Introduction

This lesson was developed as part of the final (4th) quarter project for Integrated and Earth Science Students from the Moffat County High School Science Department.  It has been used for a number of years and has been very successful.  In this lesson, students are to investigate the Laws of Motion using a Model Rocket that they build, and do two test firings. Upon completion of the data collection students will then use Newton's Laws of Motion to determine the speed, velocity, height, distance, and acceleration of their rocket.
 
 
 

1. Students understand the processes of scientific investigation and design, conduct, communicate about and evaluate such investigations.
2. Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry)
4. Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography)

Each student will be provided with:
 1. A model rocket (Alpha for Estes Rocket Corporation)
 2. Materials to help you construct your rocket (i.e., glue, instructions...).
 3. Daily worksheets to help you succeed in this final project of the year.

Each student will need to do:
 1. You must be able to have a completed model rocket for the two days of launches 
(Thursday and Friday of this week)
 2. You must complete all subsequent work related to this project.
 3. You must present to your teacher all complete calculations from the data you collect 
 (i.e., height, duration of flight, speed, acceleration, down range distance, etc......). 
 4. Bring a shoebox to hold all of your materials so that you can transport the model safely 
 to and from home.
 5. Have some type of material so that you can decorate your rocket.
 6. BE CREATIVE, WORK HARD, AND LETS HAVE SOME FUN!!!!!!

Schedule of events (Timeline):
Monday: Introduction to the rocket, hand out materials, begin work.
Tuesday: Continue construction of rocket
Wednesday: Go over preliminary calculations, First Day of Launch.
Thursday: Second Day of Launch
Friday: Alternative Launch Day, work on calculations and final paper
Monday: All Calculations and Final Paper Due, Work Day to finish.

Well, here it is, the long awaited week of rocketry!  It is time to learn about Sir Isaac Newton’s Laws of Motion by seeing them in action.  To do this you will build and test a model rocket.  All rockets rely on the interaction of forces.  Newton was the first person to recognize and demonstrate this idea. 
A rocket channels the forces to push the rocket out into space. 
In this experiment you will be given a chance to build and decorate a model rocket.  The rocket will sit on a launch pad and be ignited for two flights later this week. Your job is to have a completed rocket for those two days.

You will be provided with:

 1. A model rocket (Alpha from Estes Rocket Corporation)
 2. Materials to help you construct your rocket (i.e., glue, instructions...).
 3. Daily worksheets to help you succeed in this final project of the year.

What you will need to do:

 1. You must be able to have a completed model rocket for the two days of launches.
     (Wednesday and Thursday of next week)

 2. You must complete all subsequent work related to this project.

 3. You must present to your teacher all complete calculations from the data you collect 
     (i.e., height, duration of flight, speed, acceleration, down range distance, etc......). 

 4. Bring a shoebox to hold all of your materials so that you can transport the model safely 
     to and from home.

 5. Have some type of material so that you can decorate your rocket.

 6. BE CREATIVE, WORK HARD, HAVE SOME FUN!!!!!!
 

DAY ONE:

Before you even get started building your rocket, brainstorm some ideas and write down five things that you believe makes a good rocket fly. (Hypothesis)

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________
 

Now open your rocket packet that your instructor has given to you and lay out all the items neatly on your table.  Write down all the materials given to you in a list, this is your material list, and is necessary so that you can keep track of all your items. For each item give a least one reason why it might be important for your rocket (Add more numbers if you need to).  (Materials List)

1. ____________________________________        9. ____________________________________

2. ____________________________________       10. ____________________________________

3. ____________________________________       11. ____________________________________

4. ____________________________________       12. ____________________________________

5. ____________________________________       13. ____________________________________

6. ____________________________________       14. ____________________________________

7. ____________________________________       15. ____________________________________

8. ____________________________________       16. ____________________________________
 

Now you should have an idea of the materials that you are going to use as well as an idea of what makes a good rocket fly.  On the next sheet of blank paper draw a life-size representation of your rocket labeling all the keys parts (from the previous question above) as well as your initial design on how you hope to decorate it for its first launch. 

(Designing your experiment)

All good rockets are always given a name.  What is the name for your rocket?
Why did you choose this name?
 
 

DAY TWO: 

Write down the procedure on how you built your rocket.  We are not looking for you to write the exact directions given to you in the rocket packet, rather use your own words, in paragraph form, to explain how your rocket was built.  Be as descriptive as possible.  Your explanation should be good enough for someone to pick up a model rocket and put it together without the enclosed directions.  Think of it as buying something that has to be assembled but no directions were included. (Procedure)

Designing your experiment: Draw a schematic drawing of your rocket labeling all of the key parts

LAUNCH DAY CALCULATIONS:

Directions: Complete the following calculations based upon the data that you have collected during each of your rocket launches. Please use the space below each item to show all of your work on your calculations.

