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DOCUMENT RESUME
ED 402 191 SE 059 486
AUTHOR Horton, Robert L.; And OthersTITLE Rockets Away! A Fun Approach to Exploring the Science
of Rocketry. Teacher's Edition.INSTITUTION National Center for Science Teaching and Learning,
Columbus, OH.; Ohio State Univ., Columbus.Cooperative Extension Service.
SPONS AGENCY Office of Educational Research and Improvement (ED),Washington, DC.
REPORT NO 4-H-501-GPMPUB DATE 94CONTRACT R117Q00062NOTE 61p.
PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)
EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Aerospace Education; *Engineering; Intermediate
Grades; Junior High Schools; Middle Schools; ScienceActivities; Science Experiments; *Space Sciences
IDENTIFIERS *Rockets
ABSTRACTThis unit is designed to stimulate interest in math,
engineering, aerospace, and physics through the exploration ofrocketry science. It serves as a ready source of information dealingwith the subject of rocketry and provides directions for completing avariety of hands-on rocketry science experiments, including thedesign, construction, and launch of 2-liter bottle rockets. Theteaching outline consists of four parts: introduce new knowledge;summarize learning; bring closure to session; and review previoussession when starting new session. Sections include: Exploring theMotion of Rockets, Building on the Basics, and Let's Get Launching.(JRH)
************************************************************************ Reproductions supplied by EDRS are the best that can be made *
from the original document.***********************************************************************
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OE
RI p
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on o
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BE
ST
CO
PY
AV
AIL
AB
LE
RO
CK
ET
S A
WA
Y!
Tea
cher
s E
ditio
n
A fu
n ap
proa
ch to
exp
lorin
g th
e sc
ienc
e of
roc
ketr
y.
Fea
turin
g a
varie
ty o
f exp
erim
ents
& a
ctiv
ities
incl
udin
g th
eco
nstr
uctio
n an
d la
unch
ing
of 2
-lite
r bo
ttle
rock
ets
Wri
tten
by:
Rob
ert L
. Hor
ton,
Ph.
D.
Ext
ensi
on 4
-H S
peci
alis
t.Sc
ienc
e E
duca
tion
Bob
New
man
Edu
cato
r, S
imps
on M
iddl
e Sc
hool
Man
sfie
ld, O
hio
Con
n D
anda
reau
Edu
cato
r, S
imps
on M
iddl
e Sc
hool
Man
sfie
ld, O
hio
Mik
e B
levi
nsPr
ojec
t Con
sulta
ntC
olum
bus,
Ohi
o
Cop
yrig
ht ©
199
4, T
he S
cien
ce C
onne
ctio
n
A s
peci
al th
anks
to th
e te
ache
rs a
nd s
tude
nts
ofSi
mps
on M
iddl
e Sc
hool
for
thei
r in
valu
able
cur
iosi
tyan
d w
illin
gnes
s to
try.
Dev
elop
men
t of
this
pro
ject
was
sup
port
ed b
y th
eN
atio
nal C
ente
r fo
r Sc
ienc
e T
each
ing
and
Lea
rnin
gun
der
gran
t #R
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2 fr
om th
e O
ffic
e of
edu
ca-
tiona
l Res
earc
h an
d Im
prov
emen
t, U
.S. D
epar
tmen
tof
Edu
catio
n.
45
9S
Abo
ut th
e U
nit
Thi
s un
it is
des
igne
d to
stim
ulat
e in
tere
st in
mat
h,en
gine
erin
g, a
eros
pace
, and
phy
sics
thro
ugh
the
expl
o-ra
tion
of r
ocke
try
scie
nce.
It w
ill s
erve
as
read
y so
urce
of in
form
atio
n de
alin
g w
ith th
e su
bjec
t of
rock
etry
, as
wel
l as
prov
ide
dire
ctio
ns f
or c
ompl
etin
g a
vari
ety
ofha
nds-
on r
ocke
try
scie
nce
expe
rim
ents
. Thi
s in
clud
esth
e de
sign
, con
stru
ctio
n an
d la
unch
of
2-lit
er b
ottle
rock
ets
as d
etai
led
in s
ectio
n th
ree.
The
ben
efit
to u
sing
2-lit
er b
ottle
roc
kets
is th
at th
ere
is n
o ne
ed f
or e
xpen
-si
ve s
olid
roc
ket e
ngin
es, n
or is
ther
e th
e la
rge
inve
stm
ent o
f tim
e in
the
desi
gn a
nd c
onst
ruct
ion
of th
ero
cket
s. I
n ad
ditio
n, 2
-lite
r bo
ttle
rock
ets
can
easi
ly b
em
odif
ied
to a
ccom
mod
ate
a va
riet
y of
exp
erim
ents
, or
toim
prov
e th
eir
over
all p
erfo
rman
ce.
As
you
begi
n ea
ch s
essi
on, b
e su
re to
incl
ude
a pr
oper
intr
oduc
tion
and
disc
ussi
on o
f in
form
atio
n to
be
cove
red.
Thi
s w
ill h
elp
the
clas
s pr
epar
e fo
r th
e le
arni
ng th
at f
ol-
low
s Fo
r be
st r
esul
ts, c
ondu
ct e
xper
imen
ts a
sde
mon
stra
tions
with
gro
up m
embe
rs a
s ac
tive
part
ici-
pant
s. O
r, if
you
wis
h, p
rovi
de a
n op
port
unity
for
gro
upm
embe
rs to
con
duct
exp
erim
ents
on
thei
r ow
n or
inte
ams.
Thi
s is
esp
ecia
lly im
port
ant i
n le
sson
s 2
& 3
whe
regr
oup
mem
bers
con
stru
ct a
nd f
ly e
xper
imen
tal r
ocke
ts.
Onc
e an
act
ivity
is c
ompl
eted
, allo
w ti
me
for
proc
ess-
ing
Use
the
guid
ing
ques
tions
as
prov
ided
to h
elp
grou
pm
embe
rs r
elat
e w
hat t
hey
obse
rved
and
exp
erie
nced
.W
hen
proc
essi
ng a
n ac
tivity
, try
not
to f
ocus
on
answ
ers
bein
g "r
ight
" or
"w
rong
." R
athe
r, a
ccep
t all
answ
ers
as p
os-
sibl
e so
lutio
ns. T
hen,
hel
p th
e gr
oup
see
why
a p
artic
ular
answ
er m
ay b
e m
ore
appr
opri
ate
than
oth
ers,
esp
ecia
lly if
6
the
answ
er y
ou w
ere
look
ing
for
was
not
giv
en.
