
4. Older students should explain all three.
5. Explanations for each law should include:
Law 1
•
The balloon is at rest until air escaping from it propels it forward.
•
The friction of the straw against the string and the balloon against the
air, plus the force of gravity, causes the balloon to stop its motion.
Law 2
•
The acceleration of the balloon rocket is equal to the force applied by
the air escaping from the balloon divided by the mass of the balloon,
straw and tape.
Law 3
•
The action of the air escaping from the balloon has an opposite reaction
of the balloon rocket being propelled forward.
6. Have the students share their explanations.
Conclusion
1. Let the students have balloon rocket races.
2. You can have several races, allowing students to adjust their rockets
between each race.
3. Give set time frames for rocket adjustments. All those not ready to race
at each given time, must forfeit that round.
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Expansions/Extensions
This activity can have lots of expansions/extensions. Don’t be afraid to
combine different activities or incorporate more research. Here are a few
suggestions:
•
Students can do a full research project on Sir Isaac Newtown.
•
Students can develop other models of his laws of motion.
•
Students can graph the results of the races.
•
Students can test the effect of the length of the straw used on their
balloon rocket. This information can be recorded and then presented to
the class.
•
Students can test how the shape of the balloon affects the performance
of their balloon rocket.
•
Students can analyze the effects of gravity on their balloon rocket by
switching from a horizontal track to a vertical track.
•
Students can also adjust the angle of their horizontal track to make it
more or less steep to see how it affects the performance of their rocket.
Resources
Website about Newton’s laws of motion
http://www.physicsclassroom.com/Physics-Tutorial/Newton-s-Laws
Quiz about Newton’s laws of motion
http://www.quia.com/jq/19675.html
Website about Sir Isaac Newton
http://www.newton.cam.ac.uk/newtlife.html
Balloon rocket site
http://www.smm.org/sln/tf/r/rocket/rocket.html
Science Bob’s website on making a balloon rocket
http://www.sciencebob.com/experiments/balloonrocket.php
Science Off Center’s balloon rocket page
http://www.scienceoffcenter.org/science/162-balloon-rockets
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Alka Seltzer Rocket Lesson
Original Plan by U.S. Space & Rocket Center
Objectives
1. Students will apply understanding of Newton’s third law of motion.
2. Students will build an Alka Seltzer rocket.
3. Students will collect data and share results using correct methods. (Table
and bar graph.)
Materials
•
•
•
•
•
•
•
•
•
•
•
•
Lid snaps into
Empty Film Canisters (Illustration #1)
bottom part.
Black Marker
Water
These canisters
are usually a
Tablespoon
translucent
Alka Seltzer Tablets
white color. Knife/Rulers
Stopwatches
Illustration #1
Masking Tape
Hot Glue Gun
Graph paper
Eye protection
Results Sheet (only for students who cannot create the chart themselves)
Background Information
Alka Seltzer Rocket Construction
1.
This is a simple rocket to build. You need is a film canister, some water
and some Alka Seltzer tablets. The film canister must be the type with
lids that snap into canister part. (see illustration #1)
2. Put 1 tablespoon of water into a film
canister. Mark the water level in the
canister on the outside with a
marker.
3. Place some Alka Seltzer into a
canister filled with water to the line.
Marked Water
Line
Alka Seltzer
Tablet
Upside Down
Canister
Lid
Illustration #2
4. Snap the lid on and turn the canister over. (see Illustration #2)
5. Place the canister in this position on a hard surface. The result is
explosive!
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Procedures
Introduction
1. Hold up one whole Alka Seltzer tablet and ask the class what it is.
2. Make a list of everything the students share.
3. Inform the class that it is an Alka Seltzer tablet. Ask the class to share
what an Alka Seltzer tablet is used for and how it is used.
4. Demonstrate dropping a tablet in a glass of water allowing the class to
see how the tablet bubbles and fizzes.
