Jeffries Moss Unit Revisions.docx

BLAST OFF! Rocketing into the Future!

http://aigrocketexperiment.weebly.com/

Lesson #1 What is a rocket anyway?Lesson #2 Houston we have a problem!

Lesson #3 Rockets, are they only good for exploding?Lesson #4 What will your grandchildren do with rockets?

“Join us as we discover the ways that rockets contribute to a more convenient life on Earth. While space tours might be in our near future, we

often overlook our dependency on rockets to provide effective communication and detailed information about Earth. Rockets can give us a

new PERSPECTIVE of our world and beyond. Be a scientist for a week as you design and test your own rocket!”

How has rocketry helped to shape life on Earth?

Victoria Jeffries and Marie MossSPED 6402 Spring 2015East Carolina University

http://aigrocketexperiment.weebly.com/

BLAST OFF! Rocketing into the Future!Victoria Jeffries and Marie Moss

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CONTENT RESEARCH PAPER

Introduction

Probably the best warning about the dangers of rockets is a quote

from Astronautics in 1937, “A good rule for rocket experiments to follow is

this: always assume that it will explode.” If the general population was

polled for a definition of a rocket, the majority would explain rockets almost

solely as a means of space travel. The fact is, the history of rockets dates all

the way back 2,300 years ago, proving that there is so much more to

rocketry than people today may realize (Miller, 1999). What is a rocket? “A

rocket is a type of engine.” The uniqueness of that engine is that the

direction of thrust isn’t some position on the surface of Earth, as with other

vehicles, but vertically into the atmosphere, if not into space. Its power,

when compared to other engines its size, is 3,000 times greater

(Miller,1999). The history of the rocket spans from early and quite

unpredictable fireworks- on to aim-able, but not necessarily track-able

warheads and finally- space vehicles that are either human driven or

remotely controlled with great precision. The progression of these events

shows not only the many uses we have today, but also how much of an

influence they have had on our history. Because of this technology, we have

been able to put a man on the moon, launch hundreds of satellites into

space, and visit other planets with robots. This invention that very well

could have been discovered by accident has significantly changed our

world.

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History

The beginning of rockets is first recorded with the Chinese. They first

used them as a type of firework to ward off evil spirits (Holmes, 1967). It

was not until 1232 that they began to use them in warfare (Holmes). The

Chinese had discovered that by leaving one end of the bamboo holding the

explosives open, the rocket could be thrust in one direction. This eventually

led to the invention of cannons, guns, and other weapons for war (Miller,

1999). A more personal impact was the use of rockets by England on the 13

colonies. It is still remembered today in the United States’ national anthem

as “the red rockets’ red glare” (Newby, 1988).

The rocket was not seen as a possible means of space travel until the

early 20th century. Konstantin Tsiolkovsky, a Russian scientists, is one of

the most famous early dreamers of space flight that actually did work to

make it possible (Miller). He used Newton’s Third Law of Motion to

calculate the possibility of launching a rocket into outer space and then

being able to steer it. He found this to be true with the use of liquid-fuel

rockets and multistage rockets (Miller). Both of these were necessary in

order to reach Earth’s escape velocity of 7 miles per second (Miller). This

design would revolutionize the development of rockets. Today, liquid

propellant multi-stage rockets are the most widely used in the world

because of their light weight and the ability to control the thrusters. They

are however incredibly dangerous to transport and store (Neal, 1995).

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The United States really began to get involved with rocketry when

Robert Goddard started doing research of his own. In 1916 he did

experiments to prove that a rocket could work in a vacuum, and even reach

the moon. When Charles Walcott read his research, he got the Smithsonian

to give Goddard $5,000 to help fund future experiments (Miller).

Unfortunately WWI interrupted his work and he began to help make

weapons for the military, including the bazooka (Miller). Goddard was

finally able to test his first liquid fuel rocket in 1926 (Miller). The majority of

America’s involvement in rocketry came at the end of WWII when the

German scientists surrendered themselves to the US soldiers. The United

States found other warehouses in which rocket research and experiments

were taking place, and took documents, supplies, and spare parts (Newby).

The research continued with the German scientists in America.

As America continued to improve their rockets, so did other countries.

By 1955, the Space Race was on. On October 4, 1957 the Soviets launched

Sputnik, the first satellite (Miller). It is thought that the US lost the space

race because so much of their attention was on launching nuclear weapons

instead of launching into space (Newby). However, their attention quickly

turned, and on January 31, 1958 the US launched their first satellite,

Explorer I (Newby). Many other firsts came quickly. In 1961 Alan Shepard

was the first American launched into space. In 1962 John Glenn was the

first to get into Earth’s orbit. In 1965 Edward White was the first American

to go on a space walk outside of the spacecraft (Miller). The Apollo missions

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had a main focus of reaching the moon. Many test flights were done, and by

the time they reached Apollo 10, NASA was ready to land on the moon

(Miller). Finally with Apollo 11, launched on July 16, 1969, Armstrong,

Collins, and Aldrin made it to the moon and successfully walked on it. After

the return of Apollo 17, the US stopped its lunar missions (Miller). The

United States did continue space missions. Voyager 1, a deep space probe,

was launched in 1977. It has now passed by all of the planets in our solar

system and is soon to reach interstellar space. It currently resides more

than 11 billion miles from our sun, and takes 17 hours for the data to return

to Earth (Brown, 2012).

As space missions are difficult to fund, many private companies are

looking into space tourism. While it has not been fully developed yet, it is

thought to be a short amount of time before one can buy a ticket to orbit the

Earth (Miller). One of the designs in theory is a half helicopter half rocket.

It uses the helicopter design to take off and land. The rockets actually do

not come into effect until it reaches the point where Earth’s atmosphere is

too thin and the propellers are unable to function (Miller).

Today rockets are used for more than just space travel. Fireworks are

still in use, as well as many military weapons such as the bazooka, nuclear

bomb, jets, and many others. Rockets have also revolutionized our society

with the invention of satellites, television, radios, GPS, and cell phones.

None of these devices would be possible if it were not for rockets. Scientists

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are constantly trying to explore farther and understand more about matter

outside of our planet.

