Lesson 1: Rocket Probe Delivery
Developed By: Caleb Miller and Rich Lund
NASA SimAero Program 2011
Teacher’s Guide
Lesson #1 Overview and Content Focus
The unit begins with lesson #1 which will focus on the utilization of a computer simulation
(“Projectile Motion” provided by PhET Interactive Simulations, University of Colorado) to aid in the
student’s design and launch of an air powered rocket, with the goal of attaining a specific height.
The students will first be introduced to the excitement of rocketry through the NASA supplied online
video, Apollo 11 Introduction. Students are then placed into groups (development and design
teams), whom they will be working together with for the entire unit. The student groups are also
given a classroom “budget” which will be used for supplies, consultations with the teacher, and
launch trials. The groups will be trained (for free) on how to use the simulation program in order to
run several launch trials, and learn from them how to better design their rockets. The budget will
introduce to the groups the idea of accountability in their efforts, and the strong advantage to
simulating experiments before running the realistic and costly ones.
Grade Level and Student Prerequisites
Intended for use with 9th or 10th grade Physical Science courses.
Prerequisites
It is expected that the students will already be proficient with the following:
 Knowledge of the Scientific Method
 Navigation of internet web browsers
 Measurement of angles with a protractor
 Understanding use of tangents
 Efficient use of construction materials
Learning Objectives
Upon completion of this lesson, students will be able to:








Have a deeper understanding of engineering design
Successfully use altitude tracking to measure/estimate height
Compare and contrast simulated and actual results
Recognize significant and insignificant limitations of models/simulations
Work within the confines of a realistic budget, always keeping cost in mind
Log and report both simulated and field data
Apply trigonometric functions to analyze field data
Use experiences to effectively describe in detail their conclusions
Materials and Resources
Handouts
 Altitude Tracking Worksheet
 PhET Sim Projectile Motion Data Sheet
 Air Powered PVC Launcher Construction Sheet
 Paper Rocket Construction Sheet
 Project Budget Tracking Record
 A Brief History of the Rocket
Internet
 NASA’s website http://www.nasa.gov
 PhET Interactive Simulations http://phet.colorado.edu/en/simulation/projectile-motion
Equipment
 Construction paper
 Classroom supply of 1” diameter, 1.5 ft. length pvc pipes (one per group)
 Scissors
 Tape
 Pennies for mass (up to 10 per group)
 Computer
 Java Application
 Electronic or Triple Beam Balance Mass Scale
 Projector
 Calculator
 Tape measure (either 1 per team or classroom device already set out on field)
 NASA supplied altitude tracker (for construction instructions, see “Altitude Tracking
Worksheet” in the Resource Pages)
 Air powered PVC launcher (for construction instructions, see Resource Pages)
 1-3 empty 2-Liter polymer soda bottles per group
Time Required
The time required for this lesson will be variable depending upon student/class ability with the
material. It is estimated, however, that Lesson #1 will take approximately 3 – 5 days.
More detailed time analysis is presented within the procedure that follows.
Procedure
Rocket Launch Technology Introduction (20 Minutes)
Begin your lesson with some inquiry to students’ current knowledge of rocket technology and
history. Some examples may include:
 How would you define a “rocket” in your own words?
 Why do we describe rockets “launching” instead of just “taking off” like with an airplane?
 What have historically rockets been used for?
 What are some modern day uses of rockets?
One or more of the questions may be shown on the board, along with reasonable answers the
classroom agrees upon. At some point, one or more students will have brought up NASA’s use of
rocket systems.
Using either a classroom projector or similar technology, play the Apollo 11 Introduction Video
http://mfile.akamai.com/20356/mov/etouchsyst2.download.akamai.com/18355/qt.nasaglobal/apollo40/Apollo_11_Intro.mov (Quicktime)
OR
http://www.youtube.com/watch?v=8pwtA_w6iOc (Youtube)
At this time, inform the class that they have now been hired by NASA to work within rocket division.