5. Brainstorm what is causing the reaction that the students see.
6. Verify any suggestions that the tablet reacts with the water, releasing a
gas, causing the fizziness.
7.
Ask students to recall Newton’s third law of motion. (Every action has an
equal but opposite reaction.)
8. Put the class into heterogeneous groups of two to four students.
9. Show the class an empty film canister.
10. Ask the groups to brainstorm ways to use the canister and the Alka
Seltzer tablet to create a rocket. Remind them to think about Newton’s
third law of motion.
11.
After 10 – 15 minutes, have the groups share their ideas. (If the strategy of
putting the tablet with some water in the canister and flipping it upside down is not
suggested, try using the Socratic method or suggest it yourself.)
12. Group the ideas according to similar strategies.
13. Test each strategy suggested in front of the class.
14. Have the class decide on the best strategy to use. (The class inevitably
chooses the correct method because of its explosive results.)
Main Lesson
1. Give each group a film canister.
2. Distribute Alka Seltzer tablets to each group. (If you are teaching older
students, they can break the tablets into the correct amounts using the edge of a
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ruler. If you are working with younger students, use the knife to cut the tablets
before distributing them.)
3. Give out a record sheet for younger students, or a blank piece of graph
paper for older students, and a stopwatch to each group.
4. Have each group predict how long it will take for the canister to launch,
using different size tablets.
5. Tell the students they must test multiple sizes. They must time how
long it takes for the canister to “launch” and record it on their record
sheet.
6. Have the groups do their tests. This is usually best to do outside
because of the mess it creates. Be sure to clean up any Alka Seltzer
residue.
7. Ask each group to write a paragraph describing their results and
comparing the results to their prediction.
8. Have all the groups share their results. Every group should record all the
data reported.
9. Tell each group they must now create a graph showing the times for
each size tablet.
Evaluation
1. Look over each group’s table and graph. For younger students, they
should have filled out the record sheet properly. For older students,
they should have created some sort of table with the correct labels.
Both younger and older students should have created a bar graph with a
title, labels, and an adequate scale. Read their paragraphs. Be sure
their analysis is appropriate.
Conclusion
2. Ask the students how they might be able to use the data collected to
create a multi-stage rocket.
3. Have the groups share their ideas.
4. Let the students try to make and launch a two-stage Alka Seltzer rocket.
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Expansions/Extensions
This activity can have lots of expansions/extensions. Don’t be afraid to
combine different activities or incorporate more research. Here are a few
suggestions:
•
Students can experiment with the amount of water added.
•
Students can experiment using different mixtures that give off a gas (for
example, vinegar and baking soda).
•
Students can build a rocket shaft and fins for the film canister.
•
Students can discuss why a three-stage rocket is not feasible.
•
Students can test other types of canisters to see how the results change.
•
Students can use different temperature water to see how it affects the
results.
Resources
Fun site with a version of the Alka Seltzer rocket on it
http://www.funology.com/alka-seltzer-rockets/
An Alka Seltzer rocket lesson plan
http://www.spacegrant.hawaii.edu/class_acts/AlkaRocket.html
Why does Alka Seltzer Fizz?
http://science.howstuffworks.com/question116.htm
THE site about Alka Seltzer
http://www.alkaseltzer.com
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Soda Bottle Rocket Lesson
Original Plan by U.S. Space & Rocket Center and NASA
Objectives
1. Students will establish their own rocket building company.
2. Students will project a budget.
3. Students will balance a checkbook.
4. Students will build a soda bottle rocket.
5. Students will draw a scale model.
6. Students will collect data and share results using correct methods. (Table
and bar graph.)
