Rockets. Student Journal. After School STEM Academy

Rockets Student Journal After School STEM Academy 1

Activity 1 ACTIVITY 1: SODA STRAW ROCKET ACTIVITY 1. 2. Cut out one big rectangle, otherwise known as your rocket body. Curl the rectangle lengthwise around a pencil and tape in into a tube. Cut out two rocket fins. Line up the rectangle on one unit with the bottom of the rocket body. Tape it on. Line up the second fin unit and tape it to the opposite side of the tube. 3. On one fin unit, bend the fin on the right side toward you, so it forms a right angle with the fin on the left. Do the same to the right-hand fin on the other fin unit. Now, when you look at the rocket from the bottom, the fin should forma a + shape. Adapted from: http://www.sciencebuddies.org/science-fair-projects/project_ideas/aero_p046.shtml 3

Activity 1 4. Put the straw inside the rocket and line up the front of the rocket with the end of the straw. Then, tape the end of your rocket closed. This rocket has no nose cone. This is your control rocket you will test other models against this one. Important: Find an open space where you can launch your rockets with no danger of hitting someone. Let it fly! Blow into the straw to launch your rocket. How does it work? Try launching at different angles and see what makes it fly the farthest. Measure the distance flown on three flights and write the measurements on your lab sheet. 5. Now, see if you can build a better rocket. Follow steps 1-4 to build a second rocket. This time, push the rocket body up to the sharpened end of the pencil. Twist the end of the tube closed around the sharpened end to form the nose cone. Remove the pencil. 6. Measure the length of your nose cone. Write it on your lab sheet and on the rocket. 7. Test it! How far can you make your second rocket fly? Measure the distance and enter it in your lab sheet (on the next page). REFLECTION Did anything surprise you about this activity? What other variables could you change on your rocket and how might they affect its flight Adapted from: http://www.sciencebuddies.org/science-fair-projects/project_ideas/aero_p046.shtml 4

Rocket Pattern Activity 1 Cut out the two rocket fin units. Cut out the rocket body and curl it lengthwise around a pencil and tape it into a tube. Cut out the two rocket fin units. Cut out the rocket body and curl it lengthwise around a pencil and tape it into a tube. Kids Science Challenge - Build A Soda Straw Rocket 5

Activity 1 Cut out the two rocket fin units. Cut out the rocket body and curl it lengthwise around a pencil and tape it into a tube. Kids Science Challenge Science Projects are presented by the award-winning radio series, Pulse of the Planet Kids Science Challenge - Build A Soda Straw Rocket Made possible by the National Science Foundation 2009 Jim Metzner Productions. All rights reserved. 7

Activity 1: Soda Straw Rocket Soda Straw Rocket Data Log Rocket Nose Cone Distance Distance Distance Number Length in Trial 1 in Trial 2 in Trial 3 1: Control 0 2 3 9

Activity 2 ACTIVITY 2: IMPROVE YOUR SODA STRAW ROCKET Basic airpowered rocket and balloon launcher Brainstorm What are some ways you can change your rocket design from last week? How will adding weight to the straw s nose or having more fins affect how it flies? When you launch your straw rocket, how does the launch angle affect where it lands? Modified from: http://www-tc.pbskids.org/designsquad/pdf/parentseducators/ds_nasa_03launchit_ln_cs.pdf 10

My Design Activity 2 Reflection What features of your design helped your rocket hit the target? What changes did you make to your rocket between last week and this week? How did changing the launch angle affect how your rocket flew? Modified from: http://www-tc.pbskids.org/designsquad/pdf/parentseducators/ds_nasa_03launchit_ln_cs.pdf 11