Summary:

Barbara Tversky describes the relationship between man’s perception

of his environment (intrinsic), time elements (temporal) and space (spatial)

as a central interest of scholars from every discipline of study (Bloom,

1999). Defying the limitations of perception using the senses, space, and

time is an endeavor in which rocketry has deep roots.

The expert we have selected for this topic readily admits that his

interest in NASA projects was piqued with the documentary Moon

Machines, which detailed the history of the Apollo missions. Kaveh

Darafsheh shared with the Charlotte News and Observer (O’Gorman, 2013),

“What people see is one person dangling on the moon, but it was the

collaborative effort of 400,000 people.”

Recent box office hits such as “Gravity” and “Interstellar” prove that

American curiosity with space is as alive as ever. The news is full of rocket

launches, and their failures. High School students in Virginia were the

recent subject of national news when their heat shield design was chosen

for testing on the Orion rocket (Trotta, 2014). Space exploration and the

dependency on rocketry is as fresh and full as it was in 1960. But in 2015,

the unknown is the competition and the unexplored is the goal.

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References

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Brown, D. "NASA Voyager 1 Probe encounters new region in deep space." NASA.

NASA, 3 Dec. 2012. Web. 30 Jan. 2015. Retrieved from

http://www.nasa.gov/

Bloom, P. (1999). Language and space. Cambridge, Mass.: MIT Press, 487.

O’Gorman, C. (2013, May 29). Charlotte student earns prestigious NASA

internship. Charlotte Observer. Retrieved February 1, 2015, from

http://www.charlotteobserver.com/2013/05/24/v-print/4059804/charlotte-

student-earns-prestigious.html

Holmes, R. (1967). The early history of rockets. The Contemporary Review, 210,

245. Retrieved from

http://search.proquest.com.jproxy.lib.ecu.edu/docview/1294642425?

accountid=10639

Miller, R. (1999). The history of rockets (pp. 1-128). New York: Franklin Watts.

Neal, V., & Lewis, C. (1995). Spaceflight: A Smithsonian guide (pp. 1-208). New

York: Macmillan USA.

Newby, J. (1988). The history and mathematics of rockets. Physics in Technology,

23(5), 172-180. Retrieved January 23, 2015, from iopscience.iop.org

Trotta, A.M. (2014). High school students create winning design for NASA’s first

flight of Orion. Retrieved from

http://www.nasa.gov/audience/foreducators/high-school-students-create-

winning-design-for-nasas-first-flight-of-orion/#.VNABfkfF-So

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Expert:

Kaveh Darafsheh is a NASA Ambassador and a graduate

student at East Carolina University, studying Computer

Science. He is currently conducting research on safety critical

avionics systems at NASA Langley in Hampton, Virginia. The

Langley Aerospace Research Summer Scholars (LARSS) Project is intended

to encourage high-caliber college students to both pursue and earn

graduate degrees and to enhance their interest in aerospace research by

exposing them to the professional research resources and facilities of the

Langley Research Center.

Mr. Darafsheh received a Bachelor of Science degree in computer

engineering from UNC Charlotte in May 2009. While at UNCC, he also was

involved in the Charlotte Area Robotics Club and the Charlotte

Programming Union. He also interned at Hand Held Products Inc., working

on a remote audiology solution to enable doctors to test patients' hearing

without the need to be present at the same location.

He believes the NASA internship will provide “a valuable hands-on

experience and a great networking opportunity.” After graduating from East

Carolina, he would love to work for a large IT company like Google or Intel

Corp. He also hopes to receive his doctorate in computer science and

become a professor.

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We found Mr. Darafshehk through the NASA Ambassador website.

He is willing to be a subject matter expert, consulting with us through email

and telephone as we develop our unit. He has also agreed to be our guest at

the Summer AIG Camp.

Contact Information:[email protected]

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Books:Return to the Moon- Harrison Schmidtt, a former astronaut, and current astrogeologist, businessman, and space advocate brings the reality of colonization of the moon from futuristic to realistic.

Taking Science to the Moon: Lunar Experiment and the Apollo Program- Donald Beattle describes the difficulty of designing rockets that have scientific instrumentation onboard. He also takes the reader inside the political side of the U.S. space program.

The History of NASA- Ray Spangenburg and Kit Moser summarize the history of NASA in 112 concise and visually appealing pages. The book includes a timeline and various reader- friendly historical summaries, all framed in a rich visual background.

The History of Rockets - Ron Miller goes through the entire history of rockets from the very beginning to the late 1990s. He describes the evolving of the rocket and explains their involvement in many of the world’s famous historical moments.

The X-15 rocket plane: flying the first wings into space. Michelle Evans puts readers in the driver’s seat by interviewing dozens of pilots of the experimental vehicle and detailing all of the lessons learned through some near-disastrous missions.

Websites:NASA Newsroom- The latest news on missions and fact sheets of previous discoveries. http://www.nasa.gov/news/releases/latest/index.html

Jet Propulsion Laboratory- An interactive and visually rich site with latest information on instrumentation. http://www.jpl.nasa.gov/

National Air and Space Museum- This educational site is dedicated to every aspect of flight, with special pages dedicated to space flight and planetary studies. http://airandspace.si.edu/

National Space Society- Over the last 20 years, the NSS has sponsored a contest for students to enrich innovative space settlement projects. http://www.nss.org/settlement/nasa/Contest/index.html

The Planetary Society- An educational site with a goal of empowering people to develop and share space technology. http://www.planetary.org/explore/

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SpaceX – A company that designs and launches rockets. They have helped to revolutionize space technology. http://www.spacex.com

JPL – Describes past, present, and future space missions. It is centered around rocketry and expanding our knowledge of space. http://www.jpl.nasa.gov

SpaceProbes – You can view pictures taken from our deep space probes. spaceprob.es

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http://www.jpl.nasa.gov/

http://www.spacex.com/


CONNECTION TO THE THEME

What are PERSPECTIVES? You and your partner need to operationalize your own definition of interactions. (2-4 paragraphs)

Perspective originates in perception of one’s environment through the

senses. A person’s perception of their world is typically confined to their

sensual experiences. They only know what they have seen, felt, smelled,

tasted, and heard. It can also be describes as one’s point of view. The way a

person understands a topic or idea influences their perspective. Perspective

is a central topic in topics from art to politics and has many interpretations.