They shall work within groups (3-4 recommended) to design, construct, run simulations with, and
finally launch their group’s rocket. The end goal of the rocket is to reach a specific height range, at
which time, a solar probe will be deployed. They will be able to choose from amongst four
(suggested; see “Air Powered PVC Launcher Construction Sheet) different angles to initially launch
their rocket from, along with the design and mass of their rocket. Explain to them as well that their
groups have each been given a budget, and are now in competition with each other to have the
highest level of success in their mission. Success will not only include attaining the desired height
range, but also shall take into consideration how much of their budget they were able to conserve.
Their beginning budget for this project is: $150,000,000. (suggested)
Activity – Rocket Design and Construction (40 minutes)
Prior to this activity, you will need to construct your own paper rocket, and pvc launch system. (For
both, see Resource Pages).
Show your students your rocket (or rockets) that you have already constructed, and explain to
them the way in which it shall launch from the pvc launcher. (A quick “mini” demonstration
involving just one short piece of 1” pvc and an empty 20 oz. soda bottle can show the principle.)
Explain to the students that they will have (within reason) an unlimited amount of construction
materials, but they do have a limited budget, and just like real development teams, they will need
to conserve it. Explain to the students that for optimal trajectory, they will need less air resistance,
which can be achieved with more mass (pennies placed within the nose cone). How many is
enough vs. too expensive is something they will have to discuss within their group.
The items listed shall cost the following amounts:
 Scissor Rental = $2,500,000
 Tape Usage (within reason) = $1,000,000
 One sheet of rocket body construction paper = $312,500
 One half sheet of nose cone construction paper = $150,000
 One half sheet of fin construction paper = $150,000
 1 Penny (for added mass) = $100,000
 ANY expert consultation (question to the teacher) = $100,000
It should also be explained to the students that these are the only “NASA approved” materials.
They cannot use their own materials for rocket construction. If they have questions at first, inform
them that they are encouraged to discuss them within their group, for if they feel they must ask you
for some guidance, it will cost them the consultation fee.
Hand out to them the Project Budget Tracking Record (see Resource Pages) which they will fill
out and submit to you in order to receive their materials. They will have the remaining time in class
to discuss the design of their rockets, project their expenditures, and construct their rockets.
Activity – Launch Simulations (40 minutes)
Ask students to discuss the victories and difficulties the encountered during their rocket design and
construction within their group, and then ask each group to nominate one person to share their
findings with the class in a round robin style. Ask such probing questions as “What was the
process your team used to solve the disagreement,” and, “Was there a feeling of completion as a
team after certain steps?” Another great avenue to open up at this time would be how the groups
feel about the current status of their budget.
Discuss with students in a leading, inquisitive way, if they would like to run some simulations, or
just go ahead and launch then and there. Likely, many students would love to see it launch
immediately. Ask them again to consider the budget and the desire for success in this project. If
each launch costs a considerable amount of their budget and if each launch risks damage to their
craft, what are the advantages to using a simulation? Remind the students also that they have 4-6
options for initial angles. Ask, what if only the fourth one chosen provides them with the desired
height? How would that affect their budget?
With either one computer per group or per student, have students load the PhET Interactive
Simulations website provided by the University of Colorado, and find and run the “Projectile
Motion” simulation. (Or see direct link above in the Internet section.) Pass out to each group a
copy of the “PhET Sim Projectile Motion Student Data Sheet” (see Resource Pages) and have
them follow the instructions. While they are to record as many simulations as the sheet provides
so that they can draw conclusions from the data as to the best angle, emphasize to them that they
can do as many simulations as time allows and that their “NASA division” is supplementing the
cost of the simulation software so it will not affect their budget. They should run and record as
many simulations as needed until they know which initial angle they would like to launch with.
Activity – Ready For Lift-off! Air Powered Rocket Launching (45 minutes)
Prior to this activity, you will need to have constructed the Air Powered PVC Launcher (for
instructions, see Resource Pages). In addition, either have previously constructed, or have
students construct the Altitude Tracker (see Resource Pages). Whether they have just built the
Altitude Tracker or are using pre-built ones, time should be devoted to explaining the concept of
how they function for estimating height using tangents and right triangles. (Explanation of how the
Altitude Tracker function is included in the Resource Pages.)
Optional Activity – Take students to an object that has a known height, such as the school’s
flagpole and have them practice with the Altitude Tracker. See if they can estimate the true value
of the height of the flagpole.