Activity 3 ACTIVITY 3: EXPLORE PAPER AIRPLANE DESIGN BACKGROUND What allows the paper plane to glide through the air? And why does a paper plane finally land? To find out, we will talk about the science behind flying a paper plane and the different forces that get a paper plane to fly and land. These same forces apply to real airplanes, too. A force is something that pushes or pulls on something else. When you throw a paper plane in the air, you are giving the plane a push to move forward. That push is a type of force called thrust. While the plane is flying forward, air is moving over and under the wings and is providing a force called lift to the plane. If the paper plane has enough thrust and the wings are properly designed, the plane will have a nice long flight. But there is more than lack of thrust and poor wing design that gets a paper plane to come back to Earth. As a paper plane moves through the air, the air pushes against the plane, slowing it down. This force is called drag. To think about drag, imagine you are in a moving car and you put your hand outside of the window. The force of the air pushing your hand back as you move forward is drag. Finally, the weight of the paper plane affects its flight and brings it to a landing. Weight is the force of Earth's gravity acting on the paper plane. The picture below shows how all four of these forces, thrust, lift, drag, and weight, act upon a paper plane. In this aerodynamics project, you will make a basic paper plane and then slightly alter its shape to increase how much drag is acting on it. You will investigate how far the basic paper plane flies and compare that to how far it flies when the drag is increased. How will adding drag affect your plane's flight? 1. Choose a method of folding in the following pages for your group of 3 to use to make 9 paper airplanes, 3 from each material: computer paper, construction paper, and newspaper. Adapted from: http://www.sciencebuddies.org/science-fair-projects/project_ideas/aero_p046.shtml 12

Activity 3 2. Modify one plane (#3) from each material type with additional drag, as pictured below: To increase the paper plane's drag: 1. Cut slits 2.5 cm long where the wings meet the ridge at the back of the plane, and then fold these cut sections up. 2. Each wing should now have a 2.5 cm long section at the end of the wing that is folded up, at about a 90 degree angle from the rest of the wing, as shown in these pictures taken from different angles. 3. Fly your airplanes and record the results on the table on the next page. Adapted from: http://www.sciencebuddies.org/science-fair-projects/project_ideas/aero_p046.shtml 13

Activity 3 4. Record your findings on the table below: Paper Airplane Computer Paper 1 Computer Paper 2 Computer Paper 3 with Added Drag Construction Paper 1 Construction Paper 2 Construction Paper 3 with Added Drag Newspaper 1 Newspaper 2 Newspaper 3 with Added Drag Distance Flight 1 Flight 2 Flight 3 Average Type of fold used: Which plane performed best? What effect did the added drag have on your airplanes? Adapted from: http://www.sciencebuddies.org/science-fair-projects/project_ideas/aero_p046.shtml 14

Paper Airplane Folding Activity 3 Sailplane Step 1: Step 2: Fold a sheet of paper in half lengthwise. Crease it sharply. Now, unfold, Fold down the top corners as indicated by the arrows. Step 3: Step 4: Bring the top corner downward to a point above the lower edge so that A=B. Lift each corner and fold to the center crease. Adapted from: http://www.amazingpaperairplanes.com/ 15

Paper Airplane Folding Activity 3 Step 5: Step 6: Fold the triangle tip upward to lock two corners together. Use the center crease to mountain-fold the model in half. Turn the model around 90 degrees. Step 7: Step 8: Fold the upper flap down along the folding line parallel to the bottom edge line. Folding line should meet the tip of the triangle lock. Fold up the wing tip. Note that the wing tip's height B is the same as the body's height A. Then open out both wings. Adapted from: http://www.amazingpaperairplanes.com/ 16

Paper Airplane Folding Activity 3 Step 9: The sailplane paper airplane is complete. You can tape the edges under the fuselage and the back of the plane. Adapted from: http://www.amazingpaperairplanes.com/ 17

Paper Airplane Folding Activity 3 Basic Dart Step 1: Step 2: Fold a sheet of paper in half lengthwise. Crease it sharply. Now, unfold, Fold down the top corners as indicated by the arrows. Step 3: Step 4: Fold the two edges toward the center-line, as indicated. Make a valley fold in half. Turn the plane 90 degrees as in the picture for step 5. Adapted from: http://www.amazingpaperairplanes.com/ 18

Paper Airplane Folding Activity 3 Step 5: Step 6: Create a wing crease that begins at the nose as shown. Form 3-dimensional shape as shown in figure. The Basic Dart is complete. Bend up the tailing edge of the wings for lift if it has a tendency to nose-dive. Adapted from: http://www.amazingpaperairplanes.com/ 19

Model Rocket Flight Profile TRACKING SMOKE GENERATED DURING TIME DELAY/COAST PHASE. MODEL REACHES PEAK ALTITUDE. EJECTION CHARGE ACTIVATES RECOVERY SYSTEM. RCOVERY SYSTEMS ARE DEPLOYED. ENGINE BURNS OUT AND ROCKET CONTINUES TO CLIMB DURING THE COAST PHASE. ROCKET SAFELY RETURNS TO EARTH. ROCKET ACCELERATES AND GAINS ALTITUDE. TOUCHDOWN! REPLACE THE ENGINE, IGNITER, AND RECOVERY WADDING. READY TO LAUNCH AGAIN! ELECTRICALLY IGNITED ROCKET ENGINE PROVIDES ROCKET LIFTOFF. 2008 Estes-Cox Corp. All rights reserved. 21