Education is used to broaden an individual’s perspective. This allows

students to experience things they would not normally be able to and to give

them understanding of space and time outside of their reality. Visual aids

are used to allow students to see places around our world that they may not

be able to individually visit. Natural disasters are a good example of this as

well. Even dangerous events, such as an earthquake or a tornado can be

related without personal involvement in the situation. Can you imagine

trying to describe a giraffe to someone who has never seen one?

Even people with similar experiences can have different perspectives.

If two people read the exact same book, and then are asked to describe the

characters and places in that book, it is unlikely that they would have the

exact same answers. That is because the perspective they have of that book

differs depending on how they constructed the visual in their head.

Ultimately everyone is different and we all have different perspectives of

the world around us.

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Our unit will explore the topic of rocketry with emphasis in the shifts

of thinking in relation to spatial, temporal and intrinsic perspectives. We are

intrigued by the ability to explore each of these and the depth of thinking

each student will bring to the unit.

How is the concept of PERSPECTIVES depicted by your topic? Thoroughly explore how PERSPECTIVES are depicted in your topic, especially in relation to your definition. (approximately 2 pages double spaced)

When beginning a physics unit, one of the first things we have to

teach students is to identify the frame of reference. It sounds like it should

be obvious, but it isn’t. Students who are gamers, in particular, are

accustomed to assuming a reference point within the action. As we embark

on the adventure of rockets, we will ask students to identify and recall

perspectives that are a subtle part of everyday life. For example, one’s

current perspective of a rocket may be that of the part of a spaceship that

blasts it into space. If this is suggested, it will serve as the starting point for

our definition of a rocket.

The independent motion of the Earth, as a part of the Solar System

and within the Universe is absolute relationships that are not a conscience

part of our spatial perspective. Relative to those constants are the ways

objects (and people) move within the system. When students consider the

distances that rockets are able to span, it may be too abstract for them

initially. We hope to give them enough information to bridge the gap

between the abstract and concrete perception of space.

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Naturally, temporal perspective will be addressed as we try to

connect the speed of objects in space with distance and time. Historical and

future endeavors will also fit in the continuum of time. We will address the

temporal perspective by constructing a timeline of historical rocketry

milestones and measuring the time each trial launch of the rockets stay

aloft.

At the foundation of the design, we hope to make experimentation and

innovation a lesson in their own thinking (intrinsic perspective) as they

explore real-world application of thinking that’s out of this world!

Whenever rockets are mentioned, most people think about space

travel and launching objects into space. Many people aren’t aware of

rockets’ capabilities, or even what makes a vehicle defined as a rocket.

During our session, we will provide students with a new perspective of

rockets. While we do want them to understand the functions and mechanics

of the rockets , we also want them to see that there is so much more to

them. It is our goal to broaden their perspective of this world through the

use of rockets.

It is also our goal for students to see how the perspective of rockets

varied throughout the world, and how it changed over the course of history.

Some cultures used them to ward off spirits, while others used them for

fighting in battles. The idea that one day people would ride on rockets to

the moon would be thought of as insane a couple hundred years ago. It is

even more far fetched that we would fly to space and build these structures

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that allow people to have a detailed view from a single device that is a

camera, telephone, geographical locator, radio, calculator, clock, etc.; and it

allows them to access any information in a split second. Mankind’s

perspective is constantly changing, and rockets are not at all excluded.

By the end of the week we would like our students to be considering

future possibilities for a rocket. Society has made rocket science appear as

an unobtainable goal that only the most intelligent people in the world are

capable of doing. We want our students to leave knowing that they too can

be a part of the future of rockets, and improve our current technology just

as much as we have improved in the past 50 years.

TECHNOLOGY INTEGRATION

It is our goal that throughout the week, students will learn a lot about

how rockets work and were designed to fit the needs of our world. Being a

rocket scientist is a very highly esteemed position, and we want our

students to know that they can be involved in the process as well. Every day

students will have the opportunity to modify their rocket design and record

data about what changes were made and how it affected the rocket.

We plan to have use mobile devices with photography, data recording,

analysis, and graphing capability. They will also be valuable for visual data

including pictures and video clips. Students will be asked to review specific

websites that will guide the discussion of the day. Students will also use

them to access online space programs at NASA and Jet Propulsion

Laboratory websites that are potential opportunities for them. At the end of

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each day, students will create a short blog about what happened on a

Weebly website we will create. Students can go read what others in the

class did and make changes based on their own discoveries as well as those

of their classmates. They can also comment on each other’s blog posts at

home in order to come up with ideas to test out the following day.

Water bottle rockets will be launched with an air pressurized

launcher. We will need access to electricity to pressurize the bottles to 60

psi. Since the students will have limited time for test launches, we would

like to use a mobile electric air pump instead of manually pressurizing the

bottles. The launcher will utilize an interaction of a volume of water (to be

determined by the students during trials) to provide the optimum lift off.

Parameters of flight will be recorded as test launches occur. Students

will use altimeter trackers to find the total height of the launch. The altitude

could be computed with a simple clinometer and use of the trigonometry

formula to find the height. Students will be introduced to each method, but

in interest of age appropriateness and time, we will measure using the alti-

tracker. There will be computations required to convert the angle of altitude

to total height using a table. Students will also use stop watches embedded

in mobile devices to record time aloft. Precision of the flight will be

measured by using a metric wheel and determined by the distance of the

landing from the launch.

Students will be able to record the acceleration of the rockets using

data loggers and CBL units, which are motion detectors that calculate

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acceleration. These are probeware sets that are much more accurate in

measuring the motion of moving objects than sight timing and stopwatch

measuring the same data. These units will record, store, and graph data.

Each day the students will record data on the spreadsheet so that they can

compare exactly what changed. Of course all of this will be done on ipads or

laptops, whichever is available for use.

We also will have students using cameras (this can be their phones or

digital cameras) to record their launches and take pictures of their rocket

designs. Cameras will be mounted at a fixed position to create a control

factor in the experimental process. The pictures will be uploaded on their

blog so others can compare results with the style of the rocket. At the end

of the week the students will be able to see a progression of how their

rocket developed.

If our NASA Ambassador is available throughout the week by

Facetime, we will interact with him as students progress through the unit.

He will be able to talk to students about rocket design and functionality. He

also can offer opportunities for the students to get involved in rocketry.