Plan
on
at le
ast t
wo
hour
s to
com
plet
e se
ssio
ns 1
& 2
.T
his
incl
udes
per
form
ing
all o
f th
e re
com
men
ded
expe
ri-
men
ts a
long
with
tim
e fo
r gr
oup
disc
ussi
on. S
essi
on 3
shou
ld b
e ex
tend
ed o
ver
a lo
nger
per
iod
of ti
me
in o
rder
for
grou
p m
embe
rs to
com
plet
e al
l fiv
e pr
oble
ms.
Tim
epe
rmitt
ing,
you
may
wis
h to
exp
lore
som
e of
the
Dig
ging
Dee
per
and
Goi
ng B
eyon
d ac
tiviti
es in
eac
h le
sson
.
Tea
chin
g O
utlin
e -
The
fol
low
ing
is a
rec
omm
ende
dou
tline
for
con
duct
ing
a se
ries
of
sess
ions
on
this
sub
ject
.In
trod
uce
new
kno
wle
dge
Rel
y he
avily
on
show
ing
rath
er th
an te
lling
. Ref
er to
the
exam
ples
in e
ach
less
on,
or u
se y
our
own
to g
et y
our
mes
sage
acr
oss.
As
you
teac
h, f
ocus
on
impr
ovin
g th
e le
arne
r as
a p
erso
n, a
sw
ell a
s he
lpin
g th
e gr
oup
lear
n ne
w th
ings
.Su
mm
ariz
e L
earn
ing
Hav
e th
e gr
oup
talk
abo
utw
hat t
hey
lear
ned
and
wha
t the
y lik
ed d
oing
. Foc
us o
nth
e po
sitiv
e, e
spec
ially
if th
ings
did
n't w
ork
as y
oupl
anne
d.B
ring
clo
sure
to S
essi
onPr
ovid
e an
ove
rvie
w o
fw
hat w
ill b
e co
vere
d du
ring
the
next
ses
sion
. Try
bui
ld-
ing
exci
tem
ent f
or w
hat's
to c
ome
by g
ivin
g th
e gr
oup
apr
oble
m to
sol
ve o
r m
aybe
eve
n a
ques
tion
to b
e an
-sw
ered
.W
hen
star
ting
next
tim
e .
..
revi
ew p
revi
ous
sess
ion.
Thi
s w
ill h
elp
the
lear
ners
hav
e a
com
mon
sta
rtin
gpl
ace
for
the
curr
ent s
essi
on a
nd le
ad in
to n
ew in
form
a-tio
n.
7
Get
ting
Sta
rted
With
the
Uni
tSt
ep 1
: Obt
ain
the
requ
ired
mat
eria
ls li
sted
for
each
exp
erim
ent.
Whe
n co
nduc
ting
as a
grou
p, p
lan
on h
avin
g le
arne
rs w
ork
in te
ams
of 2
-3 w
hene
ver
poss
ible
. Thi
s w
ill h
elp
cut
dow
n on
the
amou
nt o
f su
pplie
s ne
eded
as
wel
l as
faci
litat
e co
oper
ativ
e le
arni
ng a
mon
ggr
oup
mem
bers
.St
ep 2
: Roc
ketr
y eq
uipm
ent L
esso
n th
ree
is d
e-si
gned
to h
elp
lear
ners
app
ly w
hat t
hey
lear
ned
in th
epr
evio
us tw
o le
sson
s in
a u
niqu
e st
ep-b
y-st
ep p
robl
emso
lvin
g ap
proa
ch. T
his
incl
udes
the
desi
gn, c
onst
ruc-
tion,
and
laun
chin
g of
2-l
iter
bottl
e ro
cket
s. B
e su
re to
phot
ocop
y th
e ap
prop
riat
e pa
ges
from
this
less
on a
nddi
stri
bute
them
to g
roup
mem
bers
. Thi
s le
sson
wor
ksbe
st w
hen
grou
p m
embe
rs c
an w
ork
on th
eir
own
or in
team
s to
des
ign
and
build
thei
r 2-
liter
bot
tle r
ocke
ts.
Step
3: O
ptio
nal C
ompu
ter
Ass
iste
d In
stru
ctio
nFo
r le
arne
rs w
ith a
cces
s to
an
IBM
com
patib
le c
om-
pute
r, a
n op
tiona
l pro
gram
is a
vaila
ble
to te
ach
them
abou
t the
pro
per
desi
gn a
nd f
light
con
figu
ratio
ns o
f 2-
liter
bot
tle r
ocke
ts. T
his
sim
ulat
ion
prog
ram
will
hel
pth
em s
olve
pro
blem
s lik
e de
term
inin
g th
e pr
oper
des
ign
for
a no
se c
one
and
tail
fin,
test
ing
the
prop
er r
atio
be-
twee
n fu
el c
apac
ity a
nd w
ater
pre
ssur
e fo
r m
axim
umra
nge,
or
dete
rmin
ing
the
idea
l wei
ght f
or a
2-l
iter
bottl
ero
cket
.
Thi
s di
sket
te a
lso
cont
ains
a p
rogr
am f
or r
e-co
rdin
g an
d an
alyz
ing
laun
ch d
ata
usin
g 2
liter
bottl
e ro
cket
s. T
his
is a
mus
t for
lear
ners
in-
tere
sted
in p
erfe
ctin
g th
e de
sign
of
thei
r 2
liter
bot
tle r
ocke
t. A
s le
arne
rs e
nter
dat
aba
sed
on th
e am
ount
of
wat
er a
nd p
res-
sure
use
d fo
r ea
ch la
unch
, inc
ludi
ng th
etim
e it
took
fro
m la
unch
to la
ndin
g, th
epr
ogra
m w
ill d
eter
min
e al
titud
e an
d sp
eed
ofth
e ro
cket
as
wel
l as
pred
ict i
deal
wat
er/p
ress
ure
ratio
s fo
r fu
ture
laun
ches
.
8
AW
AY
! (.E
xplo
ring
the
Mot
ion
of R
ocke
ts
4410
71'
11
Roc
ket R
un-D
own
The
sci
ence
of
rock
ets
bega
n w
ith th
e di
s-co
veri
es o
f Is
aac
New
ton.