LAUNCH DATA & CALCULATIONS

Mass of Rocket: ____________ kg 
 

Angle of ascent(@): _______ degrees 
 

Height of Flight: ____________ ft                x = 150(tan@) 
 

Time of ascent: ____________ sec                Time from launch to parachute deployment
 

Velocity of ascent: __ ft/sec__mph                 v = (height/time)
 

Acceleration of rocket: _______ m/s2             a = (force/mass)
 

Time of descent:___________ sec                 Time from parachute deployment to the ground
 

Velocity of descent: __ft/sec __mph                v = height/time (this should be close to terminal velocity)
 

Downrange distance: ________ ft                   d = (# of steps x 3 ft)
 

Total Time of Mission: _____ sec                   Time from launch to when it hits the ground

Rocket Project en español
 

Antes de empezar la construcción de su cohete imagine algunas ideas e escriba cinco cosas que piensa hace volar un buen cohete. (Hipotésis)

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

Ahora su paquete de cohete que le ha dado su profesor(a), y ponga todas las materiales con sueño en su mesa.  Escriba una lista de todas las cositas, este es su lista de materias , que es necesario para que puede mantenerse información de todas las cosas.  Por cad objecto dé un razón por wl cual puede ser importante para su cohete.  (Añada más números si los necesita.)  (Lista de materiales)

1. ____________________________________        9. ____________________________________

2. ____________________________________       10. ____________________________________

3. ____________________________________       11. ____________________________________

4. ____________________________________       12. ____________________________________

5. ____________________________________       13. ____________________________________

6. ____________________________________       14. ____________________________________

7. ____________________________________       15. ____________________________________

8. ____________________________________       16. ____________________________________
 

Ahora debe tener una idea de los materiales que va a usar e una idea de que hace volar un buen cohete.  En la hoja de papel siguiente dibuje una representación de tamaño natural de su cohete.  Marque todas las cosas principales que había indicado en su primera respuesta.  Incluya también su diseño con cualquiere decorar su cohete por el primer lanzamiento.  (Diseãndo su experimento)

Todos los buenos cohetes tienen un nombre.  ¿Cómo se llama su cohete?  ¿Por qué escoja este nombre?

Escribe como construyó su cohete.  No necesita escribir las direcciones que estaban en su paquete, pero usa sus proprias palabras, en forma de párafo para explicar como fue construido su cohete.  Descríbelo lo mejor posible.  Su explicación debe ser tan bueno que otra persona puede tomar las materiales y ponerlo junto sin las intrucciones incluyido.  Imagina que es como comprando algo que necesita ser montado pero que no tiene instrucciones.  (Procimiento)

Dibujando su experimento.  Dibuje un dibujo esquemático de su cohete marcando los partes principales.
 

Las calculaciones del día de lanzamiento

 Direcciones:  Complete las calculacciones siguientes basados de sus detalles que ha coleccionado durante cada uno de sus lanzamientos.  Por favor use los espacios siguientes de los elementos para mostrar todo sus calculacciones.

Lanzamiento

Número másico del cohete: ______kg
 

Ángulo de asenso (@): _______grados
 

Elevación de volar :  _________ ft                               x= 150 (tan@)
 

Tiempo de asenso: _______ ft / sec _____ mph          tiempo desde el lanzamiento hasta el despliegue del 
                                                                                     paracaídas

Vélocidad de asenso : ______ ft / sec _____ mph       v=(elevación / tiempo)
 

Aceleración de cohete : ______ m/s2 
 

Tiempo de descenzo : ____ sec                         tiempo de despliegue del paraacaídas hasta la llegada a la tierra
 

Velocidad de descenzo : ___ft / sec  ___ mph             v= elevación / tiempo debe ser 
                                                                                           (cerca a la velocidad terminal)

Distancia:  ________ ft                                               d = (# de pasos x 3ft.)
 

Tiempo total de misión : _____ sec                            tiempo desde el lanzamiento hasta que toca la tierra
 

MISSION DEBRIEFING:  (En Español)
Answer the following questions using complete sentences about your rocket project.

1. Upon building your rocket what things did you find were the most important to have? Why?

2. What type of building materials would allow a rocket to perform at its best? What type of materials would make a rocket perform worse than expected? Why?

3. After building your rocket, did your rocket perform better or worse than expected?  What could have made it perform better?