We have chosen these technologies to utilize in the rocket unit

because they are the best tools for student-centered learning with a

valuable hands-on component. We have been determined to make our unit a

true inquiry unit.

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CONTENT OUTLINE

1. What makes a rocket, a rocket.a. Firework/Explosive type- not necessarily used for transportation

i. Many people consider rockets a big explosion. That explosion may just be for holiday show or to move a spaceship.

b. Engine type- controlled flight and descenti. The actual definition of a rocket is an extremely powerful

engine. ii. Science and math behind the engine

1. Newton’s Three Laws of Motion: Students will learn how these affect a rocket.

a. 1st law- students will understand the importance of overcoming interia in order for motion to occur.

b. 2nd law- students will understand the relationship between mass and acceleration.

c. 3rd law- students will understand the relationship between action and reaction.

2. Altitude equation and the alti-tracker device: Students will need to know how alti-trackers used to avoid the computation of height using Pythagorean’s theorem. The height of the triangle to determine the height of the rocket.

3. Controlled flight and descent: Students will need to understand what constants and variables are factors in determining a controlled flight and descent. This understanding will lead them to the modification of rockets to include fins, nosecone and parachutes.

2. How did we get to where we are today?a. How did rocket uses change over the years?

i. Firework1. The Chinese first used rockets for celebration and to

ward off bad spirits.ii. Weapon of war

1. It was then constructed to help win wars by means of a cannon, gun, and missiles.

iii. Transportation/Space exploration1. Eventually the rocket was used to create jets and

spaceships.b. Obstacles

i. How did the change from solid fuel to liquid fuel affect the rockets ability?

1. Liquid fuel was able to be controlled unlike solid fuel.

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ii. Will a rocket work in the vacuum of space?1. In order for a rocket to work, it must follow

Newton’s 3rd Law of motion. Since space is a vacuum, then the rocket has nothing to push against.

iii. Can a rocket reach Earth’s Escape Velocity?1. Earth’s Escape velocity is 7 miles per second. This

means that an object must be traveling at a speed of 7 miles per second in order to be moving fast enough to not be brought back down by Earth’s gravitational pull.

3. What would life be like without a rocket?a. Modern conveniences that have a component in space delivered

by rockets:i. Satellites

ii. Cell phonesiii. GPSiv. Dish TV

b. Knowledge of spacei. Space probes (spaceprob.es)

4. What does the future hold for the rocket?a. Separating fact from fiction in film- students will debate the

viability of the vehicles depicted in the following films. This is a critical thinking exercise with no right or wrong answers, but only reasonable explanations of their opinions.

b. Do the movies have it right?i. Iron Man

ii. Enders Gameiii. Men in Blackiv. Avengersv. Wall-Evi. Back to the Future

vii. Interstellar1. Are the rocket powered transportation devices

created in these movies an actual possibility for us?c. Life sustaining planet in another galaxy?

i. Jupiter’s moon Europa is a possible place for humans to live

ii. Our space probe Voyager 1 has left our solar system, where will it go next?

iii. Space tours

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LESSON #1What is a rocket anyway?

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVE

Students will understand how to define rocketry and measure height, time aloft, and accuracy in the launch of a bottle rocket.

POINT TO PONDER

Rockets are complex tools used for a widening range of tasks and their uses are without foreseeable limits.

ESSENTIAL QUESTION

What makes a rocket, a rocket?How are they measured for success and accuracy (height, time aloft and accuracy of descent)?

CONTENTOutline the content you will teach in this lesson.

1. What makes a rocket, a rocket.a. Firework/Explosive type- not necessarily used

for transportationi. Many people consider rockets a big

explosion. That explosion may just be for holiday show or to move a spaceship.

b. Engine type- controlled flight and descenti. The actual definition of a rocket is an

extremely powerful engine.ii. Science and math behind the engine

1. Newton’s Three Laws of Motion: Students will learn how these affect a rocket.

1- 1st law- students will understand the importance of overcoming interia in order for motion to occur.

2- 2nd law- students will understand the relationship between mass and acceleration.

3- 3rd law- students will understand the relationship between action and reaction.

2. Altitude equation and the alti-tracker device: Students will need to know how alti-trackers used to avoid the computation of height using Pythagorean’s theorem. The

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height of the triangle to determine the height of the rocket. http://exploration.grc.nasa.gov/education/rocket/rkthowhid.html

3. Controlled flight and descent: Students will need to understand what constants and variables are factors in determining a controlled flight and descent. This understanding will lead them to the modification of rockets to include fins, nosecone and parachutes.

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question?

Students will discuss their understanding of why we have rockets, how Newton’s Three Laws of Motion applies, and how the mechanics of a rocket are applied when launching. Part of their understanding will be discovery and observation of teacher demonstrations. In order to address the essential question, students will need to critically think about the examples of rockets and how they apply to the definition they have outlined in a hypothesis statement. As the unit progresses, this definition, their understanding, and the future of rocketry will deepen their definition of a rocket.

What will students be able to DO as a result of this lesson?

Students will be able to calculate the accuracy of the rocket they are creating, and come up with new designs for testing. Students will be using an inquiry process of modification in which they will decide what changes need to be made to their rocket, and will be justifying changes by explaining the purpose of any feature they are adding to their rocket. While rocket types will be displayed in the room in models and pictures, students will not be “taught” why certain rockets look different than others. Students will discover through experiment test flights of their bottle rockets why each aspect of the rocket is necessary. At the conclusion of the flights for that day, students will discuss what worked and what did not work in order to make their own improvement for the following day.

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http://exploration.grc.nasa.gov/education/rocket/rkthowhid.html

http://exploration.grc.nasa.gov/education/rocket/rkthowhid.html


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III. PLANNINGHOOKDescribe how you will grab students’ attention at the beginning of the lesson.BE CREATIVE.

TIME: 10 minutes

“A good rule for rocket experiments to follow is this: always assume that it will explode.”

https://www.youtube.com/watch?v=513pBdok0p0

https://www.youtube.com/watch?v=CIKOp4_gkOs

https://www.youtube.com/watch?v=XMwjC0wI2-I

We will show these videos to students to not only get them awake and smiling, but also to help demonstrate the importance of safety when launching rockets.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit.

