UC Irvine FOCUS! 5 E Lesson Plan Title: Stomp Rockets Grade Level and Course: Pre-Algebra, Geometry, Grade 8 Physical Science, Grades 9-12 Physics (extension) - Trigonometry Materials: 1 stomp rocket per group, labeled with 6 angles.; 2 meter sticks per group. Launch site (approx. 50 meters) with tape indicating each 5 meter distance. Instructional Resources Used: (concept maps, websites, think-pair-share, video clips, random selection of students etc.) Video clip, think-pair-share, hands on inquiry investigation California State Standards: (written out) Grade 8 Physical Science 2e: Students know that when the forces on an object are unbalanced, the object will change its velocity; 2f: Students know the greater than mass of an object, the more force is needed to achieve the same rate of change in motion. Grades 9-12 Physics: 1b: Students know that when forces are balanced, no accelerate occurs; thus an object continues to move at a constant speed or stays at rest; 2f: Students know an unbalanced force in an object produces a change in its momentum. Grade 7 Pre-Algebra: AF2.2 Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent. Geometry: Students know the definitions of the basic trigonometric functions defined by the angles of a right triangle. They also know and are able to use elementary relationships between them. For example, tan(x) = sin(x)/cos(x), (sin(x)) 2 + (cos(x)) 2 = 1. Trig (extension): Students know the definition of sine and cosine as y-and x-coordinates of points on the unit circle and are familiar with the graphs of the sine and cosine functions. Lesson Objectives: Students will understand the effect launch angle has on the distance a rocket travels by trying different angles, drawing trajectories and understanding the unit circle in relation to a given formula. Students will also discover that pairs of angles, equidistant from 0 and 90 degrees, will yield the same distance traveled. Students will understand the impact initial velocity has on the distance a rocket travels by comparing the relationship between the angle launch and resultant velocities. Differentiation Strategies to meet the needs of diverse learners: English Learners: Students will create a word wall of relevant vocabulary terms for the lesson.
Special Education: Students will participate in a teacher guided demonstration of lab procedures, followed by their own investigations of differing angles. GATE: Students will design their own investigations to test factors that affect the flight of the rocket, other than angle of launch (for example, mass of projectile, force applied to stomp pad, etc.) ENGAGE Describe how the teacher will capture the students interest. What kind of questions should the students ask themselves after the engagement? Teacher will show a clip from movie October Sky Teacher leads the students in a discussion about what they viewed. What were your observations of the rockets being launched? What might have affected how the rockets flew? EXPLORE Describe the hands-on laboratory activity that the students will be doing. List the big idea conceptual questions that the teacher will ask to focus the student exploration. Groups of four students will launch stomp rockets, each person conducting two trials from six different angles. The group will record the mean distance the rocket traveled for each person and each angle. Students will be able to explain the factors that affected the flight of the rocket, as well as answer relevant questions, including: Will the angle at which you launch your stop rocket affect how far the rocket travels? Why or why not? How big an effect did the initial velocity have on the distance the rocket traveled? Why? (hint: initial velocity was determined by how hard you stomped) Which variable do you think will have a greater effect on the distance the rocket travels: the angle of the launch, or the initial velocity? Why? Which angle do you think will allow the rocket to go the greatest distance? Why? EXPLAIN What is the big idea concept that students should have internalized from doing the exploration? List the higher order questions that the teacher will ask to solicit student explanations for their laboratory outcomes, and justify their explanations. Students will be able the explain the following big ideas: The effect of the launch angle on the distance a rocket travels. The effect of the initial velocity on the distance a rocket travels. The idea that pairs of angles, each equidistant from 0 and 90 degrees, will yield the same distance traveled. EVALUATE How will the student demonstrate their new understanding and/or skill? What is the learning product for the lesson? Students will accurately measure and chart flight distances and trajectories, as well as complete a graph of this data.
