Handout - Rocket Launch Dimmerling/blast_off/Handou… · to read the angle of the rocket when it reaches the apex ... p Height of the person using the angle measuring device ...

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Name_______________________

Partner_____________________

Bell________________________

During the next two days, you will be constructing a rocket and launching it in order to investigate trigonometry. The lab will be divided into two parts. During the first part, you and your group will construct your rocket. We will be talking about different aspects of engineering design that you can use in the creation of your rocket. On the second part, we will be going outside and launching each group’s rocket. You will take data on the launch, and then there will be several calculations to complete at the end of the lab. Finally, you will draw conclusions about your overall design based on the success of your launch. SUPPLIES Rocket Construction

• One (1) 2-liter bottle • Cardboard • Duct tape • Clear packing tape • Scissors • Other material(s) you choose to use in your rocket construction

Rocket Launch

• Your rocket • Launching device • Angle measuring device • Tape measure

Caution: The launching device creates a pressure of 75psi in the rocket. It could explode, so it’s important to stand clear (20-30 feet back) of the launching device at ALL times.

Blast Off!!

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ENGINEERING DESIGN PRINCIPLES Before you begin rocket construction, let’s talk about some different engineering design principles that you’ll need to think about when constructing your rocket. Wings and Fins Most of the time, wings and fins are used for stabilization during the flight of an object. Think about a hand glider. What would happen to it if it didn’t have the wings? Rounded Corners

What makes something more aerodynamic? Do sharp, boxy edges make something more aerodynamic, or do sleek, curved lines help reduce wind resistance on an object? Think about how new cars compare to older models. Given that we know more about drag and

aerodynamic design now, how will you incorporate this into your rocket? Nose Cone

On every rocket, plane, and space shuttle you see, you’ll find a nose cone. This cone is basically just a point on the top of the rocket. Like rounded corners, the nose cone reduces wind resistance. Since it’s at the top of the rocket, this helps the rocket fly higher and straighter than it would with a flat nose. Think about how you could design a nose cone for your rocket.

Aesthetics In the real world, aesthetics of an object matter. It’s hard to get funding for something that looks like it will fail, and you should keep this in mind when designing your rocket. Pretend that you’re making a scale model of something that could be in production for NASA. You want the money, so you had better make it look nice. Weight If an object is too heavy, it will never leave the ground. It’s a simple concept, but pay attention to the weight you’re adding to your rocket when you attach materials. Also, pay attention to the tape you’re using. The weight of the tape can add-up fast!

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STEP ONE: DESIGN AND CONSTRUCTION (10 pts)- Now you’re ready to begin your rocket design and construction! Use the blank space on this page to draw a rough sketch (it doesn’t have to be anything fancy) before you begin construction.

Rocket Design

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STEP TWO: ROCKET LAUNCH (5 pts) - It’s time to launch your rocket! The launch pad will already be set-up for you, but when it’s time for you to launch your rocket; you will need the following items:

• Your rocket • Angle measurement device • Tape measure

Record which members of your group are assigned to which job.

Job Description Group Member Launcher Responsible for operating the air

pump and launching the rocket.

Distance Measurer

Use the tape measure to measure how far the rocket traveled from the launch pad.

Angle Measurer

Use the angle measurement device to read the angle of the rocket when it reaches the apex (highest point) of its flight.

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STEP THREE: MEASUREMENT (5 pts) - Use the diagram below to record your measurements during the rocket launch.

VARIABLE WHAT IT IS ACTION hp Height of the person using the angle measuring device Measured hm Height of the triangle shown in the diagram Calculated

θ Angle from person using the angle measuring device to the rocket at its apex Measured

dp Distance from the person using the angle measuring device to the rocket launch pad Measured

dx Total horizontal distance of the rockets flight Measured dy Vertical height achieved by the rocket Calculated

θ = _____°

dx = ___________ dp = ___________ Launch Pad

Apex of Flight

hp = _______

hm = ___________ dy = ___________

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STEP FOUR: TRIGONOMETRY CALCULATIONS (10 pts each = 30 pts) CALCULATION OF THE TRIANGLE BASE Hint: To find the length of the base of the triangle, you need to add dp to something...maybe half of something you measured... BASE = ______________________ CALCULATION OF hm Since you know the triangle is a right triangle, use your trig rules to calculate hm. Since you know θ and the base of the triangle, you can find hm. Show you work below, then record the value on your picture. CALCULATION OF dy You can now find dy (the maximum height reached by the rocket). Show you work below, then record the value on your picture.