TIME: 40 minutes

In order to study, design, and build rockets, first we will define a rocket. It is an engine. However, it is much more powerful than a normal vehicle engine. We will begin by asking students their PERSPECTIVE of rockets. At the end of the day, and again at the end of the unit, we will see how their PERSPECTIVE has changed.

Rockets, like all moving objects, follow Newton’s Three laws of motion. We will do experiments to explain how all three laws work.

Teachers will Demonstrate Newton’s Three laws of Motion:

1st Law: Inertia vs. Momentum

The following picture is a magic trick where the card is removed and the coin drops in the cup. Most people would think that the coin would move with the card, but the card has momentum due to the force of the operator, but the inertia of the coin keeps it in place.

1- Teacher will place cup on table2- Teacher will place card on cup3- Teachers will place coin on card4- Teacher will quickly pull card off of cup5- Teacher will ask students to explain “WHY the coin

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https://www.youtube.com/watch?v=XMwjC0wI2-I

https://www.youtube.com/watch?v=CIKOp4_gkOs

https://www.youtube.com/watch?v=513pBdok0p0


fell in the cup instead of moving with the card.”6- If students do not use terms inertia and momentum

in their explanations, teacher will offer the following definitions:

i. Interia- object’s resistance to changeii. Momentum- force require to set an object in

motion.iii. Newton’s 1st law of motion- every object will

remain at rest or in uniform motion in a straight line unless compelled to change its state by the action of an external force.

2nd Law: Force, Mass and Acceleration relationship

Using a simple slingshot and varying masses (different sized balls), students will observe that a fixed force will only project a massive object a fraction of the distance of a smaller object.

1. Teacher will ask students to arrange the group of balls from least to greatest mass.

2. Teacher will explain that the slingshot has a fixed amount of force (elastic energy).

3. Teacher will ask students to hypothesize about the distance each ball will travel after being shot from the slingshot.

4. Teacher will shoot the balls in the order of mass.5. Students will conclude that mass is a function of

acceleration since a slingshot with a fixed force was able to shot lesser masses much further than those with greater mass.

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3rd Law: Action – Reaction

1. Using a straw with a line strung through it and tied to each side of the classroom.

2. Inflated balloons with be taped to the straw and released.

3. Students will measure distances using a metric wheel and compare to the amount of air released (Volume of the balloon).

4. This will demonstrate that whatever force is put on an object, that object will produce an equal amount of force.

After going over Newton’s Three Laws of Motion, we will go outside and demonstrate how the bottle rocket launcher works. Before heading outside, we will first go over all safety instructions to ensure that no one is hurt and no materials or tools are damaged.

Safety instructions: Students will observe safe launch distances by using

a countdown method to clear launch area. Students will not throw any object on the ground or

to another person. Students will look to make sure everything is clear

before launching. Water will be handled very carefully around all

electronics.

We then will launch a plain soda bottle having no modifications. This shows the students the basics of the launcher. As part of the final assessment, and for data purposes, students will each practice launching a bottle filled with varying amounts of water. This gives the students hands on experience with the launcher and allows them to determine what amount of water is best (500mL). Today, students are just deciding on the

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constants before they start adding modifications. Constants include: using a 2 liter bottle, 60 psi of pressure, and 500 mL of water. During this time, we will demonstrate exactly how to use the alti-tracker by holding the trigger and pointing it at the rocket as it ascends. We will also teach them how to measure the distance the rocket went using the metric wheel, and at exactly what moments to press the start and stop on the stopwatch.

Stage (Day) 1:

Students will practice launching 2 liter soda bottles in order to learn launching and safety procedures.

The soda bottle has 500mL of water. Students will test greater and lesser quantities (plus or minus 50 mL for each student) of water in order to observe the effect of a varying amount of force and how it propels the bottle. This will build a greater understanding of Newton’s 3rd Law of Motion, and will lead to modifications for day 2. By the end of day 1, students will have come to the conclusion that the water bottle must have 500mL of water in order to be the most successful.

Safety criteria will be identified once we establish a launch site. We will flag the launch position as well as measuring and observing positions once we are assigned an outdoor space. Students will be instructed what tools will be used at what areas once we have the layout of the space.

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.

TIME: 20 minutes

Students will have their first hands on practice (SPATIAL PERSPECTIVE) with launching a bottle rocket. They will also use the alti-tracker, stopwatch, metric wheel, and camera set up. This day will be dedicated to training them in each data collection method.

They will be required to master each tool of measurement (TEMPORAL and SPATIAL PERSPECTIVE).

Students will be tested to ensure that they know how to use the alti-tracker, launcher, metric wheel, and stopwatch.

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Students will demonstrate their knowledge of the alti-tracker by having them measure the height of a determined item (flag pole, root antenna, roof top, etc. Whatever is available).

Students will demonstrate their knowledge of the launcher by successfully launching a plain bottle containing only water.

Students will demonstrate their knowledge of the metric wheel by measuring the distance across our classroom.

Students will demonstrate their knowledge of the stopwatch by getting into pairs and measuring the amount of time that their partner can hold their breath. This is only so they can practice measuring time with a stopwatch.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE?

YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been submitted for this lesson.

MaterialsRocket accessories (fins, nose cone, parachutes, bottle, etc.)Rocket launcherWaterLaptopProjectorSpeakersEither ipads, laptops, or cell phones (some method in which students can access the internet depending on what is available)Alti-trackerStopwatchMetric wheelMeasuring cupsCameraCup

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CardCoinSling shotSmall ballBalloonStrawTapeString

Building Rockets from a Soda Bottle

This is an inquiry process. We will not be teaching the parts of a rocket, or their purpose. We are firmly convinced that middle school students signing up for the course would be able to draw a rocket with appropriate nosecone, fins, and a parachute. If they are not knowledgeable about these basic features, the pictures we have displayed in the room will steer them in the right direction. We will answer questions and respond with enough information to drive their search for information. All modifications to the rocket will require a justification of the features added. Students will be tempted to treat additions as decoration so that their bottle simply looks more like a rocket, without understanding the purpose for each.

There will be no handouts or slide shows to reveal these options. The materials we are using are physical materials. They are not teaching materials in a traditional sense. Each day we will have buckets of these materials available for students to add whatever they wish. Many of the materials will not necessarily benefit the rocket design, but they are welcome to test out anything that they wish.

