Discovery Activity 1:

 

Topic:  Air Power Rocket Flying in Various Angles

Content Standards:  Number & Operations, Algebra, Geometry, and Measurement

Process Standards: Reasoning & Proof Standard, Communication Standard, Connections Standard, Representation Standard

 

Objective:

            The object of this activity is to demonstrate how rocket liftoff and  to find the relationship between the horizontal distance (range)  and the angle of projection (launch angle, ? theta )  by experiment.

 

 

Description:

            In this activity, students will work as a group (3 or 4 persons). One person will place the air power rocket in an open place and adjust the launch angle to start  with 10º degree. Other person who will be the launcher press the air-bag  with both legs  or put a weight from a fixed height over the air-bag to power the rocket. The third person will follow the path of the rocket and mark the landing location. Then all will measure the distance.

 

Materials and Tools:

  • Air Power Rocket with fixed protractor
  • Roll of thread or twine
  • Measurement Tape
  • Weights  (not necessarily if one person is the launcher for entire activity)

 

Background Information and NASA Connections:

This activity is a simple but exciting demonstration of projectile motion. 'What goes up must come down' goes the old saying. The question we will answer with this experiment is where? And Students will identify the Newton ’s 1st Law and 2nd Law.

 

1st Law:

            The rocket lifts off because an unbalanced force acts it upon.

2nd Law:

            The amount of force is directly proportional to the mass of rocket and how fast it accelerates.

Pre- Assessment:

  1. Give each student a paper and pencil. Ask them to draw the geometric path of a Frisbee.

 

  1. After they complete their drawing, ask them to explain how the angle of projection of the Frisbee affects the landing distance.

  

  1. Summarize by listening or restating various student theories

  

Implementation Strategies and Activities:

 

Students set up the rocket launching deck with the instructor’s help.

  • One person places the rocket in an open place and adjust the rocket to 10º.
  • The Launcher will jump on the air bag of the rocket, by putting his weight on that, or drop a weight from a fixed height to power the rocket.
  • Other watches where the rocket lands. A few launches should be done at each angle to be sure that the data is accurate. It also takes a few times to accurately find the spot where the rocket lands.
  • Measure the distance from the launching deck to the rocket landing location.
  • Vary the launch angle between in ten degree increments.
  • Record the launch angle and range for each shot. Space is provided for three ranges at each angle. Organize your data by filling in the data
    table. 

 

 

Angle (q) in degrees

Distance (d1)

(meters)

Distance (d2)

(meters

Distance (d3)

(meters

Mean

Distance (d)

(meters)

  10

 

 

 

 

20

 

 

 

 

30

 

 

 

 

40

 

 

 

 

50

 

 

 

 

60

 

 

 

 

70

 

 

 

 

80

 

 

 

 

90

 

 

 

 

 

 

 

Graphing part will be done using graphing calculator and the students will copy the graph in the paper OR using EXCEL spreadsheet.

 

Name: _____________________________________________________

 

 

Post- Assessment Discussion:

 

  1. Discus the geometric shapes involved in the rocket.

 

  1. How does the angle of projection (launch angle) affect the landing distance (range) of the rocket?

 

  1. What angle gives the maximum range value?

 

4.   Is there any relationship between the path of a Frisbee and the path of a rocket?

 

5.   Look carefully at your data and try to determine how accurately you can make a prediction about the range of the rocket for an angle of 45 degrees.

 

Extensions:

  • Hold an altitude contest to see which rockets fly the highest. Launch the rockets near a wall in the room and tape measure the wall. Let all students group take turns measuring rocket altitudes.
  • How far the rocket goes if it’s weight changes (put some sand inside the rocket)?

 

Reflections:

 

1.                  Describe the graph you constructed. Whether is it  represented an linear model or quadratic model?

 

2.                  Can you think about another experiment which represents the quadratic equation or model?

 

3.                  Describe the mathematics concepts in this activity.

 

4.                  Can mathematics be fun doing experiments like this one? Explain