Materials
•
•
•
•
•
•
•
•
•
•
•
Small Plastic Bottles (20 oz)
Large Plastic Bottles (2 L)
Cardboard (large and small
sheets)
Poster Board (large and small
sheets)
Fin Board
Construction Paper
Duct Tape
Masking Tape
Cool-melt Glue Gun (low
heat)
Regular Glue
String
•
•
•
•
•
•
•
•
•
•
•
•
•
Yarn
Modeling Clay
Spray Paint (multiple colors)
Goggles
Disposable Gloves
Markers
Plastic Bags
Water
Scale (for weighing)
Altitude Finder
Corporation Packets
Air Pump
Soda Bottle Rocket Launcher
Background Information
Soda Bottle Rocket Construction
Soda bottle rockets are super fun to build and fly surprisingly high. The rockets
can be made with any type of plastic drink bottle with a narrow bottle opening.
You can purchase kits that come with all the supplies to make the rockets or
students can use general art supplies. The plan provided has students create
rockets using general materials.
One of the cool things about soda bottle rockets is that they can be made to be
any shape or form. Rockets do not have to be typical rocket shapes. They can
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be in the shape of a penguin, a bumblebee, or any other form your students
would like to try.
Some hints and suggestions:
•
Use the glue gun to attach fins, nose cones, etc.
•
Invest in a quality launcher.
•
Have students wear goggles during the launch.
•
The clay on the materials list is for use during the stability testing.
•
When using spray paint, have students wear goggles and disposable
gloves.
•
Always pull the launch string away from the viewing area. This prevents
the launch pad from being pulled towards your audience, in case of a
malfunction.
•
Do not discourage choices about rocket designs that may not work. Let
the students learn this on their own.
Procedures
Introduction
1. Ask students to share what they know about how rockets are built.
2. Discuss with students how, in the US, several companies build rockets.
3. Inform the class that they are to start their own rocket building
company.
Main Lesson
1. Put students in heterogeneous groups of three or four.
2. Distribute a Corporation Packet to each group.
3. Review the packet with the class by reading over the Project X Rocket
Plan sheet.
4. Answer any questions the students have.
5. Let them start.
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6. Remind the students that they must pay for the “Rocket Fuel” in
advance, as well as launch port fees.
Evaluation
1. Groups should work cooperatively to complete all the components of the
project. If they finish within budget, they have successfully completed
the project.
Conclusion
1. On flight day, have students fill out the first line of their flight day log
with their own rocket’s information.
2. Each group should weigh its rocket and record this on the first line of
their log.
3. Have each group share their information so each group can record the
data on the remaining lines.
4. Launch the rockets! Remember to wear eye protection.
5. Measure the height of each launch using the altitude finder.
6. Record the results of each launch.
7. Have students graph the height of each launch versus the weight of each
rocket to see if there is any correlation. (Or the average height of the launches
versus the weight of each rocket.)
Expansions/Extensions
•
Students can experiment with the amount of water used at launch time.
•
Students can build their own altitude finders.
•
Students can do multiple launches and average their launch heights
together.
•
Students can compare the results of using traditional rocket parts (such
as nose cone and fins) with not using traditional rocket parts.
•
Students can compare the results of using different size bottles.
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Resources
Plans to make your own bottle rocket launcher
http://www.cse.ucsc.edu/~karplus/abe/soda-bottle-rocket.pdf
NASA plans for a bottle rocket launcher
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Wa
ter_Rocket_Launcher_Directions.html
Detailed bottle rocket plan
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Wa
ter_Rocket_Construction.html
Link to a bottle rocket simulator
http://www.grc.nasa.gov/WWW/K-12/bottlerocket/
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PROJECT X
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PROJECT X ROCKET PLAN
Phase I
1.
2.
3.
4.
5.
6.
7.
Understand project requirements and expectations.
Complete journal cover with company logo.
Complete certification of assumed name in your journal packet.
On rocket checklist, fill in names.
Draw a rough sketch of your rocket.
Complete budget projection sheet.
Write an abstract describing your rocket and its purpose.
Phase II
1. Start rocket construction. EVERYONE on your team should be
busy. Checks have to be written to purchase items. Someone
needs to keep up with the balance sheet. Nose cone, fin
construction, and bottle construction can take place at the same
time.
