Blast Off! Author(s) Amy Dimmerling. Subject(s) Geometry/Trigonometry. Grade Level 10. Duration 4-70 min. periods

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1 Blast Off! Author(s) Amy Dimmerling Subject(s) Geometry/Trigonometry Grade Level 10 Duration 4-70 min. periods Rationale (How this relates to engineering) There are many different options for each design situation and engineers must determine the best solution. Engineers evaluate the situation and the goals, and determine what materials would create the best product. Students will have to design and test their rocket and make design recommendations from the results. Activity Summary Students will be given many materials with to construct a rocket given the goals of the rocket. They will need to make decisions on their design to achieve these goals. Once the rocket is launched, the students will perform calculations and draw conclusions on their design. Objectives 1. Students will design and construct a rocket. 2. Students will observe their rocket to come to conclusions about its design. 3. Students will make recommendations on future rocket designs 4. Students will develop team skills. Standards Science Grade Nine Science and Technology Abilities To Do Technological Design Identify a problem or need, propose designs and choose among alternative solutions for the problem.

2 Explain why a design should be continually assessed and the ideas of the design should be tested, adapted and refined. Scientific Inquiry Doing Scientific Inquiry Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts. Grade Ten Science and Technology Abilities To Do Technological Design Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. Mathematics Grade Ten Measurement Standard Use Measurement Techniques and Tools Explain how a small error in measurement may lead to a large error in calculated results. Grade Eleven Geometry and Spatial Sense Standard Transformations and Symmetry Use trigonometric relationships to determine lengths and angle measures; i.e., Law of Sines and Law of Cosines. Background Knowledge The students will need to have an introductory lesson to right angle trig concepts. They will also need basic data analysis skills. Materials Required 1 2 Liter Bottle per group of two Building Materials (suggested items all are not necessary) Cardboard Construction Paper Duct Tape Packing Tape Glue String Wire Fishing Line Toothpicks Popsicle sticks Straws

Bike pump Tape measure, at least 50 feet (1 or 2 per class) Rocket Launching equipment The rocket launching device can be purchased online at http://www.nerdsinc.com/products.aspx?

3 Bike pump Tape measure, at least 50 feet (1 or 2 per class) Rocket Launching equipment The rocket launching device can be purchased online at Angle measuring device (1 per group) Made using a protractor, string, a weight, and tape Attach the protractor to the ruler as shown in the pictures below (Figures 1 and 2) Attach the string so that it hangs straight down (when the ruler is level) at 90 (Figure 2) Figure 1: The entire angle measure device fully assembled.

4 Figure 2: A close-up view of the string connection. In order to use the device, have the student stand with the ruler perfectly level at eye level. As the rocket travels upward, pivot the far end of the ruler so it remains on the rocket. When the rocket reaches the apex of its flight, the student should press on the string so when they lower the device they can read the corresponding angle. See Figure 3 for an example of how to properly hold the device during rocket flight.

5 Figure 3: A student following the rocket by moving their left hand while the right remains the pivot point. Activities Since this is a large activity I would recommend giving the students a general overview of the project and then give them the details as they approach each section. General Overview Explain to the students that they will need to construct a rocket from a 2 liter bottle. I would recommend showing them the launching device so that they can visualize the launch remembering to tell them that we will partially fill the bottle with water. They need to be aware that the bottom of the 2-liter bottle will be the nose of the rocket. Explain that we will be looking at not only the distance the rocket traveled horizontally but vertically as well. This will help them in the construction of their rocket. At this point I would also explain that they will need to grade themselves on every step of the project. Design and Construction After the general overview have the students turn to the second page of the packet. Read through these important characteristics of design. The information about each section is on this sheet. Be sure to emphasize the importance of a nose cone and wings/fins. Ask the students what would happen to a plane if it suddenly lost one of its wings. Another important aspect of design is the weight of the rocket. The students have many materials available to them to construct their rocket. They will be forced to make decisions based on performance versus weight. They will need to justify to themselves what materials they used and why. For example, they will have to choose from packing tape and duct tape. The duct tape weighs more but will withstand the water better. I would not let the students start constructing until they have drawn their design (page 3) and have checked it off with you. Again, remind the students to grade themselves before moving on.

6 Rocket Launch and Measurement The students will need to divide up the work for the launch (page 4 of the packet). I would recommend before going outside demonstrating how to measure the angle and have each group measure the height from the ground to the persons eye who is measuring the angle (record that value on page 5 at h p ). I would go over page 5 of the packet with the students to show them where to write their measurements. Once you are outside measure 30 feet back from the rocket launcher and place something to mark that spot (I stuck a pencil in the ground). Have the students record this measurement (30 feet) on page 5 as d p. Also be sure to tell the students to remain behind this mark while the rockets are being launched. To get the rockets to travel horizontally place something under one the legs of the launcher so that it leans away from the students. At this point you are ready to launch the rockets. I would recommend launching a plain bottle first to give the students some idea of how the process works. To launch the rockets pull the chord and connector out of the launcher and connect the bottle to it. Feed the line back through the launcher and clamp the supports around the lip of the bottle. Place the pin in the hole under the bottle and start pumping air into the bottle until around 70 psi. Be sure to stand back from the launcher once it is pressurized and pull the pin. Make sure the students get their measurements and record them. Again, remind the students to grade themselves before moving on. Calculations and Reflection This section may or may not require explanation depending on the level of the students. For the majority of the student an explanation of the trigonometry calculations may be necessary. Once the students have calculated d y, put the results on the board in a table like the one on page 7. The students should need little direction at this point to complete the packet. Again, remind the students to grade themselves before moving on. Assessment of Student Learning Handout Assessment of the Activity Feedback survey given to students after completing the lesson

SESSION 2: HELPING HAND

SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.