Roc
kets
rel
y on
the
unba
lanc
ing
of f
orce
sfo
r m
otio
n.R
ocke
ts w
ill s
peed
up
whe
n m
ass
is d
e-cr
ease
d or
thru
st is
incr
ease
d.A
roc
ket's
for
war
d m
otio
n is
a r
eact
ion
toth
e ra
pid
disc
harg
e fr
om it
s en
gine
s.G
ravi
ty is
a f
orce
hel
d co
nsta
nt a
gain
st th
epe
rfor
man
ce o
f ro
cket
s.
Bac
kgro
und
A r
ocke
t in
its s
impl
est f
orm
is a
cha
mbe
r en
clos
ing
a ga
s un
der
pres
sure
. A s
mal
l ope
ning
at o
ne e
nd o
f th
ech
ambe
r al
low
s th
e ga
s to
esc
ape
in o
ne d
irec
tion,
and
in d
oing
so
prov
ides
a th
rust
that
pro
pels
the
rock
et s
ky-
war
d in
the
oppo
site
dir
ectio
n. M
ost h
isto
rian
s be
lieve
that
roc
kets
wer
e in
vent
ed b
y th
e C
hine
se a
roun
d th
e
11th
cen
tury
AD
. The
se e
arly
roc
kets
wer
e us
ed b
y th
eC
hine
se to
rep
el in
vade
rs, s
uch
as th
e M
ongo
ls.
By
the
thir
teen
th c
entu
ry th
e us
e of
roc
kets
had
spre
ad to
the
Mid
dle
Eas
tern
cou
ntri
es w
here
they
wer
ekn
own
as "
Chi
nese
Fir
e A
rrow
s."
The
se e
arly
roc
kets
wer
e lit
tle m
ore
than
tube
s st
uffe
d w
ith g
unpo
wde
r.W
hen
the
gunp
owde
r w
as ig
nite
d, it
exp
lode
d an
d pr
o-du
ced
hot g
asse
s th
at "
push
ed"
the
rock
ets
into
flig
ht.
Eve
ntua
lly, t
he u
se o
f ro
cket
s fo
r bo
th w
arfa
re a
nd e
n-te
rtai
nmen
t spr
ead
wor
ldw
ide.
How
ever
, it h
as b
een
only
sinc
e th
e la
st th
ree
hund
red
year
s th
at r
ocke
t exp
eri-
men
ters
hav
e ac
tual
ly u
nder
stoo
d th
e sc
ient
ific
prin
cipl
es b
ehin
d th
e m
otio
n of
roc
kets
.
Did
you
Kno
w R
ocke
ts w
ere
used
inm
any
battl
es in
clud
ing
one
fam
ous
battl
eag
ains
t the
Uni
ted
Stat
es d
urin
g th
e W
arof
181
2. D
urin
g th
e ba
ttle,
at B
altim
ore'
sFo
rt M
cHen
ry, a
you
ng p
oet n
amed
Fran
cis
Scot
t Key
wat
ched
the
rock
etbo
mba
rdm
ent a
nd w
rote
a p
oem
abo
ut"t
he r
ocke
t's r
ed g
lare
/the
bom
bs b
urst
-in
g in
air
." L
ater
, set
to m
usic
, tha
t poe
mbe
cam
e th
e A
mer
ican
nat
iona
l ant
hem
, The
Sta
r-Sp
angl
ed B
anne
r.
Dis
cuss
ion
Beg
in b
y di
scus
sing
the
mov
emen
t of
obje
cts
both
inth
e at
mos
pher
e an
d in
spa
ce. H
ave
a to
y ro
cket
and
aw
ind-
up b
alsa
woo
d gl
ider
on
hand
to il
lust
rate
key
poin
ts. S
tart
the
grou
p th
inki
ng b
y as
king
the
ques
tion
..
. "H
ow d
oro
cket
s m
ove?
" H
elp
the
grou
p un
ders
tand
10
iiiN
ewto
n's
Firs
t Law
Obj
ects
at r
est w
ill s
tay
at r
est,
orob
ject
s in
mot
ion
will
sta
y in
mot
ion
unle
ss a
cted
upo
n by
an
unba
lanc
ed f
orce
.
guid
ing
ques
tions
to h
elp
grou
p m
embe
rs p
roce
ss th
eir
obse
rvat
ions
as
wel
l as
appl
y w
hat t
hey
lear
ned
to r
eal
life
situ
atio
ns.
Exp
lain
that
dur
ing
a ro
cket
's f
light
. for
ces
beco
me
bala
nced
and
unb
alan
ced
all t
he ti
me.
A s
mal
l mod
elro
cket
sitt
ing
on th
e la
unch
pad
exp
erie
nces
a b
alan
ceof
for
ces.
The
sur
face
of
the
pad
prov
ides
a b
alan
ced
forc
e ag
ains
t the
mas
s of
the
rock
et b
eing
pul
led
dow
nby
gra
vity
. Whe
n th
e en
gine
igni
tes,
its
thru
st u
nbal
ance
the
forc
es, a
llow
ing
the
rock
et to
trav
el u
pwar
d. T
his
thru
st c
ontin
ues
until
the
engi
ne's
fue
l is
exha
uste
d.O
nce
this
occ
urs,
the
rock
et b
ecom
es s
usce
ptib
le to
the
forc
es o
f gr
avity
and
atm
osph
eric
fri
ctio
n. T
hese
unb
al-
ance
d fo
rces
act
upo
n th
e ro
cket
's f
orw
ard
mot
ion
caus
ing
it to
slo
w a
nd e
vent
ually
fal
l bac
k to
ear
th.
that
roc
kets
do
not m
ove
like
conv
entio
nal a
ircr
aft w
hich
pull
them
selv
es a
long
thro
ugh
the
atm
osph
ere.
To
dem
-on
stra
te th
is p
oint
, win
d up
you
r ba
lsa
woo
d gl
ider
and
rele
ase
it sk
ywar
d. P
oint
out
that
the
glid
er s
tays
alo
ft a
slo
ng a
s th
e pr
opel
ler
keep
s tu
rnin
g.C
ompa
re th
is to
the
mov
emen
t of
a ro
cket
. Tie
ast
ring
aro
und
the
mid
sec
tion
of y
our
rock
et a
nd tw
irl i
tov
er y
our
head
. Exp
lain
that
a r
ocke
t's m
ovem
ent i
s no
tca
used
by
the
push
ing
or p
ullin
g of
its
engi
nes
agai
nst
the
atm
osph
ere.
If
this
wer
e th
e ca
se, r
ocke
ts w
ould
be
unab
le to
trav
el th
e ai
rles
s vo
id o
f sp
ace.