2. Complete the measurement sheet located in your journal packet.
Phase III
1. Make a scale drawing of rocket. You only need the complete
measurement sheet and grid paper to complete this.
2. Make a silhouette.
3. Find and mark center of mass. (Stability test)
4. Find and mark center of pressure. (Stability test)
5. Make any modeling corrections.
Launch
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State of _____________
Certificate of
Assumed Name
( Fill in the state that you live in.)
All information on this form is
public information.
Please type or print legibly
in black ink.
PROJECT NUMBER _______
1. State the exact name assumed under which the business is or
will be conducted:
_______________________________________________________________
2. List the name and title of all persons conducting business
under the above assumed name:
_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Today's Date: _____________, _________
Filing Fee: a $25 fee must accompany this form.
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PROJECT X ROCKET CHECKLIST & TIMELINE
Date Due
Project journal cover w/ logo
Designed by:
Phase 1
Rocket design (Rough Sketch)
(Entire group should
be involved.)
Facilitator:
Budget projection sheet
Written by:
Abstract
Phases
2-3
Written by:
Checks and balance sheet
Continuous
Two people needed:
(Write checks,
balance checkbook.)
1.
2.
Bottle rocket construction
Construction supervised by:
Phase 2
Nose cone construction
Constructed by:
Fin construction
Constructed by:
Complete measurement sheet
Fins measured by:
Nose cone measured by:
Bottle measured by:
Scale drawing
(Use grid paper)
Drawing completed by:
Phase 3
Silhouette
Cut out by:
Stability test
Conducted by:
Swing test
Conducted by:
Any modeling revisions
Launch Date:
Rocket result sheet
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PROJECT X ROCKET ROUGH SKETCH
Draw a rough sketch of your rocket here.
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PROJECT X ROCKET BUDGET PROJECTION
Record all expenses your company expects to incur below.
You should include design, construction and launch costs.
Item
Quantity
Projected Total Cost:
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PROJECT X ABSTRACT
Your abstract should include the following
information:
• Positive traits about your company that
show that you are committed to building a
quality rocket.
• The purpose of your rocket.
• A brief description of your rocket.
• The projected cost for building your
rocket.
• A projected timeline for finishing your
rocket.
• A statement promising to deliver what you
are describing.
• Your abstract should be typed, double
spaced, using Arial font size 14. Use the
space below to organize your thoughts.
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PROJECT X ROCKET MATERIALS AND PRICE LIST
The following is your materials and price list. Your team has a budget of
$1,000,000. Use money wisely and keep accurate records of all expenditures. Make
sure your NASA consultant has told you if any of the items on the list are not available.
Once you know the items are in stock, you are ready to start. If you use any items not on
the list, the NASA consultant will approve the items. (You will not be charged a fee for
ASKING about these items.) The NASA consultant will decide how much to charge for any
items not on the list. A project delay penalty fee will be assessed for not working
cooperatively or not staying focused. This penalty fee could be as high as $300,000. If
your money runs out, you will be operating in the "red" and this will count against your
team. Use your time and money wisely, and work together as a team! Good luck!
Supplier
Clyde's Bottle Supply
Stanley's Paper Products
Stuck on You Inc.
Strings and Things
Stuff of the Earth
Tony's Paint and Color
Plastic Sheet Goods
Aqua Rocket Fuel Co.
NASA Launch Port
NASA Consultation
Item
Small plastic bottle (20 oz)
Large plastic bottle (2 L)
Cardboard - large sheet
Cardboard - small sheet
Poster board - large sheet
Poster board - small sheet
Fin board - 1 sheet
Construction paper - 1 sheet
Duct tape - 12"
Masking tape - 12"
Use of hot glue - 5 minutes
Use of regular glue - per class
String - 60 cm
Yarn - 60 cm
Modeling Clay
Spray paint - per object
Use of markers - per class
1 plastic bag
Half a bottle
Launch
Questions
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Market
Price
$200,000
$400,000
$25,000
$15,000
$40,000
$25,000
$30,000
$10,000
$60,000
$50,000
$30,000
$40,000
$10,000
$15,000
$10,000
$40,000
$50,000
$300
$5,000
$100,000
$3,000
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PROJECT X ROCKET CHECKING ACCOUNT
BALANCE SHEET (PAGE 1)
Company Name: __________________________________________
(Be sure to record every purchase and subtract the purchases from your
balance.)