Teams should now be ready to launch, measure, and collect data from their flight. Refresh their
memory that the goal is to reach the desired height range (10m-12m suggested) so that their
rocket will deploy the solar probe at that height when the rocket has minimal velocity. Remind
them that they wish to minimize the errors that can occur, so each member of the group should
know what their duty is during the launch (stepping on the 2-Liter bottle, viewing through the
Altitude Tracker tube, measuring the angle, etc.). Hand out to each team the “Rocket Field Launch
Student Data Table” (found in the “Altitude Tracking Worksheet” in the Resource Pages). You will
also need either a tape measure per group or a field tape measure to lay out for all teams to
measure the distance from launch site to landing site.
Have students use the launcher one group at a time (one launch at a time) and measure and
record their data. Each group must purchase from their “budget” one 2-Liter bottle for launching.
(After each launch, the bottle will depreciate in structural integrity. They have the option, if they
require more than one launch, to purchase a new 2-Liter bottle or to continue using the original.)
The budget will be affected as follows:
 Cost per launch: $15,000,000
 Cost per 2-Liter bottle: $5,000,000
As students collect their data, after each launch they will want to calculate on site if they have
achieved the success height or not. Remind them that they will need to show their work for their
calculations to verify to you that they performed them correctly. If they were unsuccessful, they will
need to try new angles, and pay for additional launches. They will have to deal with the reality that
this is the time that the launch site is available, and going back to the simulation stage isn’t always
an option.
Teacher Suggestion: Record some video of your students’ flights for later analysis, and/or posting
on your classroom website.
Rocket Launch Technology Debriefing (20 minutes)
Have a classroom discussion about the success they had (or may not have had) with their rockets.
It would also be important to bring up at this time the concept of the benefits and the limitations of
models and simulations. Ask the students, how, specifically, did the simulation help them. Have
them reflect on how many additional launches they may have needed if they had not simulated the
launch first. Next, explain to them that every model/simulation has limitations, some of which are
significant, some of which are not. Have them name one or more limitations that the simulations
had, and whether it was a significant limitation or not. Categorize the limitations that they mention
on the board as being either significant or not.
Taking It Further – “You Are Here”: Where Rockets Were, Are, and Are Going (25 Minutes)
Pass out to the students copies of “A Brief History of the Rocket” which shows a progression of
advancements in rocket technology. Using “Popcorn Style” or another method, have students read
aloud to the class the review of the history of rocket technology.
Next, view as much of the video NASA Ares I-X Rocket Launch Wed, 28 Oct 2009
http://www.youtube.com/watch?v=vQvl0pY8GkM&playnext=1&list=PLA8F184B8713B7532
as you feel adequate, which will showcase the modern technology of rockets (as of 2009) with the
launch of the NASA Ares I-X rocket. (Entire video is 7 minutes, 47 seconds.)
After the video, elicit some responses from your students with the following questions:
 What would you say is the most important thing rockets have been used for and why?
 What have rockets not yet been used for, but could be used for today?
 What yet-to-be invented technology could be paired with rockets to do something amazing,
and exactly what amazing thing would that be?
Suggested homework could be any of the following ideas, or, give the students options amongst
the list. The time needed to complete the projects will vary depending upon what is assigned.
Suggested options include*:





Construct models of historical rockets. Use scrap materials for the models such as: Mailing
tubes, Tubes from paper rolls, Spools Coffee creamer packages (small plastic containers
that look like rocket engine nozzles), Cardboard Egg-shaped hosiery packages (for nose
cones), Styrofoam cones, spheres, and cylinders, Glue, Tape.
Use rockets as a theme for artwork. Utilize perspective and vanishing point by choosing
unusual angles, such as a birds-eye view for picturing rocket launches.
Research the reasons why so many different rockets have been used for space exploration.
Design the next generation of spaceships.
In a research paper format, compare rockets in science fiction with actual, historical rockets.
*Source: http://www.grc.nasa.gov/WWW/K-12/TRC/Rockets/altitude_tracking.html
Students Assessment(s)
Students shall be assessed based upon the “budget”, and the following:
 Completion and detail of Altitude Tracking Worksheet
 Completion of PhET Sim Projectile Motion Data Sheet
Alignment with National and State Standards
(See Unit Plan)
Student Resource Pages
(See attachments)