Rat
her,
aro
cket
rel
ies
upon
a d
iffe
rent
type
of
"sus
tain
ed f
orce
" to
achi
eve
mot
ion.
In
the
case
of
the
rock
et c
ircl
ing
abov
eyo
ur h
ead,
its
actio
n is
the
resu
lt of
the
mov
emen
t in
your
wri
st. A
s lo
ng a
s yo
ur w
rist
con
tinue
s to
twir
l, th
ero
cket
will
con
tinue
to m
ove.
Exp
lain
that
the
rem
aind
er o
f th
e le
sson
will
foc
uson
hel
ping
the
grou
p ex
plor
e th
e sc
ienc
e be
hind
the
term
"ro
cket
mot
ion.
" In
fac
t, th
ey m
ay b
e su
rpri
sed
tole
arn
that
roc
ketr
y go
t its
sta
rt w
ith th
e pu
blis
hing
of
abo
ok in
168
7 by
an
Eng
lish
scie
ntis
t nam
ed S
ir I
saac
New
ton.
In
his
wor
k, N
ewto
n st
ated
that
thre
e im
port
ant
scie
ntif
ic p
rinc
iple
s go
vern
the
mot
ion
of a
ll ob
ject
s.w
heth
er o
n ea
rth
or in
spa
ce. O
ver
time,
thes
e pr
inci
ples
have
bec
ome
know
n as
New
ton'
s la
ws
of m
otio
n.
Let's
Exp
lore
The
fol
low
ing
colle
ctio
n of
exp
erim
ents
hav
e be
en d
e-si
gned
to f
amili
ariz
e yo
ur g
roup
with
eac
h of
New
ton'
sth
ree
law
s. T
he a
ctiv
ities
may
be
pres
ente
d as
stu
dent
assi
sted
dem
onst
ratio
ns, o
r in
the
form
of
smal
l gro
upex
erci
ses.
Whe
neve
r po
ssib
le, e
ncou
rage
gro
up m
embe
rsto
col
lect
. ana
lyze
and
com
pare
dat
a. A
lso,
util
ize
the
1213
Exp
erim
ent
Tes
ting
Gra
vity
Mat
eria
ls: p
opco
rn
Dis
trib
ute
popc
orn
toth
e gr
oup.
Hav
e th
e gr
oup
plac
e se
vera
l pie
ces
in th
eir
hand
. Exp
lain
that
as
the
popc
orn
rest
s in
thei
r ha
nd it
is b
eing
act
ed u
pon
by f
orce
s. T
he f
orce
of
grav
ity is
try-
ing
to p
ull t
he p
opco
rn d
ownw
ard,
whi
le a
t the
sam
etim
e yo
ur h
and
is p
ushi
ng a
gain
st th
e po
pcor
n tr
ying
toho
ld it
up.
Now
try
unba
lanc
ing
the
forc
es b
y le
tting
the
popc
orn
fall
from
you
r ha
nd in
to y
our
mou
th. O
nce
done
, hav
e th
e gr
oup
desc
ribe
wha
t the
y di
d to
hav
e th
epo
pcor
n fa
ll fr
om th
eir
hand
. You
may
eve
n w
ish
to h
ave
the
grou
p m
embe
rs w
rite
dow
n th
e st
eps
they
use
d to
unba
lanc
e th
e fo
rces
act
ing
on th
e po
pcor
n.
Exp
lana
tion:
Hel
p th
e gr
oup
see
that
by
unba
lanc
-in
g fo
rces
, the
pop
corn
was
tran
sfor
med
fro
m a
sta
te o
fre
st to
a s
tate
of
mot
ion.
Gui
ding
Que
stio
nsW
hat f
orce
ret
urne
d th
e po
pcor
n ag
ain
to a
stat
e of
res
t? (
the
wal
l of
your
sto
mac
h)H
ow w
as th
e m
otio
nles
s po
pcor
n lik
e a
rock
eton
a la
unch
pad
? (b
oth
requ
ire
an u
nbal
anc-
ing
of f
orce
s to
mak
e th
em m
ove)
Wha
t for
ce k
eeps
a r
ocke
t mot
ionl
ess
on a
laun
ch p
ad?
(the
for
ce o
f th
e la
unch
pad
act
-in
g ag
ains
t the
for
ce o
f gr
avity
)C
ould
you
rep
eat t
he e
xper
imen
t in
the
wei
ghtle
ssne
ss o
f sp
ace?
(ye
s)W
hat w
ould
you
do
diff
eren
tly?
(pus
h th
e po
p-co
rn to
war
ds y
our
mou
th)
Exp
erim
ent -
Let
's G
et L
iftin
g
Mat
eria
ls: 1
6oz
soft
dri
nk b
ottle
stri
ngru
bber
ban
dw
ater
Div
ide
the
grou
p in
to te
ams.
Hav
e ea
ch te
am ta
ke a
nem
pty
16oz
sof
t dri
nk b
ottle
and
tie
a st
ring
aro
und
itsne
ck. N
ext,
take
a r
ubbe
r ba
nd a
nd c
ut it
so
that
it c
anbe
atta
ched
to th
e op
posi
te e
nd o
f th
e st
ring
. Now
, in-
stru
ct th
e te
ams
to p
ull t
he r
ubbe
r ba
nd a
nd m
easu
reho
w m
uch
it st
retc
hes
befo
re th
e em
pty
bottl
e lif
ts. N
ext,
have
eac
h te
am ta
ke th
e sa
me
bottl
e an
d til
l it w
ith w
a-te
r. A
gain
, pul
l on
the
rubb
er b
and
and
mea
sure
how
muc
h it
stre
tche
s be
fore
the
bottl
e lif
ts.
Exp
lana
tion:
As
the
team
s ob
serv
ed, a
cert
ain
amou
nt o
f un
-ba
lanc
ed f
orce
was
need
ed to
lift
the
bottl
e. H
owev
er, t
hegr
eate
r th
e m
ass
ofth
e ob
ject
, the
gre
ater
the
unba
lanc
ed f
orce
need
ed to
lift
it. O
bvi-
ousl
y, th
e id
ea o
fm
ass
is a
n im
port
ant
fact
or to
con
side
rw
hen
calc
ulat
ing
the
unba
lanc
ed f
orce
nec
-es
sary
to li
ft o
r m
ove
the
mas
s of
an
obje
ctlik
e a
rock
et.