Check
Number
Date
Amount
To
STARTING BALANCE:
Balance
$1,000,000
Balance to be transferred to page 2:
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PROJECT X ROCKET CHECKING ACCOUNT
BALANCE SHEET (PAGE 2)
Company Name: __________________________________________
(Be sure to record every purchase and subtract the purchases from your
balance.)
Check
Number
Date
Amount
To
Balance from page 1:
Balance
-
Final Balance:
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____________________________________________________________ Dollars
For _______________________
__________________________________
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102
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$
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For _______________________
__________________________________
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For _______________________
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$
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__________________________________
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110
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012210432 5103394434 0111
112
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012210432 5103394434 0112
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PROJECT X ROCKET MEASUREMENTS
Project No. __________
Date _______________
Company Name: ____________________________________
Use metric measurements to measure and record the
data in the blanks below. Be sure to accurately
measure all parts of the rocket.
Object
Bottle
Neck of bottle
Nose cone
Width of bottle
Length
Width
Circumference
(p x d)
Using the supplied grid sheet, draw a side, top, and bottom view of your rocket,
to scale (1 square = 2 cm), based on the measurements recorded above.
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PROJECT X ROCKET SCALE DRAWING
(1 square = 2 cm)
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PROJECT X ROCKET STABILITY TEST
A rocket that flies straight through the air is said to be a
stable rocket. A rocket that veers off course or tumbles wildly
is said to be an unstable rocket. The difference between the
flight of a stable and unstable rocket depends upon its design.
All rockets have two distinct "centers." The first is the center
of mass. This is a point about which the rocket balances. If you
could place a ruler edge under this point, the rocket would
balance horizontally like a seesaw. What this means is that half
of the mass of the rocket is on one side of the ruler edge and
half is on the other. Center of mass is important to a rocket's
design because if a rocket is unstable, the rocket will tumble
about this center.
The other center in a rocket is the center of pressure. This
is a point where half of the surface area of a rocket is on one
side and half is on the other. The center of pressure differs
from center of mass in that its location is not affected by the
placement of payloads in the rocket. This is just a point based
on the surface of the rocket, not what is inside. During flight,
the pressure of air rushing past the rocket will balance half on
one side of this point and half on the other. You can determine
the center of pressure by cutting out an exact silhouette of the
rocket from cardboard and balancing it on a ruler edge.
The positioning of the center of mass and the center of
pressure on a rocket is critical to its stability. The center of
mass should be towards the rocket's nose and the center of
pressure should be towards the rocket's tail for the rocket to
fly straight. That is because the lower end of the rocket
(starting with the center of mass and going downward) has more
surface area than the upper end (starting with the center of
mass and going upward). When the rocket flies, more air
pressure exists on the lower end of the rocket than on the
upper end. Air pressure will keep the lower end down and the
upper end up. If the center of mass and the center of pressure
are in the same place, neither end of the rocket will point
upward. The rocket will be unstable and tumble.
Stability Determination Instructions
1. Tie a string loop around the middle of your rocket. Tie a
second string to the first so that you can pick it up.
Slide the string loop to a position where the rocket
balances. You may have to temporarily tape the nose cone
in place to keep it from falling off.
2. Draw a straight line across the scale diagram of the
rocket you made earlier to show where the string's position
is. Mark the middle of the line with a dot. This is the
rocket's center of mass.
3. Lay your rocket on a piece of cardboard. Carefully trace
the rocket on the cardboard and cut it out.
4. Lay the cardboard silhouette you just cut out on the
ruler and balance it.