Student Designed Product: (40 minutes each day)Depending on the size of the class, modifications will need to be finished within 20 minutes to allow each rocket to be launched and data recorded.

Launching 10 or less rockets will take about 20 minutes.

Progression of rocket launching and measurement:

Each day, a new parameter for overall rocket launch success will be added. Students will build skills in using measurement tools and collecting data. Our assessment at the end of day 1 ensures that they will know how to use all of the tools.

Stage (Day) 1:

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Students will practice launching 2 liter soda bottles in order to learn launching and safety procedures.

The soda bottle has 500mL of water. Students will test greater and lesser quantities (plus or minus 50 mL for each student) of water in order to observe the effect of a varying amount of force and how it propels the bottle. This will build a greater understanding of Newton’s 3rd Law of Motion, and will lead to modifications for day 2. By the end of day 1, students will have come to the conclusion that the water bottle must have 500mL of water in order to be the most successful.

Safety criteria will be identified once we establish a launch site. We will flag the launch position as well as measuring and observing positions once we are assigned an outdoor space. Students will be instructed what tools will be used at what areas once we have the layout of the space.

Stage (Day) 2:

Students will determine success of launch by measuring height of rocket at apex.Use alti-tracker to measure height of the launch, students will compare measurements and draw conclusions on the difference in heights. This will lead to modifications for day 3. Students will compare their own rocket to that of their classmates in order to improve their designs.

Stage (Day) 3:Modifications to height of launch will be achieved by adding/modifying a nosecone to their rocket. This will be what our inquiry process will lead to from day 2 launches.

Students will consider the time aloft as a measurement of success.

Use stopwatches to measure the time between launch and descent. This will lead to modifications for day 4.

Stage (Day) 4:

Modifications to time aloft will be achieved by adding/modifying a parachute to their rocket. This will be what our inquiry process will lead to from day 3 launches.

Students will consider accuracy of the launch (landing site that is very close to launch site) as a measurement of success.

Students will use a metric wheel to measure distance from launch to landing sites.

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Modifications to accuracy will be achieved by adding/modifying fins to their rocket. This will be what our inquiry process will lead to from previous launches.

Unit Product

Students will be using electronic devices (preferable student owned) to record data in the form of measurements and pictures. Students may create a document or file to record all of their launch data for each day on their phone. They also will take picture of their rocket design, and the rocket while in flight, each day for comparison.

They will also have the completed rocket with the daily modifications to take home.

We will have information on space programs which will be a follow up activity to camp interest building.

While we don’t consider any of these measurable outcomes of specific learning objectives, they are high quality products that will make a lasting impression on the students’ PERSPECITVE of their world.

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LESSON #2Houston we have a problem!

I. DEFINE OBJECTIVES AND CONTENTLESSON OBJECTIVE

Students will use their knowledge of the evolution of the rocket to improve their own bottle rocket design.

POINT TO PONDER

An object must reach Earth’s Escape Velocity of 7 miles per second in order to leave our atmosphere.

ESSENTIAL QUESTION

What obstacles did we have to overcome in order to have the rockets we have today?


1. How did we get to where we are today?a. How did rocket uses change over the years?

i. Firework1. The Chinese first used rockets for

celebration and to ward off bad spirits.

ii. Weapon of war1. It was then constructed to help

win wars by means of a cannon, gun, and missiles.

iii. Transportation/Space exploration1. Eventually the rocket was used to

create jets and spaceships.b. Obstacles

i. How did the change from solid fuel to liquid fuel affect the rockets ability?

1. Liquid fuel was able to be controlled unlike solid fuel.

ii. Will a rocket work in the vacuum of space?

1. In order for a rocket to work, it must follow Newton’s 3rd Law of motion. Since space is a vacuum, then the rocket has nothing to push against.

iii. Can a rocket reach Earth’s Escape Velocity?

1. Earth’s Escape velocity is 7 miles per second. This means that an object must be traveling at a speed of 7 miles per second in order to be moving fast enough to not be brought back down by

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Earth’s gravitational pull. How can we get something that big and that heavy to go that fast?

II. PRE-PLANNING


Students will understand that with all things, there are obstacles that will be faced. Overcoming these is where the inventions are able to take place.

Students will understand that all things can be improved. The process of coming up with an idea, testing out that idea, gathering data, analyzing the data, and then coming up with another idea is an ongoing process. Students will know that they should never stop attempting to be better. Like any athlete, teacher, or designer, scientists are always trying to do better. We want our students to have the same mindset.


Students will be able to take their original rocket design and come up with ideas for modifications to improve the set criteria. Students will be able to compare their design and data to that of others and make improvements.


TIME 10 min

Our hook is two vacuum experiments. Students will understand what a vacuum is and how it affects different objects. We will perform the following two experiments with the students.

https://www.youtube.com/watch?v=eLcyhT4Oly8&list=PLK9VcQvW34-kDk_qTtvHR9658a1WGrN5_&index=3

We will do the 2nd experiment in this video.

https://www.youtube.com/watch?v=bdgML_rxYsc&index=2&list=PLK9VcQvW34-kDk_qTtvHR9658a1WGrN5_

A vacuum is a space with absolutely no matter. There is no

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gravity or any type of air molecules. Scientists had to figure out a way to get a rocket to work in the vacuum of space. These two experiments show how a vacuum works due to pressure. The scientists had to get a new PERSPECTIVE in order to overcome this obstacle.


TIME:5 minBrief timeline (temporal PERSPECTIVE) of how rockets evolved from fireworks to space transportation.

The Chinese had the first rockets and used them as fireworks and to ward off evil spirits.

The Chinese then started using them was weapons in warfare.

Soon many countries decided to use them in warfare. Thus came the creation of the gun, cannon, bazooka, missile, etc.

Soon the Germans and Russians started to use them as a means of launching into space.

Eventually Russia launched the first satellite and America was the first to walk on the moon.

Now we have thousands of satellites orbiting our planet, a space probe that has left our solar system, rovers on Mars, and many space stations.

7 minIntroduce challenges faced by rocket scientists to see what the students would do when faced with the same challenges. Students can discuss ideas they think may have worked, and then we can come together to talk about the inventions that came from it.