Wou
ld th
e ex
peri
men
t wor
k th
e sa
me
in th
ew
eigh
tless
ness
of
spac
e? (
No,
the
abse
nce
ofgr
avity
wou
ld r
educ
e th
e fo
rce
nece
ssar
y to
mov
e th
e bo
ttle.
)O
n ea
rth,
wou
ld th
e sa
me
amou
nt o
f fo
rce
bene
eded
to p
ull t
he b
ottle
acr
oss
a de
sk?
(the
forc
e sh
ould
be
less
sin
ce y
ou a
re a
ctin
gag
ains
t fri
ctio
n ra
ther
than
gra
vity
.)
Wor
d to
Kno
w M
ass:
the
amou
nt o
f m
atte
rin
an
obje
ct
The
acc
eler
atio
n of
an
obje
ctis
dir
ectly
rel
ated
to th
e fo
rce
exer
ted
on th
at o
bjec
t and
oppo
site
ly r
elat
ed to
the
mas
sof
that
obj
ect.
acco
mpl
ishe
d by
igni
ting
engi
nes
in s
tage
s. T
his
allo
ws
for
spen
t eng
ines
to b
e se
para
ted
away
fro
m th
e m
ain
rock
et, t
here
by d
ecre
asin
g th
e ro
cket
's m
ass
whi
le in
-cr
easi
ng it
s ac
cele
ratio
n.
Exp
erim
ent G
ettin
g th
e Ju
mp
onG
ravi
tyB
reak
the
grou
p in
to te
ams
of tw
o fo
r th
is e
xper
i-m
ent.
Exp
lain
to th
e gr
oup
that
they
are
abo
ut to
expe
rien
ce N
ewto
n's
firs
t tw
o la
ws.
Fir
st, h
ave
the
team
spr
eten
d th
at th
ey a
re a
roc
ket o
n a
laun
ch p
ad. A
s th
eyst
and
with
thei
r ar
ms
at th
eir
side
, hav
e th
em ta
lkab
out t
he b
alan
ce o
f fo
rces
that
hol
d th
em s
tead
y. A
fter
a fe
w m
omen
ts, s
ugge
st th
at th
e te
ams
prep
are
them
-se
lves
for
lift
off.
Thi
s is
acc
ompl
ishe
d by
hav
ing
team
mem
bers
cro
uch
dow
n w
ith th
eir
hand
s to
uchi
ng th
efl
oor.
At t
he c
ount
of
thre
e, h
ave
each
team
mem
ber
jum
p in
to th
e ai
r.
Star
t by
poin
ting
out t
he u
sefu
lnes
s of
this
law
whe
nde
sign
ing
effi
cien
t roc
kets
. To
enab
le r
ocke
ts to
acc
eler
-at
e to
hig
her
elev
atio
ns w
ith g
reat
er p
aylo
ads,
des
igne
rsm
ust m
inim
ize
the
rock
et's
mas
s w
hile
max
imiz
ing
the
amou
nt o
f fo
rce
exer
ted
from
its
engi
nes.
Thi
s is
typi
cally
Aft
er th
e ju
mp,
dis
cuss
wha
t for
ces
beca
me
unba
l-an
ced
to c
ause
them
to m
ove
skyw
ard.
Als
o di
scus
sw
hat f
orce
s ca
used
them
to r
etur
n to
ear
th. U
se th
isdi
scus
sion
to le
ad th
em to
the
appl
icat
ion
of N
ewto
n's
seco
nd la
w. P
oint
out
that
in o
rder
to in
crea
se a
ccel
era-
tion,
they
eith
er h
ave
to d
ecre
ase
mas
s or
incr
ease
thru
St. S
ugge
st th
at te
am m
embe
rs s
tand
bac
k to
bac
kw
ith th
eir
arm
s lo
cked
and
rep
eat t
he e
xper
imen
t as
be-
fore
. "Su
rly
the
doub
ling
of le
g po
wer
will
impr
ove
acce
lera
tion!
" H
owev
er, a
s th
e te
ams
will
qui
ckly
dis
-co
ver,
the
doub
ling
of th
eir
thru
st w
as n
egat
ed b
y th
edo
ublin
g of
thei
r m
ass.
See
if th
e te
ams
can
figu
re o
ut h
ow to
incr
ease
thei
rth
rust
with
out i
ncre
asin
g th
eir
mas
s. F
or e
xam
ple.
hav
eon
e te
am m
embe
r ju
mp
into
the
air
whi
le b
eing
lift
edfr
om th
e w
aist
by
one
or tw
o ot
hers
.
S
Gui
ding
Que
stio
nsA
re th
ere
chal
leng
es w
hen
desi
gnin
g la
rger
rock
et e
ngin
es to
pro
duce
gre
ater
thru
st?
(yes
)H
ow d
id it
fee
l to
be li
fted
sky
war
d by
sev
eral
peop
le?
(som
ewha
t wei
ghtle
ss)
Was
the
job
of li
ftin
g ea
sier
as
mor
e pe
ople
join
ed in
? (y
es)
Exp
erim
ent -
Bou
ncin
g T
hing
sM
ater
ials
: Bas
ketb
all
Ten
nis
ball
Ask
a g
roup
mem
ber
tohe
lp y
ou b
y bo
unci
ng a
bas
-ke
tbal
l. A
t the
sam
e tim
e,be
gin
boun
cing
a te
nnis
bal
l.T
alk
abou
t the
dif
fere
nce
inm
ass
betw
een
the
tenn
is b
all
and
the
bask
et b
all.
Als
o m
entio
n th
at th
e te
nnis
bal
l cou
ld b
e th
row
nfa
ster
than
the
bask
etba
ll us
ing
the
sam
e am
ount
of
thru
st. L
astly
, com
pare
the
diff
eren
ce in
for
ce it
take
sto
bou
nce
them
equ
al h
eigh
ts.
Dig
ging
Dee
per
Ext
end
the
expe
rim
ent b
y pl
acin
g th
e te
nnis
bal
l on
top
of th
e ba
sket
ball
and
drop
ping
them
fro
m a
hei
ght o
fab
out 5
fee
t. If
don
e pr
oper
ly, t
he te
nnis
bal
l sho
uld
"sho
ot u
p" in
to th
e ai
r w
hile
the
bask
etba
ll ba
rely
leav
esth
e gr
ound
. In
fact
, the
hei
ght w
ill b
e so
gre
at th
at it
will
be im
poss
ible
to m
atch
with
a s
ingl
e bo
unce
of
the
ten-
nis
ball.
Try
mod
ifyi
ng th
e ex
peri
men
t by
appl
ying
grea
ter
forc
e as
you
dro
p th
e ba
lls.