4. Explain: “what makes the best rocket”?

5. State Newton’s Third Law of Motion:

6. Besides a rocket or a balloon give THREE other examples which display Newton’s Third Law of Motion.

7. If you were to do this project again, what would you do totally different?

DAY THREE:  ROCKET FLIGHT CALCULATIONS 

ALTITUDE TRACKING
While one student prepares and launches a rocket, two other students measure the altitude the rocket reaches by estimating the angle of the rocket at its highest point from their position. As the rocket launches, the person doing the tracking will follow the flight with the sighting tube on the tracker. Continue to aim the tracker at the highest point the rocket reached in the sky. The other student reads the angle off of the tracker. Simple trigonometry can be used to determine the altitude of your rocket. Knowing the distance from the launch site (50 yards=150 ft), and the angle of elevation, you can find the maximum height. The table below has been set up for this purpose.
distance from launch site=50 yds or 150 ft

ANGLE (o)      HEIGHT (ft)
    10                      26.5
    15                      40.2
    20                      54.6
    25                      69.9
    30                      86.6
    35                    105.0
    40                    125.9
    45                    150.0
    50                    178.8
    55                    214.2
    60                    259.8
    65                    321.7
    70                    412.1
    75                    559.8
    80                    850.7
    85                  1714.5

LAUNCH ACCELERATION

The acceleration at launch can be found by using Newton’s second law which states, the acceleration (a), is equal to the Force applied (F) divided by the mass (m). The equation looks like this; a = F / m. The force is measured in Newtons (N), the mass in kilograms (kg), and the acceleration in m/s2. Your rocket engine produces an average force of 5.8 N. If your rocket has a mass of 39.7 grams, what is it’s acceleration? First, you need the mass in the right units. There are 1000 g in 1 kg, so 39.7 g / 1000 = 0.0397 kg.  a = 5.8 N / 0.0397 kg. The acceleration a = 146.1 m/s2. 

1. Find the acceleration if a rocket has a mass m=40 g and the engine force F=5 N.

2. Calculate the acceleration for mass m=30.3 g and force F=5.5 N.

AVERAGE VELOCITY DURING ASCENT

To find the average velocity we must know the height gained by the rocket and the time it takes to get to this height. One student will need to time the rocket from lift-off to the maximum height.
Velocity (v) equals the distance or height (d) divided by the time (t); v = d / t. The height is in feet (ft), the time in seconds (s), and velocity in ft/s. For example, if your rocket reaches a height of 400 ft in 4 s, your velocity is  400 ft / 4 s = 100 ft/s. How many miles per hour is this? 1 ft/s = 0.682 mph, so 100 ft/s X 0.682 = 68.2 mph.

1. Find the average velocity, in ft/s, if the height=500 ft and the time=3.5 s.

2. Find the average velocity of problem 1 in mph.

AVERAGE VELOCITY DURING DESCENT

The only additional data needed is the time from parachute deployment until the rocket hits the ground. A second student will need to time the rocket from when the parachute opens to when it hits the ground. Use the same equations as  during ascent.

1. Find the average velocity, using the same height as in problem 1 above and time = 34 s

2. Find the average velocity of problem 1 in mph.

DOWN RANGE DISTANCE

This is the distance the rocket lands from the launch site. If you knew what your stride or step length was, you could count the number of paces to the fallen rocket and multiply by your stride length. For example, if your stride equals 3 feet, and you pace off 120 paces to the rocket, your down range distance is 120 paces X 3 ft = 360 ft.

1. If your stride is 2.5 ft, and you count off 250 paces, what is your down range distance?
 

Conteste las preguntas siguientes usando frases completas sobre su proyecto de cohete.

1.  En construyendo su cohete ¿ Qué cosas fueron los más importantes para hacerlo?  ¿ Por qué?

2.  ¿ Qué tipos de materias de construcción  permiten un cohete trabajar a su mejor?  ¿ Qué tipos de materias causan un cohete trabaja peor que estaba esperado?   Por qué? 

3.  Después de construir su cohete, ¿ ha realizado mejor o peor que estaba esperado?  ¿ Qué puede mejorar su cohete?

4.  Explique : “ ¿ Qué hace el mejor cohete?

5.  Dice la Tercera Regla de Moción de Newton.

6. A lado de un cohete o un globo dé TRES otros ejemplos que indican la Tercera Regla de Moción de Newton.

7.  Si repite este proyecto  ¿ qué hace diferente por completo?
 

Calculaciones del vuelto del cohete

Siguiente el altitud 

Mientras que un estudiante prepara y lanza un cohete, dos otros miden la elevación que llega el cohete por haciendo un estimación del ángulo del cohete a su ápice de sus posiciones.  Durante el lanzamiento del cohete, la persona midiendo el vuelto lo sigue con el tubo de observación en el perseguidor.  Continue a dirigir el perseguidor al punto más elevado que llega el cohete en el aire.  Los otros estudiantes leen el ángulo del perseguidor.  Trigonomería simple puede ser usado a determinar el altitud de su cohete.  Cuando sabe la distancia desde el sitio del lanzamiento (50 yards = 150 feet ), e el ángulo de elevación, puede buscar la máxima altura.  La tabla abajo puede ayudar con estas calculaciones.