FINTASTIC ROCKETS! Problem: Hypothesis: Results: Conclusion: 26

N.A.R. * MODEL ROCKET SAFETY CODE Effective February 10, 2001 1. MATERIALS. I will use only lightweight, nonmetal parts for the nose, body, and fins of my rocket. 2. MOTORS. I will use only certified, commercially-made model rocket motors, and will not tamper with these motors or use them for any purposes except those recommended by the manufacturer. 3. IGNITION SYSTEM. I will launch my rockets with an electrical launch system and electrical motor igniters. My launch system will have a safety interlock in series with the launch switch, and will use a launch switch that returns to the "off" position when released. 4. MISFIRES. If my rocket does not launch when I press the button of my electrical launch system, I will remove the launcher s safety interlock or disconnect its battery, and will wait 60 seconds after the last launch attempt before allowing anyone to approach the rocket. 5. LAUNCH SAFETY. I will use a countdown before launch, and will ensure that everyone is paying attention and is a safe distance of at least 15 feet (4.6 m) away when I launch rockets with D motors or smaller, and 30 feet (9 m) when I launch larger rockets. If I am uncertain about the safety or stability of an untested rocket, I will check the stability before flight and will fly it only after warning spectators and clearing them away to a safe distance. 6. LAUNCHER. I will launch my rocket from a launch rod, tower, or rail that is pointed to within 30 degrees of vertical to ensure that the rocket flies nearly straight up, and I will use a blast deflector to prevent the motor s exhaust from hitting the ground. To prevent accidental eye injury, I will place the launcher so that the end of the launch rod is above eye level or will cap the end of the rod when it is not in use. 7. SIZE. My model rocket will not weigh more than 53 ounces (1500 grams) at liftoff and will not contain more than 4.4 ounces (125 grams) of propellant or 71.9 pound-seconds (320 N-sec) of total impulse. If my model rocket weighs more than one pound (453 grams) at liftoff or has more than 4 ounces (113 grams) of propellant, I will check and comply with Federal Aviation Administration regulations before flying. 8. FLIGHT SAFETY. I will not launch my rocket at targets, into clouds, or near airplanes, and will not put any flammable or explosive payload in my rocket. 9. LAUNCH SITE. I will launch my rocket outdoors, in an open area at least as large as shown in the accompanying table, and in safe weather conditions with wind speeds no greater than 20 miles per hour (32 km/h). I will ensure that there is no dry grass close to the launch pad, and that the launch site does not present risk of grass fires. LAUNCH SITE DIMENSIONS Installed Total Equivalent Minimum Site Impulse (N-sec) Motor Type Dimensions Feet Meters.00-1.25 1/4A, 1/2A 50 15 1.26-2.50 A 100 30 2.51-5.00 B 200 60 5.01-10.00 C 400 120 10.01-20.00 D 500 150 20.01-40.00 E 1,000 300 40.01-80.00 F 1,000 300 80.01-160.00 G 1,000 300 160.01-320.00 Two G s 1,500 450 10. RECOVERY SYSTEM. I will use a recovery system such as a streamer or parachute in my rocket so that it returns safely and undamaged and can be flown again, and I will use only flame-resistant or fireproof recovery system wadding in my rocket. 11. RECOVERY SAFETY. I will not attempt to recover my rocket from power lines, tall trees, or other dangerous places. As a member of the Estes Model Rocketry Program, I promise to faithfully follow all rules of safe conduct as established in the above code. Signature www.nar.org Important Note: G engines must be sold to and used by adults (18 and up) only. To launch large model rockets weighing more than one lb. (453 g) including propellant or rockets containing more than 4 oz. (113 g) but no more than 4.4 oz. (125 g) of propellant (net weight), you must notify and perhaps obtain authorization from the Federal Aviation Administration (FAA). Check your telephone directory for the office nearest you or contact Estes Industries for further information. *National Association of Rocketry 2008 Estes-Cox Corp. All rights reserved. 27