Exp
lana
tion:
Far
mor
e en
ergy
is r
equi
red
to m
ake
the
bask
etba
ll bo
unce
the
sam
e di
stan
ce a
s th
e te
nnis
ball.
Thi
s is
bec
ause
the
bask
etba
ll ha
s m
ore
mas
s.(N
ewto
n's
seco
nd la
w)
Whe
n th
e te
nnis
bal
l is
plac
ed o
nth
e ba
sket
ball,
a tr
ansf
er o
f en
ergy
fro
m th
e ba
sket
ball
to th
e te
nnis
bal
l tak
es p
lace
. Thi
s is
the
sam
e pr
inci
ple
that
's u
sed
in th
e st
agin
g of
roc
kets
. Whe
n se
para
ted,
muc
h of
the
ener
gy in
the
mas
sive
low
er s
tage
s is
tran
s-_
ferr
ed to
the
light
er u
pper
sta
ges
resu
lting
in g
reat
erac
cele
ratio
n.01
Se
Exp
lana
tion:
By
now
, you
rea
lize
that
it ta
kes
far
mor
e fo
rce
to b
ounc
e a
bask
etba
ll th
an a
tenn
is b
all.
Of
cour
se, t
he b
aske
tbal
l is
heav
ier
than
a te
nnis
bal
l,bu
tit
is n
ot th
e w
eigh
t tha
t mak
es it
har
der
to b
ounc
e. I
fth
ere
wer
e no
gra
vity
, so
that
bot
h w
ere
wei
ghtle
ss, t
heba
sket
ball
wou
ld s
till b
e ha
rder
to b
ounc
e. T
his
is b
e-ca
use
the
bask
etba
ll ha
s a
grea
ter
amou
nt o
fmat
eria
lin
it (
mas
s). T
here
for,
acc
ordi
ng to
New
ton'
s Se
cond
law
, the
gre
ater
an
obje
ct's
mas
s, th
e gr
eate
r its
res
is-
tanc
e to
acc
eler
atio
n.
Gui
ding
Que
stio
nsW
hy is
it e
asie
r to
thro
w a
tenn
is b
all t
han
aba
sket
ball?
(le
ss m
ass)
Wha
t wou
ld b
e ea
sier
to s
low
dow
n, a
tenn
isba
ll or
a b
aske
tbal
l? (
a te
nnis
bal
l)O
n a
sing
le b
ounc
e, c
an y
ou m
atch
the
dis-
tanc
e th
e te
nnis
bal
l tra
vele
d w
hen
it w
as o
nth
e ba
sket
ball?
(no
t lik
ely)
Did
You
Kno
w -
the
larg
er th
e m
ass
of a
n ob
ject
in m
otio
n th
e gr
eate
r th
eun
bala
nced
for
ce n
eede
d to
sto
p it.
Tha
t's w
hy it
s so
dif
ficu
lt to
sto
p a
frei
ght t
rain
onc
e it
gets
mov
ing.
Its
mov
ing
mas
s po
sses
ses
a tr
emen
dous
amou
nt o
f in
ertia
.
19
to K
now
Ine
rtia
: A r
esis
tanc
e to
a c
hang
e in
mot
ion.
The
gre
ater
the
mas
s of
a m
ovin
g ob
ject
.th
e gr
eate
r its
iner
tia.
Did
You
Kno
w?
If th
e fo
rce
tobo
unce
a te
nnis
bal
l and
a b
aske
tbal
l10
fee
t int
o th
e ai
r di
ffer
s, w
hy th
enw
ill th
ey r
etur
n to
ear
th a
t the
sam
etim
e?In
159
0, a
man
by
the
nam
e of
Gal
ileo
(Gal
-uh-
LE
E-o
h)G
alile
i, fr
om P
isa
Ital
y, d
isco
vere
dth
at g
ravi
ty p
ulls
all
obje
cts
to e
arth
with
the
sam
e ac
cele
ratio
n (3
2ft/s
econ
d) r
egar
dles
S of
thei
r m
ass.
It i
s sa
id th
at h
e si
mul
tane
ousl
y dr
oppe
d a
10 p
ound
wei
ght a
nd a
1 p
ound
wei
ght f
rom
the
top
ofth
e L
eani
ng T
ower
of
Pisa
. A c
row
d of
stu
dent
s an
d pr
o-fe
ssor
s lo
oked
on
as b
oth
wei
ghts
hit
the
grou
nd a
t the
sam
e tim
e. G
alile
o ex
plai
ned
that
wha
t he
did
was
.. .
"no
diff
eren
t tha
n dr
oppi
ng te
n1
poun
d w
eigh
ts a
t the
sam
e tim
e as
the
1 po
und
wei
ght."
20
New
ton'
s T
hird
Law
For
ever
y ac
tion
ther
e is
alw
ays
anop
posi
te a
nd e
qual
rea
ctio
n.
Exp
lain
to th
e gr
oup
that
with
roc
kets
, the
act
ion
isth
e ex
pelli
ng o
f ga
s ou
t of
the
engi
ne. T
he r
eact
ion
is th
em
ovem
ent o
f th
e ro
cket
in th
e op
posi
te d
irec
tion.
Of
cour
se y
ou m
ight
bel
ieve
that
a r
ocke
t mov
es b
y pu
sh-
ing
off
agai
nst t
he s
urro
undi
ng a
ir. H
owev
er, i
f th
is w
ere
the
case
, spa
ce tr
avel
wou
ld b
e im
poss
ible
due
to th
eab
senc
e of
air
in s
pace
.
21
Exp
erim
ent
Kic
king
Into
Act
ion
The
bes
t way
for
the
grou
p to
und
erst
and
the
prin
-ci
ple
of "
actio
n-re
actio
n" is
to e
xper
ienc
e it
them
selv
es.
Beg
in b
y fi
ndin
g a
smoo
th s
urfa
ce o
n w
hich
to s
tret
chou
t. W
hile
lyin
g on
thei
r ba
cks
with
thei
r ar
ms
at th
eir
side
, hav
e th
em k
ick
thei
r fe
et f
orw
ard.
If
the
surf
ace
issm
ooth
eno
ugh,
they
sho
uld
begi
n m
ovin
g in
the
oppo
-si
te d
irec
tion
of th
eir
kick
s.
