Predicting & Testing Variables That Affect Range
(Straw Rockets).
Lab Description
 Students are asked to define “range” in their own
words
 Students are presented the materials and show how
the rockets are launched
 Students are asked to make a list of variables that
might affect the “range” of the straw rocket
 Students are then asked to devise a method for testing
the variables and record all results
 Students are asked to write a one-page summary of
their procedure and conclusions
Lab Description – cont.
 List of supplies;
 Straws
 Clay
 Note cards
 Hot glue guns & scissors
 Triple beam balances & meter sticks
 Launch apparatus
Goals – general goals
 Students will test their understanding of “range” as
related to projectile motion
 Students will use the Scientific Process to develop an
experiment with procedure and test variables
 Students will develop a correct understanding of
“range” for projectile motion
How would I use this in class
 Introductory guided inquiry-based lab
 Used to introduce projectile motion
 Used as a student developed experiment
Standards & Frameworks

Physical Science:
 Strand: Physics
 P.6.PS.1 – Analyze how force affects motion (one-dimension (linear) and two-dimension
(projectile and rotational))
 P.6.PS.7 – Design and conduct investigations demonstrating Newton’s first law of motion
 P.6.PS.8 – Design and conduct investigations demonstrating Newton’s second law of motion
 P.6.PS.9 – Design and conduct investigations demonstrating Newton’s third law of motion
 Strand: Nature of Science
 NS.10.PS.1 - Develop and explain the appropriate procedure, controls, and variables
(dependent and independent) in scientific experimentation
 NS.10.PS.2 - Research and apply appropriate safety precautions (refer to ADE Guidelines)
when designing and/or conducting scientific investigations
 NS.10.PS.3 – Identify sources of bias that could affect experimental outcome
 NS.10.PS.4 - Gather and analyze data using appropriate summary statistics
 NS.10.PS.5 - Formulate valid conclusions without bias
 NS.10.PS.6 – Communicate experimental results using appropriate reports, figures, and
tables

See http://arkansased.org/educators/curriculum/frameworks.html#science for more details.
Adaptations and Q(s)
 Hit the target competition – students will use their
knowledge gained in this activity to compete to hit a
target for bonus points on an exam. Time limit for
building rocket ad limit on number of launches.
 Mathematical model of projectile motion – (PLC
activity with math teacher) – students will use data
collected in the physics class to graph and develop a
mathematical model of projectile motion.
Spring Presentation Slides
 The following slides are the results of performing the
experiment with my students in the classroom.
 This is my Spring 2011 MSP follow-up presentation.
Range
 Students were asked to write a definition of “range” for
their straw rockets.
 Sample Definitions:
 “Range is the distance the rocket will travel.”
 “Range is how far my rocket will fly.”
 “The distance in the air my rockets moves is called
range.”
Variable Predictions
 Students were asked to make predictions about the
variables that would affect the “range” of their straw
rockets.
 Sample list of variables chosen by the students:
 Length of the straw
 Amount of clay in the nosecone
 How high I lift the launcher
 The angle of the launcher
 The design of the fins
 Wind
Testing
Your
Predictions
 Students were asked to test their predictions and
organize the results in a table.
 Sample table for angle of launcher
Angle (Degrees)
Distance (m)
30
8.95
35
9.32
40
9.76
45
10.05
50
9.82
60
9.12
 Sample table for length of straw with 15 grams of clay for
nosecone
Length of Straw (m)
Distance (m)
.30
8.54
.27
8.46
.24
8.21
.21
8.05
.18
7.62
Conclusion Statements
 Students were asked to make conclusion statements
about the variables they choose to test.
 “The length of the straw matters. The shorter the straw
the more wobbly the path. So the shorter the distance.”
 “The angle makes a big difference. The longest distance
was around 45 degrees.”
Student reactions to the lab
 “Making the rockets was so much fun!”
 “I liked when one stuck to the ceiling.”
 “It was cool!”
 “I liked changing the angle and trying different heights
for the launcher.”
Teaching Moments
 One group of students tried gluing on 6 or 7 pairs of
fins and found the weight made a bigger difference
than the number and size of the fins.
 One group was trying to test if the air made a
difference. I suggested taping different size note cards
to the nosecone.
Future Changes
 Allow two days for students to test all of the variables
they chose.
 Combine all the data into one chart.
 Have the students look for trends in the data.