‘degrees that work, Advanced Manufacturing’
Lesson Planning Guide – Science
Unit: Reasoning and Analysis
Competency: The student will apply scientific principles to problem-solve and
enhance the movement of a balloon rocket.
PA Academic Standards Included: 1.5.6A, B, F; 1.6.6A; 2.2.6B; S.6.A.1.1.1
Grade Level: 6th
Approximate Time: Three 45-minute periods
Big Idea: Applying knowledge of scientific principles can improve the design and
performance of products.
Essential Question: How can changes in design improve the performance of products?
Performance Standards
Performance Standard
Suggested Evaluation Method
1. Students will be able to identify and describe at least 3
applications of Newton’s Laws of Motion, as demonstrated
within the video with 100% accuracy as evaluated by the
teacher.
Written evaluation: completion of
table
2. Students will work together in pairs to apply Newton’s Laws
of Motion and manufacturing concepts discussed in the video,
to design and construct a balloon rocket car, achieving a 90%
or higher on the related rubric.
Product/Performance evaluation:
rubric
3. Students will compose a paragraph reflecting on their
experiences that compares and contrasts their car
design/construction task with that of the students featured in
the video, with 90% accuracy as evaluated by the teacher.
Written evaluation: completion of
task analysis sheet
Suggested Projects
None
V1011
Pennsylvania College of Technology
Unit: Reasoning and Analysis
Competency: The student will apply scientific principles to problem-solve and enhance the movement of a
balloon rocket.
Page 3
Multiple Intelligence Types
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Interpersonal
Resources
1. Website - Elements of Physics; Newton’s Three Laws of Motion
How Stuff Works Videos: http://videos.howstuffworks.com/hsw/17164-elements-ofphysics-newtons-three-laws-of-motion-video.htm
2. Website - Newton’s Laws of Motion
http://www.brainpop.com (available by subscription)
3. Video – ‘degrees that work’: Advanced Manufacturing
http://www.pct.edu/degreesthatwork/advancedmanufacturing.htm
4. Video Analysis Chart - Going Off-Road With Sir Isaac Newton
See attached
5. Video clips - You Tube
http://www.youtube.com (teacher selected)
6. Task Packet - Balloon Rocket Car
See attached
7. Rubric - Balloon Rocket Cars
See attached
8. Data collection chart - Balloon Rocket Cars
See attached
9. Task analysis sheet - Task Summary/Reflection
See attached
Equipment/Materials/Software
1. Computer with internet access and projector
Any supplier
2. Car construction parts (wooden axle rods, wheels, bendable and straight straws, popsicle
sticks, 9” balloons, rubber bands)
Any supplier
3. Race set-up elements/data collection devices (stopwatch, measuring tape, calculator,
masking tape, etc.)
Any supplier
V1011
Pennsylvania College of Technology
Unit: Reasoning and Analysis
Competency: The student will apply scientific principles to problem-solve and enhance the movement of a
balloon rocket.
Page 4
Suggested Learning Sequence
Strategy
Performance
Standard 1
Introduction
Activity
Presentation/
Discussion
Performance
Standard 2
Introduction
Activity/
Assignment
Performance/
Evaluation
Performance
Standard 3
Introduction
V1011
Outline
Resources/Equipment
Students will be able to identify and describe at least 3 applications of Newton’s
Laws of Motion, as demonstrated within the video with 100% accuracy as
evaluated by the teacher.
Review Newton’s Laws of Motion, using a short webResource #1 and/or #2
based video.
Equipment #1
View video “’degrees that work’: Advanced
Resource #3
Manufacturing.” At the conclusion of the video, have
Resource #4
students work in pairs to analyze the video, identifying
Equipment #1
and describing examples of any or all of Newton’s Laws
of Motion. Have them record the information in the
chart provided.
Have the student pairs will share the information they
Resource #4
have collected in their chart with another pair of
students. Have pairs of students share an application
they have identified, while getting one new application
from the pair with whom they have shared. A large
group discussion will follow.
Related Academic Standard: 1.6.6A
Students will work together in pairs to apply Newton’s Laws of Motion and
manufacturing concepts discussed in the video, to design and construct a balloon
rocket car, achieving an 90% or higher on the related rubric.
Review the task description with the students. View
Resource #5
video clips of balloon cars constructed by other students, Resource #6
as well as photographs of sample cars. Have students
Resource #7
generate a preliminary sketch of their vehicle in the task Equipment #1
packet provided and identify proposed materials they
will be using, in addition to the materials to be provided
for all students by the teacher. Review the evaluation
rubric as a class so students are clear about the criteria
for which they will be evaluated.
Have the student pairs construct the balloon vehicle,
Resource #6
using guidelines outlined in the task packet provided.
Equipment #2
Cars will compete against one another in a distance
Equipment #3
event.
Evaluate the performance of the vehicle and the
Resource #6
problem-solving processes employed during the
Resource #7
construction process. Use data collected to make
Resource #8
calculations, as specified. Record information within
Equipment #3
the packet provided and report calculations to teacher
for recording/analysis as per competition guidelines.
Related Academic Standard: 2.2.6B; S.6.A.1.1.1
Students will compose a paragraph reflecting on their experiences that compares
and contrasts their car design/construction task with that of the students
featured in the video, with 90% accuracy as evaluated by the teacher.