Challenges included: getting the rocket off the ground and into outer space, type of fuel, getting the rocket to work in a vacuum, orbiting a satellite around the earth, landing on the moon, and landing on another planet.

Questions to consider:How can we launch something so heavy that it can escape Earth’s gravitational pull?How does a rocket work in the vacuum of space?How are you going to design your rocket so that is can go as fast as possible?

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3 minReview of safety instructions from Day 1. These will be modeled and explained by the teachers. There will be no safety handouts or powerpoints.

35 minStudents will design their own rockets using the materials provided. They then will go outside and launch each of their rockets. Students will measure data such as height, distance from target, and accuracy. They will then record the data and we will discuss what could be changed to improve these aspects.

Stage (Day) 2:

Students will determine success of launch by measuring height of rocket at apex.They will use the alti-tracker to measure height of the launch, students will compare measurements and draw conclusions on the difference in heights. This will lead to modifications for day 3. Students will compare their own rocket to that of their classmates in order to improve their designs.

.ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.

TIME: 10 minAssignment: Type a short response on the student page on our website describing the challenges you faced today in launching your rocket and any ideas you have about how you are going to overcome them. Also include plans you have for improving your rocket for launching tomorrow and why you think your improvements will make it better.

We will look over student responses so that we will know where students are headed in their thinking. The main purpose of this assignment is to get them thinking about revamping their design to be better.

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YES OR NO


MaterialsRocket accessories (fins, nose, parachutes, bottle, etc.)Rocket launcherWaterLaptopProjectorSpeakersEither ipads, laptops, or cell phones (some method in which students can access the internet, depending on what is available.)Alti-trackerStopwatchMetric wheelMeasuring cupsHot glue gunCameraGlass jarFood dyeCandleMatchPlastic containerGlass bottleStrawSilly puttyHot plate

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LESSON #3Rockets, are they only good for exploding?

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVE

Students will discuss the importance of rockets and analyze the contributions they have made in the 21st century.

POINT TO PONDER

Although building and testing rockets can be a fun hobby (intrinsic PERSPECTIVE), our world has changed substantially due to the actual testing and launching of rockets into space.

ESSENTIAL QUESTION

How have rockets changed our life in the 21st century?


1. What would life be like without a rocket?a. Modern conveniences we would not have if it

were not for the rocket.i. Satellitesii. Cell phones

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iii. GPSiv. Dish TV

b. Knowledge of space that we now have because of rockets.

i. Space probesii. Impact risks and near object safety

II. PRE-PLANNING


Students will see rockets as more than vehicles and delivery systems, but a major component in technology that we are dependent on daily. The sequence of the unit to this point has been on defining and historical setting the stage for rocketry. This lesson will bring them understanding of their role in current technologies.

Students will understand the importance of rockets in today’s society by means of our modern day conveniences in electronics, and where we would be if we did not have rockets.


Students will identify current rocket dependent life conveniences and will research the rocket types for specific applications (using spaceprobes.es)

Modern conveniences include satellite TV, cell phones, GPS, Internet, etc.

Students will be able to use the data from yesterday to make modifications to their bottle rocket design.


TIME: 5 minutes

Students will brainstorm rocket dependent life conveniences and draw inferences on the changes in our society if rockets were not present.

What would a day without rockets look like?

INSTRUCTIONExplain Step-

TIME: 20 minutes

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by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit.

Students will investigate the current studies involving deep space exploration, everyday communications, space travel, and other rocket-essential activities.

Students who do not have a device for accessing the internet will be loaned one for searching the following site on specific rocket types.

Students will find interesting facts on various space probes:spaceprob.es

This activity is designed to help students realize just how far we have come and how dependent our society is on rockets. This really stresses their importance and why it is still necessary for rocketry to have funding.

Students will then discuss some of the cool facts that they found and share them with others in the class.

TIME: 30 minutesStudents will then make modifications on their rockets from yesterday. They have now launched their first design, and come up with ideas for the second one. Once their new designs are done, we will go outside and launch them. New data will be collected in the same manner as yesterday, and then analyzed.

Stage (Day) 3:Modifications to height of launch will be achieved by adding/modifying a nosecone to their rocket. This will be what our inquiry process will lead to from day 2 launches.

Students will consider the time aloft as a measurement of success.

Use stopwatches to measure the time between launch and descent. This will lead to modifications for day 4.

ASSESSMENT(Performance Task) What will the students DO to demonstrate

TIME: 15 minutes

Students will continue to modify their rockets and add features that contribute to the successful flight and accurate descent of the rocket.

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that they have mastered the content? Be specific and include actual assessment with unit materials.

Each modification of their rocket will require a functional rationale on the utility of the addition. Making changes that simply make the device look more like a rocket will not be accepted.

Students will type a rationale on the unit website about what changes they are making and why. Each day, all students will have access to everyone’s responses, so they can make adequate changes as well. Our main focus today is trying to get the rocket to have a smooth landing, instead of falling out of the sky. Our goal is at least one student to come up with the idea of using a parachute.


YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been submitted for this lesson. See Lesson #1

MaterialsRocket accessories (fins, nose, parachutes, bottle, etc.)Rocket launcherWaterLaptopProjectorSpeakersEither ipads, laptops, or cell phones (some method in which students can access the internet, depending on what is available.)Alti-trackerStopwatchMetric wheelMeasuring cupsHot glue gunCameraLESSON #4What will your grandchildren do with rockets?

I. DEFINE OBJECTIVES AND CONTENTLESSON Students will finalize rocket design and discuss ways in

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OBJECTIVE

which they can continue to be involved with rocketry. Recent current events such as the modifications to the Orion rocket’s heat shield and nosecone by a high school group in Richmond will be examples in which they can get involved.

POINT TO PONDER

100 years ago, people would not have believed we would put a man on the moon. They would not think that we have a device about to leave our solar system that is still reporting data back to us. They would not believe that satellites have given us thousands of TV channels or that everyone carries a tiny telephone-computer in their pocket everywhere they go. (Temporal PERSPECTIVE)

ESSENTIAL QUESTION

In what ways will rocket technology shape our future?