BASE θ

hm

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STEP FIVE: DATA ANALYSIS (30 pts) – Use the table below to record the class data and do calculations GROUP # dy GROUP # dy

CLASS AVERAGE = ___________________ CLASS MEDIAN = _____________________ MAXIMUM = _________________________ MINIMUM = __________________________ DIFFERENCE BETWEEN MAX AND MIN = _____________________

You MUST show units to get credit!!

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STEP SIX: REFLECTION (20 pts) – To get credit for this ENTIRE project you must answer these questions.

1. In order to use the formulas you used to calculate dy and dx, you had to make some assumptions about the experiment. List some (two or more) of the assumptions that you made.

Hint: Think about how the flight path looks. What shape is it?

2. Was your rocket above or below the class average?

3. Your rocket design contributed heavily to how well your rocket flew. List some good things about your design (things that helped your rocket fly well).

4. List some things about your design you would improve if you were to do this experiment again.

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GRADING RUBRIC

Excellent (10 pts) Good (7 pts) Mediocre (4 pts) Poor (2 pts) 0

Desig

n &

Cons

truct

ion

• Incorporated all engineering design principles (wings, nose cone, rounded edges, etc.) into the rocket design

• Paid attention to aesthetics • High creativity (used materials in

unique ways or used uncommon materials)

• Incorporated all engineering design principles (wings, nose cone, rounded edges, etc.) into the rocket design

• Some attention to aesthetics • Some creativity

• Some engineering design principles used in the rocket design

• No attention to aesthetics • Some creativity

• Little to no engineering design principles used in the rocket design

• No attention to aesthetics • No attempt at creativity Inc

omple

te

Rock

et

Laun

ch • Successful launch (displays parabolic

trajectory) • Successful launch (no parabolic

trajectory) • Unsuccessful launch due to

unforeseeable events (not due to poor design)

• Unsuccessful launch due to poor construction (rocket stuck to launcher or blew-up on launch pad)

• Unsuccessful launch due to poor design (rocket stuck to launcher or blew-up on launch pad)

Incom

plete

Calcu

latio

ns • All work shown

• Correct equations used • Correct answers

• All work shown • Correct equations used • Some incorrect answers due to math

mistakes

• Some work shown • Some incorrect equations used or

equations used incorrectly • Incorrect answers

• Little to no work shown • Many incorrect equations used • Many incorrect answers

Incom

plete

Refle

ctio

n

• Able to correctly identify and use trigonometry concepts

• Able to interpret results of launch • Able to draw conclusions based on the

rocket design

• Able to correctly identify and use trigonometry concepts

• Able to interpret most results of the launch

• Able to draw conclusions based on the rocket design

• Able to identify and use some trigonometry concepts

• Able to interpret some results of the launch

• Able to draw some conclusions based on the rocket design

• Able to identify and use little or no trigonometry concepts

• Not able to correctly interpret the results of the launch

• Not able to draw conclusions based on the rocket design

Incom

plete

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STEP SEVEN: ASSESMENT –Below is a breakdown of your grade for this lab. Please grade yourself on all of the aspects of this project. I will take your grade into consideration when grading your projects.

Section Maximum Points

Grade You Gave Yourself

Your Actual Grade

Design & Construction 10

Rocket Launch / Measurement 10

Trigonometry Calculations 30

Data Analysis Calculations 30

Reflection 20

Total =

(Out of 100 Points)

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Activity Feedback 1. What did you like most about today’s activities?

___________________________________________________________________

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2. What did you like the least about today’s activities?

___________________________________________________________________

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3. How would you rate your interest in the field of engineering?

Very interested _______ Not Sure________ Somewhat interested______ No interest at all_______ 4. Did this program affect your interest in engineering in any way? Increased my interest________ Decreased my interest________ Did not affect my interest_______

5. How would you rate your level of learning today?

a lot______ a little______ nothing new________