Lead students in a discussion of the design and
construction process they recently experienced. Focus
Pennsylvania College of Technology
Unit: Reasoning and Analysis
Competency: The student will apply scientific principles to problem-solve and enhance the movement of a
balloon rocket.
the discussion on comparing the processes with which
they were engaged, with those in other career paths that
involve elements of manufacturing. Record the ideas of
the group on the board.
Related Academic Standard: 1.6.6A
Using the summary sheet, instruct students to compose a
paragraph that compares and contrasts their experience
with that of the students featured in ’degrees that work’:
Advanced Manufacturing.” Review student’s writing
for proper content, grammar and conventions.
Related Academic Standards: 1.5.6A, B, F
Activity
Page 5
Resource #9
Related Worksite/Work Based Activities
None
Additional Resources
1.
Website - Brainpop.com
http://www.brainpop.com (Newton’s Laws)
WHERE TO
W
H
E
R
E
T
O
V1011
Students will be provided with an overview at the beginning of the activity, which
helps to connect this activity to future career plans. Students will be provided with
a sample of the rubric that will be used to evaluate performance.
Students’ interest will be hooked and maintained as they participate in a hands-on
design and construction process, culminating with a class competition. Students
will also be asked to provide a personal reflection of their experiences.
Students will engage in manufacturing a vehicle, requiring application of
mathematics and science knowledge and skills, specifically Newton’s Laws of
Motion.
Students will be required to evaluate their vehicle’s performance and the
performance of their classmates’ vehicles, specifically pinpointing what could have
been done differently to improve the distance it traveled. Students also will be
asked to compose a paragraph that addresses specific questions that require precise
reflection of the process, product and how it relates to the video viewed to begin the
lesson, as well as possible career paths.
Students will be evaluated with a multi-dimensional rubric, which they will be
given ahead of time.
Additional hands-on guidance will be provided for students who may need it. Also,
additional time will be provided for students with special needs, as per their
individualized education plan. When more extensive writing is required, those
with difficulties in this area will be permitted to use a computer to type their
response, and/or orally communicate their thoughts, while they are recorded.
The lesson will begin by having students view a few short, engaging videos. These
will be followed by a related discussion of the content. A hands-on activity
(vehicle construction/competition) will then take place. Reflection of the entire
process will then be requested, focusing on self-evaluation and tying all elements
together.
Pennsylvania College of Technology
Unit: Reasoning and Analysis
Competency: The student will apply scientific principles to problem-solve and enhance the movement of a
balloon rocket.
Page 6
______________________________
This planning guide was written by Abbey Flick, Middle School Teacher, Central Columbia
Middle School, Bloomsburg, PA.
V1011
Pennsylvania College of Technology
Resource #4
Name: _______________________________________________________________________________________________
Going Off-Road
With
Sir Isaac Newton
Consider the video you just viewed, ’degrees that work’: Advanced
Manufacturing. Select at least 3 elements or events you viewed from the video that
demonstrate direct application of at least one of Newton’s Laws of Motion. Using the
chart provided below, list the element or event you observed in the video, the law
demonstrated and a brief explanation of how the element and law are linked.
Explanation
Video
Element/Event
Newton’s Law
Demonstrated
Note: Add additional examples as classmates share their ideas.
Resource #6
Balloon Rocket Car
A rocket is simply a chamber filled with pressurized gas. A small opening called a nozzle allows
the air to escape, causing thrust that propels the rocket. You can demonstrate this when you
blow up a balloon and let it go without tying it off. The balloon will fly through the air as all the
air inside escapes.
Sir Isaac Newton laid the foundation for the modern science of rocketry near the end of the
17th century. Newton's Laws of Motion are essential to rocket flight. Here are two of them:
Newton’s Third Law of Motion:
"For every action there is an equal but opposite reaction." When an action takes place, like
gases escaping from the rocket, a reaction follows - the rocket rises in the air.
Newton’s First Law of Motion:
"Objects at rest will stay at rest and objects in motion will stay in motion in a straight line
unless acted upon by an unbalanced force." In other words, the forces pushing a rocket up must
be stronger than the force of gravity pulling it down.
The principles of rocketry apply to more than flying rockets - with this project you can
make a "rocket car" that is powered by pressurized gas (air in a balloon!).
1
Resource #6
GOAL:
Apply physical science and basic manufacturing concepts to
build a “balloon-powered rocket car” that will travel the farthest
distance from a starting point.
GUIDELINES AND RULES:
Your challenge is to construct a vehicle powered only by the release of air from the
attached balloon. You and a partner will be provided with a bag of materials that includes
the following:
 2 wooden axle rods
 four wheels
 2 long bendable straws (one for each member)
 1 long straight straw (cut to form axle housing)
 2 Popsicle sticks
 1 9” balloon
 1 rubber band