1. What does the future hold for the rocket?a. Separating fact from fiction in film- students

will debate the viability of the vehicles depicted in the following films. This is a critical thinking exercise with no right or wrong answers, but only reasonable explanations of their opinions.

b. Do the movies have it right?i. Iron Manii. Enders Game

iii. Men in Blackiv. Avengersv. Wall-E

vi. Back to the Futurevii. Interstellar

1. Are the rocket powered transportation devices created in these movies an actual possibility for us?

c. Life sustaining planet in another galaxy?i. Jupiter’s moon Europa is a possible

place for humans to liveii. Our space probe Voyager 1 has left our

solar system, where will it go next?iii. Space tours

II. PRE-PLANNINGWhat will Students will understand that while rocketry has come a

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students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question?

long way, there are still many more things to be discovered. In just the past 100 years we have landed on the moon, left our galaxy, and developed satellites that control almost all of our daily electronics.

Students will understand that they can have a part in the future of rocketry if they are willing to get involved.


Students will be able to find their own method of getting involved in the space program or rocketry in general.

Students will be able to perform a successful launch with their bottle rocket that has maximum height and maximum time aloft.


TIME: 15 minWe will show different movie clips of rocket technology in Hollywood, and let students discuss if they think that is a possible technology for the future and why.

Ironmanhttps://www.youtube.com/watch?v=d3MTUPdjpZ0 (first minute)Do you ever think our military will have suits with rocket booster for flying and weapons?

Enders Gamehttps://www.youtube.com/watch?v=fg3h-fzjxjQ (1:30 – 3:00)Do you think we could ever have a space battle with an alien race?

Men in Blackhttps://www.youtube.com/watch?v=t9YfEZtQBtY (first minute)Could cars ever come with a red button?

Avengershttps://www.youtube.com/watch?v=pBi0LqgwrH8 (first minute)Is it possible for our military to put boat carriers in the air?

Wall-Ehttps://www.youtube.com/watch?v=31d7gzPZ1rk (first 30 seconds)Could we create a huge space station for people to permanently live on?

Back to the Futurehttps://www.youtube.com/watch?v=Psxktpxkc6o (2:00 – 4:12 will block

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https://www.youtube.com/watch?v=Psxktpxkc6o

https://www.youtube.com/watch?v=31d7gzPZ1rk

https://www.youtube.com/watch?v=pBi0LqgwrH8

https://www.youtube.com/watch?v=t9YfEZtQBtY

https://www.youtube.com/watch?v=fg3h-fzjxjQ

https://www.youtube.com/watch?v=d3MTUPdjpZ0


out bad word)Do you think we will ever have time machines?

Interstellarhttps://www.youtube.com/watch?v=pbKJ_onDy4E (whole thing)Is it possible for us to get a space ship into a black hole?

Our goal is for students to start considering the future of rockets and what we could accomplish in the next 100 years.


TIME: 40 min

After talking about the future possibilities from the movies, we will show students the JPL website, http://www.jpl.nasa.gov/ , and show them actual space missions that are being planned.

One in particular that is really interesting is the Europa mission that discusses the possibility of one of Jupiter’s moons being habitable by humans. Also where will the space probe Voyager 1 go now that it is has left our solar system? Will space tours be possible one day? Students will talk about some of these future missions and discuss their ideas about the possibilities.

Students will finalize bottle rockets. If it has not been discovered naturally, then we will introduce the idea of parachutes for accurate landing. This is necessary in order for all criteria to be met in having a successful rocket.

Students will also talk about what has worked over the past week for them and what has not. Are some of these designs purely for theatrical effect?

Question: How does your model rocket compare to some of the movies?

Many students will get their design ideas from what they have seen in movies, so we will discuss what the students have learned about why these features are necessary for a successful rocket.

Fins are needed for accuracy in making the launch and descent straight.

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http://www.jpl.nasa.gov/

https://www.youtube.com/watch?v=pbKJ_onDy4E


The nosecone is needed to help the rocket reach maximum height due to reduced friction.

The parachute is needed to provide maximum time aloft. This represents the rocket ship hovering in space. It is also used in the landing to ensure the softest landing.

The water represents the fuel for the rocket. The amount of fuel needs to be sufficient enough to get the rocket off the ground, but not too much to weigh it down and make it unable to defy gravity.

Stage (Day) 4:

Modifications to time aloft will be achieved by adding/modifying a parachute to their rocket. This will be what our inquiry process will lead to from day 3 launches.

Students will consider accuracy of the launch (landing site that is very close to launch site) as a measurement of success.

Students will use a metric wheel to measure distance from launch to landing sites.

Modifications to accuracy will be achieved by adding/modifying fins to their rocket. This will be what our inquiry process will lead to from previous launches.

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include

TIME: 15 min

Students will research ways that they can get involved (intrinsic PERSPECTIVE) in rocketry such as Spacex or a NASA space camp.

Students will look through the following websites to get ideas about how they can further get involved in rocketry.


http://www.nasa.gov/audience/foreducators/students-shine-during-summer-camps.html#.VTghhiFViko

http://www.nasa.gov/centers/langley/news/releases/2011/11-052.html

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actual assessment with unit materials.

http://www.nasa.gov/centers/kennedy/about/information/camp_faq.html#.VTghviFViko

http://www.nasa.gov/audience/foreducators/innovative-summer-camp.html

http://www.jpl.nasa.gov/education/index.cfm?page=435

https://www.ae.utexas.edu/undergraduate/student-involvement

https://www.nasa.gov/press/2014/february/nasa-evolves-student-rocketry-challenge-enhances-ties-to-space-launch-system/#.VTgi5iFViko

Students are not limited to this list. They can look at any rocket website that they wish that may have involvement ideas.

The class will discuss what they found and write down some of the ideas that interest them.


YES OR NO


MaterialsRocket accessories (fins, nosecone, parachutes, bottle, etc.)Rocket launcherWaterLaptopProjectorSpeakersEither ipads, laptops, or cell phones (some method in which students can access the internet, depending on what is available.)Alti-trackerStopwatchMetric wheelMeasuring cups

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https://www.ae.utexas.edu/undergraduate/student-involvement

http://www.jpl.nasa.gov/education/index.cfm?page=435






Hot glue gunCamera

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Jeffries Moss Unit Revisions.docx

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Transcript of Jeffries Moss Unit Revisions.docx