Que
stio
ns to
Ans
wer
How
is w
ater
spr
ayin
g fr
om a
gar
den
hose
sim
ilar
to th
is e
xper
imen
t? (
forc
e of
wat
erfr
om th
e no
zzle
tend
s to
pus
h ho
se in
opp
o-si
te d
irec
tion)
How
is y
our
kick
ing
like
the
thru
st f
rom
aro
cket
's e
ngin
e? (
the
engi
ne's
thru
st m
oves
the
rock
et f
orw
ard)
Wha
t hap
pens
if y
ou h
eld
a st
ack
of b
ooks
on
your
sto
mac
h? (
It w
ould
it ta
ke m
ore
ener
gyto
mov
e th
e sa
me
dist
ance
as
befo
re)
How
is a
ddin
g w
eigh
t an
exam
ple
of N
ewto
n's
seco
nd la
w o
f m
otio
n? (
incr
easi
ng th
e m
ass
decr
ease
s th
e ac
cele
ratio
n)
Exp
erim
ent C
omin
g an
d G
oing
Mat
eria
ls: N
ylon
str
ing
Dri
nkin
g st
raw
2 ch
airs
tape
long
bal
loon
Hav
e a
coup
le o
f gr
oup
mem
bers
hel
p yo
u w
ith th
ene
xt e
xper
imen
t.U
sing
an
8' p
iece
of
nylo
n st
ring
, thr
ead
it th
roug
h a
1" p
iece
of
drin
king
str
aw. S
uspe
nd th
e si
ring
bet
wee
ntw
o ch
airs
or
a w
ide
door
way
as
show
n. N
ext,
inna
te a
long
bal
loon
and
atta
ch it
to th
e 1"
str
aw w
ith a
pie
ce o
fta
pe. S
tart
ing
at o
ne e
nd o
f th
e st
ring
, rel
ease
the
bal-
loon
and
obs
erve
how
it tr
avel
s al
ong
the
stri
ng.
Exp
lana
tion
- H
elp
the
grou
p se
e th
at th
e ac
tion
ofth
e ai
r le
avin
g th
e ba
lloon
in o
ne d
irec
tion
prov
ides
the
mov
emen
t of
the
ballo
on in
the
oppo
site
dir
ectio
n.
Gui
ding
Que
stio
nsW
ould
the
size
or
shap
e of
the
ballo
on e
ffec
tits
per
form
ance
? (y
es)
Wou
ld a
ddin
g w
eigh
t to
the
ballo
on e
ffec
t its
perf
orm
ance
? (y
es)
23
Lee
s su
mm
ariz
eT
ake
this
tim
e to
sum
mar
ize
wha
t the
gro
up h
asle
arne
d so
far
. Rem
ind
then
, tha
t for
a r
ocke
t to
lift o
fffr
om a
laun
ch p
ad, f
orce
mus
t be
exer
ted
(fir
st la
w)
to u
n-ba
lanc
e th
e pr
esen
t for
ces
at w
ork.
The
rat
e at
whi
ch th
ero
cket
leav
es th
e la
unch
pad
(se
cond
law
) w
ill b
e de
ter-
min
ed b
y th
e m
ass
of th
e ro
cket
and
its
fuel
, alo
ng w
ithth
e fo
rce
that
is p
rodu
ced
whe
n th
e fu
el is
bur
ned.
The
reac
tion.
or
mot
ion,
of
the
rock
et a
way
fro
m th
e la
unch
pad
(thi
rd la
w)
is e
qual
to a
nd o
ppos
ite f
rom
the
actio
n or
thru
st. o
f th
e en
gine
.
Goi
ng B
eyon
d: B
uild
you
ow
n H
ero
Eng
ine
Exp
lain
toth
e gr
oup
that
aro
und
700B
C, a
Gre
ekm
an b
y th
e na
me
of H
eron
of
Ale
xand
ria
inve
nted
aro
cket
like
dev
ice
late
r to
be
know
n(
as a
"H
ero
Eng
ine.
" H
eron
r5,5
)m
ount
ed a
sph
ere
on to
p of
a w
a-te
r ke
ttle.
A f
ire
mou
nted
bel
owth
e ke
ttle
turn
ed th
e w
ater
into
stea
m, a
nd th
e ga
s tr
avel
edth
roug
h pi
pes
to th
e sp
here
. Tw
oL
-sha
ped
tube
s on
opp
osite
sid
esof
sph
ere
allo
wed
the
gas
to e
s-ca
pe, a
nd in
doi
ng s
o ga
ve a
thru
stto
the
sphe
re c
ausi
ng it
to r
otat
e.L
ittle
did
Her
on k
now
that
his
engi
ne w
as a
n ex
celle
nt e
xam
ple
ofN
ewto
n's
thre
e la
ws
of m
otio
n. A
lso,
littl
e di
d he
kno
w th
athi
s in
vent
ion
wou
ld g
ive
birt
h to
the
law
n sp
rink
ler.
Use
the
follo
win
gin
stru
ctio
ns to
cre
ate
1. L
ay a
n al
umin
um c
an o
n its
side
. Usi
ng a
nai
l, ca
refu
lly p
unch
four
equ
ally
spa
ced
hole
s ju
stab
ove
and
arou
nd th
e bo
ttom
rim
. Bef
ore
rem
ovin
g th
e na
il,pu
sh it
slig
htly
to th
e ri
ght s
oth
at th
e ho
le is
in a
sla
nted
dir
ectio
n.2.
Ben
d th
e ca
n's
open
er le
ver
stra
ight
up
and
tie a
shor
t len
gth
of n
ylon
str
ing
to it
.3.
Im
mer
se th
e ca
n in
wat
er u
ntil
it is
fill
ed. A
s th
e ca
nis
lift
ed b
y its
str
ing,
wat
ch h
ow w
ater
leav
ing
the
can
thro
ugh
the
hole
s st
arts
it s
pinn
ing.
Exp
lana
tion:
1st
Law
The
can
spi
ns b
ecau
se g
ravi
typu
lling
wat
er th
roug
h th
e ho
les
crea
tes
an im
bala
nce
offo
rces
on
the
can.
2nd
Law
The
rat
e of
acce
lera
tion
will
vary
with
the
mas
sof
the
can
and
the
wat
er in
it. I
t will
also
var
y w
ith th
efo
rce
at w
hich
the
wat
er le
aves
the
hole
s. T
his
forc
e is
dep
ende
nt u
pon
on th
e nu
mbe
r an
dsi
ze o
f ho
les
used
, alo
ng w
ith th
e vo
lum
e of
wat
er a
bove
the
hole
s. 3
rd L
aw T
he c
an r
otat
es o
ppos
ite f
rom
the
di-
rect
ion
of th
e w
ater
leav
ing
the
can.
your
ow
n H
ero
type
engi
ne. T
ime
perm
it-tin
g, u
se th
is a
s a
team
s
activ
ity o
r a
grou
p de
mon
-."