Prior to competition, each car will be subject to inspection from the teacher and any
other judges, as specified. At this time, the length and mass of each car will also be
recorded. After this point, no changes may be made to the car.
Each car will be given the opportunity to make two runs. The maximum distance achieved
in these runs will be used to calculate the winning car. If a tie occurs, a third run will be
granted to both vehicles. The winner will be determined by this third run.
You will have access to glue (regular and hot glue), tape, markers and other basic supplies
here at school.
You may use the materials provided, or bring any in from home. No pre-made kits or prefabricated cars may be used. The supplies you will be given will be enough to construct a
very basic balloon-powered vehicle. You are strongly encouraged to bring in other
supplies you think would allow you to build an even better vehicle.
No gases other than the air you exhale may be used. No other propulsion systems are
permitted.
Cars must have a minimum of 3 wheels.
No balloons larger than 12” in diameter may be used (you will be given a 9”/22.5 cm round
balloon). If you wish to use a larger balloon, you must provide it.
Balloons can be inflated to any size, as long as they do no burst. Should your balloon
burst or become damaged on the day of the race, you will be given only 1 replacement
balloon.
Cars that interfere with other cars during the races (i.e. they do not travel straight) will
be disqualified (wheel alignment is critical).
2
Resource #6
Balloon Rocket Car
Car Construction Basics:
Tape the Popsicle sticks together to form the body of
the car. Cut the straight straw in half. Use 1 of each half to hold an axle so that it spins
freely. Tape or glue the straws to a stick. Use a rubber band to attach the long, bendable
straw to the balloon. Blow up the balloon and tape it to the car.
When constructing your vehicle, consider the following important
questions:

What can I do to reduce the fluid friction on my car?
-Have I made changes to reduce the air resistance on my car?
-Have I created a design that is aerodynamic?

What can I do to reduce the rolling friction of my car?
-Have I effectively reduced the mass of my car?
-Have I examined the friction between my car and the floor?
-Have I examined the friction between my car’s body and the axles?

In order to propel my car forward, have I created a net force that is as great as
possible, as permitted by the competition’s requirements?

Are my car’s wheels aligned?
3
Resource #6
Balloon Rocket Car
PRELIMINARY SKETCH
In the space below, sketch your proposed car. Show your
sketch to a teacher before constructing the actual car.
List the materials you will be using to construct your car. Only include those
that are DIFFERENT from the original bag of materials issued to you by your
teacher.






_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
4
Resource #6
CONSTRUCTION:
1. Cut the long straw in half. Each of these will house an axle. The housing should be a
slight bit shorter than the axle itself.
2. Insert the axle rods into each axle housing.
3. You may want to glue one wheel onto each axle rod, then place the axle housing over the
axle rod and glue the other wheel onto the axle rod.
4. Center the axle housings onto the popsicle stick(s) and/or whatever material you are
using for the body of the vehicle. Use one axle/housing set for the front wheels, and
another set for the back. Glue the housing into place. You may use whatever additional
materials you have brought from home to add to the body construction of this vehicle.
5. Try your car. Place it on the ground and gently push it ahead. Does it roll with relative
ease? If it does not, it is a good idea to check the axle housing. Is it a little too long,
and rubbing the wheel?
6. Attach the bendable straw you have been given into the opening/neck of the balloon.
Wrap a small, thin rubber band around the area where they touch to secure the balloon
in place. Take special care not to wrap the rubber band too tight, or the straw will be
crushed. Attach this balloon/straw structure to the vehicle.
7. Now, take it for a test drive! Gently blow up the balloon until it reaches its desired
size. Then, quickly squeeze the opening of the straw to keep the air from escaping.
Remove your finger from the straw, allowing the car to travel forward!
8. Carefully examine and refine your vehicle. Make any adjustments you think are
necessary.
9. Measure the length of your car to the nearest tenth of a centimeter.
_______ cm
10. Measure the mass of your car to the nearest tenth of a gram:
_______ g
5
Resource #6
DATA COLLECTION TABLE
Time (seconds)
Distance (meters)
Speed
m/s
Run #1
Run #2
Calculate the average rate of speed of your balloon rocket car. Show your
work in the space provided. If necessary, refer to the formula provided.
Record your results in the table provided above.
SPEED = DISTANCE (m)
TIME (sec.)
AVERAGE SPEEED: ________________
meters per second OR m/s
6
Resource #6
List 2 problems encountered while constructing or testing your car and how
each was solved.
PROBLEM ENCOUNTERED
HOW IT WAS SOLVED
1)
1)
2)
2)
Explain how Newton’s Third Law relates to the performance of your Balloon
Rocket Car.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
7
Resource #6
Did the smooth surface of the racing surface (floor) improve your car’s
performance or make it worse? Explain why you believe it did or did not.
____________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Based on your personal experience, as well as observations of the other
balloon vehicles, what could you have done differently when constructing your
car to increase the distance it traveled? Explain.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
8
Resource #7
Name(s): ___________________________________________________________ Date: __________
RUBRIC
Balloon Rocket Cars
CATEGORY
4
3
Scientific
Knowledge
Explanations by all
group members
indicate a clear and
accurate
understanding of
scientific principles
underlying the
construction and
modifications.
Explanations by all
group members
indicate a relatively
accurate
understanding of
scientific principles
underlying the
construction and
modifications.
Structure functions
extraordinarily well,
holding up under
atypical stresses.
Structure functions
well, holding up
under typical
stresses.
Structure functions
pretty well, but
deteriorates under
typical stresses.
Fatal flaws in
function with
complete failure
under typical
stresses.
Clear evidence of
troubleshooting,
testing and
refinements based
on data or scientific
principles.
Clear evidence of
troubleshooting,
testing and
refinements.
Some evidence of
troubleshooting,
testing and
refinements.
Little evidence of
troubleshooting,
testing or refinement.
Function
Modification/
Testing
Construction Materials
Construction –
Care Taken
Data
Collection
2
1
Explanations by most
Explanations by
group members
several members of
indicate relatively
the group do not
accurate
illustrate much
understanding of
understanding of
scientific principles
scientific principles
underlying the
underlying the
construction and
construction and
modifications.
modifications.
Appropriate materials Appropriate materials Appropriate materials
were selected and
were selected and
were selected.
creatively modified in there was an attempt
ways that made them
at creative
even better.
modification to make
them even better.
Great care taken in
Construction was
construction process careful and accurate
so that the structure for the most part, but
is neat, attractive and
1-2 details could
follows plans
have been refined for
accurately.
a more attractive
product.
Construction
accurately followed
the plans, but 3-4
details could have
been refined for a
more attractive
product.
Inappropriate
materials were
selected and
contributed to a
product that
performed poorly.
Construction appears
careless or
haphazard. Many
details need
refinement for a
strong or attractive
product.
All required data
Most required data A portion of required
Required data not
collected in a careful, collected in a careful, data collected in a collected carefully or
reliable manner.
reliable manner.
careful, reliable
not in a reliable
manner.
manner.
Total: _________
Resource #8
Car
Name
Team
Members
Trial #1
Distance
Note: Convert this table in Resource #8 to an Excel document.
Trial #1
Time
Trial #2
Distance
Trial #2
Time
Avg.
Speed
in m/s
Final
Distance
Ranking
Final
Speed
Ranking
Resource #9
Name: ________________________________________________ Date: ____________________
TASK SUMMARY/REFLECTION
Now that you have concluded your own manufacturing task, consider how it was similar to and
different from the experiences of students featured in the video, ‘degrees that work’:
Advanced Manufacturing. Be thorough and reflective in your response. Use the back of the
sheet, if necessary.
Your response should include, but is not limited to the following:





What similarities did you notice between the two tasks?
What differences did you observe?
What insights regarding advanced manufacturing have you had as a result of this project?
Why are the subjects of math and science critical for those involved in manufacturing?
Would you consider a career in advanced manufacturing? If so, in what area?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________