 
 Diagram    distancia del sitio del lanzamiento = 50 yds (150 ft)

 ángulo (0)        altura (ft.)

    10                      26.5
    15                      40.2
    20                      54.6
    25                      69.9
    30                      86.6
    35                    105.0
    40                    125.9
    45                    150.0
    50                    178.8
    55                    214.2
    60                    259.8
    65                    321.7
    70                    412.1
    75                    559.8
    80                    850.7
    85                  1714.5

ángulo del lanzamiento  sitio del lanzamiento

ACELERACION DE LANZAMIENTO

La aceleración de lanzamiento puede ser buscado en tomando la segunda regla de Newton que dice que la aceleración (a) es igual a la fuerza aplicada(F) dividido por el número másico (m).  La ecuación parece como este :   a =  F / m.  La fuerza es midido en Newtons (N), la masa in kilogramas (kg), y la aceleración en m/s2 .  Su motor de cohete produce una fuerza mediana de 5.8 N.  Si su cohete tiene un número másico de 39.7 gramas, ¿cuál es su aceleración?  Primera, necesita el número másico en los termos apropriados.  Hay 1000 g en 1 kg, entonces 39.7 g / 1000 = 0.0397 kg.  a = 5.8 N / 0.0397 kg.  La aceleración es a= 146.1 m/s2.

1.  Busque la aceleración si el cohete tiene un número másico de m=40 g y la fuerza del motor es F=5N.

2.  Calcule la aceleración for un número másico de m=30.3 g y la fuerza del motor es F=5.5N.

EL MEDIANO DE LA VELOCIDAD DURANTE EL ASENSO

Para buscar el mediano de la velocidad debemos saber la altura que pasa el cohete y el tiempo que toma a llegar a este punto.   Una de los estudiantes necesita tomar el tiempo del cohete desde el lanzamiento hasta la altura máxima.  Velocidad (v) es igual a la distancia o altura (d) dividido por el tiempo(t): v = d / t.  La altura es en feet (ft), el tiempo es en segundos (s) y la velocidad en ft/s.  Por ejemplo, si su cohete llega a una altura de 400ft en 4 s, su velocidad es 400ft / 4s = 100fts / s.  ¿Cuántas milas por hora es?  1 ft/s = 0.682 mph,  so 100 ft/s x 0.682 = 68.2 mph.

1.  Busque la velocidad mediana , en ft/s, si la altura = 500ft y el tiempo =3.5s.

2.  Busque la velocidad mediana de problema número 1 in mph.
 

DISTANCIA

Es la distancia el cohete aterriza del sitio de lanzamiento.  Si sabe cual es el largo de su paso, puede contar el número de pasos al cohete y multiplica por el largo de su paso.  Por ejemplo, si su paso es igual a 3 feet, y toma 120 pasos a su cohete, su distancia es 120 pasos x 3 ft = 360 ft.

1.  Si su paso es 2.5 ft, y toma 250 pasos, ¿ cuál es su distancia?

Conclusion

We have now done this particular project during the 4th quarter for each of the past four or five years.  Every year we tend to add a new wrinkle to  project so that students have to do one more step in their thinking processes.  We believe that it is a worthy lesson in that it allows the student to conduct their own scientific method.  Also, this allows our students to see a viable connection between the scientific method and the use of science reasoning as well as mathematical processes.

Resources Needed:

1. Alpha II or Alpha III Estes Rocket ($5.00 ea.)
2. Enough copies (one per student) of the Rocket Packet
3. Launch Pads
4. Rocket Engines
5. Stopwatches
6. Angle Sites to measure height
7. Calculators
 

Web Site Usage:
NASA   www.nasa.gov
SPACE    www.space.com
Estes Rocket Corp. www.estesrockets.com

We would like to thank the following individuals that have used this project in the past few years to help students better understand the scientific method and how it applies to everyday events.  In this case the study of how Newton's Laws of Motion is related to model rocketry.

Doug Field  Kip Hafey  Aaron Kessler  Tim Paschke