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5. Draw a straight line across the diagram of your rocket
where the ruler is. Mark the middle of this line with a dot.
This is the center of pressure of the rocket.
Center of Mass Test
Center of Pressure Test
If your center of mass is in front of the center of
pressure, your rocket should be stable. Proceed to the swing
test. If the two centers are next to or on top of each other,
add more clay to the nosecone of the rocket. This will move the
center of mass forward. Repeat steps 2 and 3 and then proceed
to the swing test.
Swing Test:
1. Tape the string loop you tied around your rocket in the
previous set of instructions so that it does not slip.
2. While standing in an open place, slowly begin swinging your
rocket in a circle. If the rocket points in the direction you
are swinging it, the rocket is stable. If not, add more clay to
the rocket nose cone or replace the rocket fins with larger
ones. Repeat the stability determination instructions and
then repeat the swing test.
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PROJECT X ROCKET FLIGHT DAY LOG
IF YOU DO MORE THAN ONE LAUNCH, YOU MUST AVERAGE THE RESULTS.
TEAM NAME
PROJECT
NUMBER
TOTAL
ROCKET ROCKET
WEIGHT
LENGTH
LAUNCH HEIGHT
1
ST
2
ND
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3
RD
HEIGHT
AVERAGE
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PROJECT X ROCKET
HEIGHT OF LAUNCH VS. WEIGHT GRAPH
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Model Rocketry
I did not include a specific lesson on using model rocketry. I have only
used it as part of the previous lesson, replacing the soda bottle rocket. You
can replace the materials on the Materials and Price List with the parts of the
model rockets. An Estes Viking class model rocket is great for this because of
the multiple fin arrangements.
Model rocketry can be used for many other lesson ideas. The value of
using them is in the excitement they generate among students. All kinds of
projects can be developed using model rockets.
•
Have students write stories about their rocket landing in a strange place.
•
Have students compare different model rocket styles.
•
Have students compare the different engine types.
•
Have students research how model rockets work.
•
All of Newton’s laws of motion can be explored using model rocketry.
•
Discuss the design of different model rockets.
•
Plot trajectories and try to hit targets.
Resources
Model rocketry educational site from Apogee rocket kits
http://www.apogeerockets.com/Edu/Teaching_Tips
Lots of model rocketry info from Estes Rockets
http://www.estesrockets.com/
Aerospace Activities and Lesson by NASA
http://www.grc.nasa.gov/WWW/K-12/aeroact.htm
Pitsco’s R2K Rocket Kit
http://www.pitsco.com/R2K_Bottle_Rocket?sku=W20758
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Troubleshooting
With every new lesson we try, we always come across problems. Below
are some issues I have run across when trying to implement this lesson.
•
If you do not have any budget to work with, have students bring in
materials from home or purchase rocket kits. The kits are relatively
inexpensive.
•
If there is no link to your current curriculum for this activity, do this
lesson as a “Space/Rocketry Club” after school. It is also good as a one or
two-week summer camp.
•
If you do not have a safe place to launch your rockets, celebrate a
rocketry day at a local baseball field or other large area. Try to get
several schools in your area to participate.
•
If you teach a specialized class with special needs students, you can assist
students in making the rockets.
•
Remember to always wear eye protection when working with projectiles.
It is a hard lesson to learn if you do not take proper precautionary
measures.
Other Ideas
There are so many ways to expand or extend this type of project. Here
are just a few more ideas:
•
Have students build model rockets from scratch. No kits allowed.
•
Have students research different NASA mission and build scale models of
the rockets used for each mission. Have them discuss the reason behind
the choice of the rocket used.
•
Map out on a blacktop the lengths of actual rockets used on NASA
missions.
•
Read the book “Rocket Boys” by Homer Hickam while working on model
rockets. Watch the movie “October Sky” to compare and contrast it to
the book.
•
Scan the logos for each team’s company and put them on that team’s
checks. You can also add the company name. (Example on next page.)