EXTEND Explain how students will develop a more sophisticated understanding of the concept. How is this knowledge applied in our daily lives? Students will investigate how real life rockets are deployed into space. What are the factors that must be taken into consideration to ensure a successful launch? Background Knowledge for the Teacher: The science of rocketry began with the publishing of a book in 1687 by the great English scientist Sir Isaac Newton. His book, entitled Philosophiae Naturalis Principia Mathematica, described physical principles in nature. Today, Newton's work is usually just called the Principia. In the Principia, Newton stated three important scientific principles that govern the motion of all objects, whether on Earth or in space. Knowing these principles, now called Newton's Laws of Motion, rocketeers have been able to construct the modern giant rockets of the 20th century such as the Saturn V and the Space Shuttle. Here now, in simple form, are Newton's Laws of Motion: 1. Objects at rest will stay at rest and objects in motion will stay in motion in a straight line unless acted upon by an unbalanced force; 2. Force is equal to mass times acceleration; 3. For every action there is always an opposite and equal reaction. This investigation utilizes a simple rocket system to provide a hands-on look at these laws of motion, which are basically simple statements of how things move. Note: To be more accurate, the distance measured should really be from where the rocket is launched to where the rocket passes a point approximately 1-2 feet off the ground (the same height from which the rocket was launched). However, this proves difficult for students, so they will measure where it hits the ground. Source: http://www.grc.nasa.gov/www/k12/rocket/trcrocket/rocket_principles.html *Attach student pages to this lesson plan.
Stomp Rockets! Observations from film about rocket flight: Hypothesis: If I, then the rocket will, because. Investigation: Materials per group: 1 stomp rocket, labeled with 6 angles 2 meter sticks Calculator Launch site (approx. 50 meters) with tape indicating each 5 meter distance Procedures: Data Collection: Roles: In your group of 4, you will each have one of the following roles: the rocket launcher, the holder, the measurer and the spotter. The Rocket Launcher will step on the air pillow to make the rocket launch. NOTE: It is extremely important that you exert the SAME amount of force for ALL trials (so if you step lightly, try to step the same way every time). The holder will hold the launcher at the appropriate angle. The measurer will measure and record the distance (a straight line from the launcher to where it lands) from where the rocket left to where it first hit the ground. The spotter will follow the rocket in the air, ensuring it does not hit anything.
Task: Each person will conduct 2 launches for each angle measurement below. Record the AVERAGE distance the rocket traveled during the 2 trials in the chart below. Mean Distance Name: Name: Name: Name: Distance 0 Distance 15 Distance 30 Distance 45 Distance 60 Distance 75 Distance 90 Analysis: 1) Using the axes below, graph the trajectories each rocket took, assuming that each flight path is parabolic (as the example above). Use a different color to indicate each trajectory and record the launch angle on each parabola.
Concluding Questions and Calculations: 1. For which angle did the rocket travel the greatest distance for each team member? 2. Why do you think this angle yielded the greatest distance traveled? 3. Were there any pairs of angles for which it seems the rocket traveled the SAME distance (or close to the same)? If so, list the angle pairs below. 4. Why do you think pairs of angles led to a similar distance for the rocket? Calculations: The formula used to show the relationship between the distance traveled, the initial velocity and the launch angle is as follows: D v 2 o sin2 g g 9.81m / s 2 1. Using the formula above, calculate the initial velocity of your rocket. Do this calculation for 15, 45 and 75. Record your results below. *Note: g = gravity Angle 15 45 75 Velocity 2. How consistent were you in terms of how hard you stomped on the air pillow each time? 3. Find two people with a different velocity than yours. Compare how far each of your rockets traveled at 45.
Evaluation Questions: 1) Did the angle from which you launched the rocket affect the distance it traveled? Why or why not? 2) How big an effect did the initial velocity have on the distance the rocket traveled? Why? (hint: initial velocity was determined by how hard you stomped) 3) Which variable do you think had a greater effect on the distance the rocket traveled: the angle of the launch, or the initial velocity? Why? 4) When Xavier launched his rocket from 25, it traveled 35 meters. From what other angle can he launch the rocket and expect it to also travel 35 meters? Explain your thinking. 5) What are some other factors (independent variables) that you might test that could have an effect on the flight of the rocket? Be specific in your explanation. 6) Summarize your findings from this investigation in a four to five sentence concluding paragraph.