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Eagles #1 Fan 101
Date: _______________
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For ___________________
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Eagles #1 Fan 102
Date: _______________
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______________________________________
012210432 5103394434 0102
Eagles #1 Fan 103
Date: _______________
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______________________________________
012210432 5103394434 0103
Eagles #1 Fan 104
Date: _______________
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$
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For ___________________
______________________________________
012210432 5103394434 0104
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Appendix I - Gamification
Gamification is the practice of incorporating elements from gaming into
a non-gaming activity. It is a practice being implemented by many businesses
to increase their productivity, sales, or visibility. It can be used in the
classroom to improve student focus and motivation. Below is a the beginning
of the gamification process for the Rocket Corporation Activity. I plan to
develop all these activities with a gamification piece.
Gamification necessitates reflection on the 6 D’s, as described in For
The Win, by Kevin Werbach and Dan Hunter.
1. Describe business objectives – just that, list your objectives.
2. Delineate target behaviors – list specific behaviors you want to
increase/decrease by using aspects of gaming.
3. Describe your players – who is playing the game?
4. Devise activity cycles – what will players do as part of the game?
5. Don’t forget the fun – it is supposed to be game-like.
6. Deploy the appropriate tools – make sure there are resources to
help the players track their participation in the game.
In the classroom this 6 D’s change a little, but not that much.
1. Describe objectives – list your objectives of the activity.
2. Delineate target behaviors – list specific behaviors you want to
increase/decrease by using aspects of gaming that improve
students’ success of reaching the objectives.
3. Describe your players – your students.
4. Devise activity cycles – what parts of the lessons will act as
features of the game.
5. Don’t forget the fun – by using gamification, hopefully you ARE
adding fun.
6. Deploy the appropriate tools – this can be something as simple as
a chart on a bulletin board or as complex as some sort of tech
resource.
Gamification is an emerging idea and can enhance many aspects of your
classroom from behavior to motivation.
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Appendix II – Rocket Corporation Game
Objective
•
Complete the Rocket Corporation project at a high level, maintaining
high standards for all parts of the project.
Behaviors
•
•
•
•
Use of correct grammar and spelling on all written parts
Creative ideas and innovative designs
Cooperation among team members
Realistic and accurate budget monitoring
Players
•
3rd – 8th grade students
Activities
•
•
•
•
•
Editing of written responses
Developing creative plans and designs
Projecting and balancing a budget
Creating sketches and scale drawings
Planning and working together as a team
Fun
•
•
Collecting of badges
Building and launching a rocket
Tools
•
•
Chart tracking teams progress in room
Place in packet to store badges
Game Description
Students will earn badges for completing activities as part of the Rocket
Corporation project. The badges will give their teams status and motivate
them to complete each part of the project at a high level. The team with the
most badges at the end of the project with a successful rocket launch will be
crowned Rocket Scientists.
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Badges – These can be stickers or actual badges made with a button maker.
•
Editor-in-Chief – No grammar or spelling errors, one per team
•
Master Salesman – Team with the best abstract as voted on by class
through a blind survey, one per class
•
Fiscally Responsible – Teams that do not go over project budget, one per
team
•
Master Budgeter – Team that comes in the most below projected
budget, one per class
•
Doodler Extraordinaire – Detailed drawings, one per team
•
Blueprint Guru – Most accurate rocket based on initial sketch, one per
class
•
Thumbs Up – Randomly given to teams working well together, unlimited
per team
•
Go Team Go – Team who receives the most Thumbs Up badges, one per
class
•
Party Planner – Teams who stay on task and complete tasks as planned
out on timeline, one per team
•
Time Master – Teams that complete project ahead of schedule, one per
team
•
To Infinity and Beyond – Highest rocket launch, one per class
•
Thrift Master – Successful rocket built for the least amount of money,
one per class
•
Party Time Master – Team that completes successful project the fastest,
one per class
•
Rocket Scientists – Team with a successful launch and the most badges,
one per class
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