1,1I
;),:)
',.
stra
tion.
Eith
er w
ay, t
his
1'
,
1'ac
tivity
doe
s a
nice
job
of ty
ing
in N
ewto
n's
thre
e la
ws.
Gui
ding
Que
stio
ns:
If y
ou a
dded
wei
ght t
o th
e ca
n w
ould
it ta
ke a
long
er o
r sh
orte
r pe
riod
of
time
for
the
can
tost
art s
pinn
ing?
(lo
nger
)O
nce
the
wei
ghte
d ca
n st
arte
d to
spi
n, w
ould
itta
ke a
long
er o
r sh
orte
r pe
riod
of
time
for
it to
stop
? (l
onge
r)
S
II. b
uild
ing
On
The
bas
ics
Roc
ket R
un-c
low
nR
ocke
ts d
o no
t rel
y on
the
dyna
mic
s of
flig
ht f
ortr
avel
.R
ocke
t eng
ines
use
noz
zles
to in
crea
se a
nd d
irec
tth
rust
.R
ocke
ts a
re lo
ng a
nd b
alan
ced
for
reas
ons
of e
ffi-
cien
cy a
nd s
tabi
lity.
In th
e at
mos
pher
e, f
ins
are
used
to b
alan
ce, c
on-
trol
and
sta
biliz
e ro
cket
s.R
ocke
ts a
re s
trea
mlin
ed to
max
imiz
e pe
rfor
man
cew
ithin
the
atm
osph
ere.
Bac
kgro
und
Ove
r a
long
and
exc
iting
his
tory
, roc
kets
hav
e ev
olve
din
to m
ight
y ve
hicl
es c
apab
le o
f la
unch
ing
spac
ecra
ft b
e-yo
nd th
e re
ache
s of
our
pla
net.
Roc
kets
hav
e br
ough
t us
man
y w
onde
rs. T
hey
have
car
ried
ast
rona
uts
to th
e m
oon,
give
n us
imag
es f
rom
the
edge
s of
the
sola
r sy
stem
, and
plac
ed s
atel
lites
into
orb
it pr
ovid
ing
inst
anta
neou
s gl
obal
com
mun
icat
ions
. Few
exp
erie
nces
can
com
pare
with
the
exci
tem
ent a
nd th
rill
of w
atch
ing
a ro
cket
pow
ered
veh
icle
like
the
Spac
e Sh
uttle
thun
der
into
spa
ce. Y
et, w
ith a
ll of
thes
e de
velo
pmen
ts ta
king
pla
ce a
roun
d us
, peo
ple
still
fail
to c
ompr
ehen
d th
e ba
sic
prin
cipl
es o
f ro
cket
ry. F
or e
x-am
ple,
the
follo
win
g ar
e si
x of
the
mos
t com
mon
ly a
sked
ques
tions
of
NA
SA s
cien
tists
.C
omm
only
Ask
ed Q
uest
ions
Q. D
o ro
cket
s re
ally
fly
?Q
. Why
do
rock
et e
ngin
es h
ave
nozz
les?
Q. W
hy a
re r
ocke
ts s
o lo
ng?
Q. I
f ro
cket
s do
n't f
ly, w
hy d
o th
ey h
ave
fins
?Q
. Why
are
roc
kets
so
stre
amlin
ed?
Q. W
hy m
ust r
ocke
ts b
e ba
lanc
ed?
Use
this
less
on to
hel
p yo
ur g
roup
exp
lore
the
an-
swer
s to
thes
e qu
estio
ns w
hile
pre
pari
ng th
em f
orad
ditio
nal l
earn
ing.
The
ans
wer
s to
the
ques
tions
may
be e
xplo
red
thro
ugh
the
use
of s
tude
nt a
ssis
ted
dem
on-
stra
tions
or
actu
al h
ands
-on
invo
lvem
ent.
Dis
cuss
ion
Intr
oduc
e th
e si
x qu
estio
ns to
your
gro
up. E
xpla
in th
at th
ey w
illbe
exp
lori
ng th
e an
swer
s to
thes
equ
estio
ns th
roug
h a
seri
es o
f ha
nds-
on e
xper
imen
ts. B
e su
re to
em
phas
ize
that
the
goal
of
this
less
on is
to s
earc
h fo
ran
swer
s ra
ther
than
mem
oriz
e so
lutio
ns.
Q: D
o R
ocke
ts R
eally
Fly
?A
: Air
is a
ll ar
ound
us.
Our
pla
net i
s su
rrou
nded
by
a la
yer
of a
ir c
alle
d th
e at
mos
pher
e he
ld in
pla
ce b
ygr
avity
. Alth
ough
air
can
't be
see
n, it
has
sub
stan
ce. I
nfa
ct, a
ir h
as s
o m
uch*
subs
tanc
e th
at it
can
hol
d up
air
-cr
aft t
he s
ize
of a
sch
ool b
us th
roug
h a
forc
e kn
own
aslif
t. O
n an
air
plan
e, li
ft is
pro
duce
d as
the
plan
e bu
ilds
up s
peed
for
take
off.
As
the
plan
e ra
ces
dow
n th
e ru
n-.
way
, the
und
ersi
de o
f its
win
gs b
egin
to r
est u
pon
anev
er in
crea
sing
for
ce o
f ai
r ru
shin
g be
neat
h th
em. W
hen
the
pres
sure
of
air
unde
r th
e w
ings
is g
reat
eno
ugh
to s
uppo
rt th
ew
eigh
t of
the
plan
e, li
ft o
ccur
s. T
his
is s
ame
forc
e pe
ople
fee
l whe
n th
eyst
ick
thei
r ha
nd o
ut th
e w
indo
w o
f a
fast
mov
ing
car.
The
for
ce o
f th
eai
r hi
tting
the
palm
of
thei
rha
nd c
an a
ctua
lly p
rovi
deen
ough
pre
ssur
e to
sup
-po
rt it
in m
id a
ir.
2627
Exp
erim
ent -
Try
a L
ittle
Lift
Mat
eria
ls: S
trip
s of
pap
er 2
"x8"
Hel
p yo
ur g
roup
see
that
an
air
stre
am h
as li
ftin
gpo
wer
by
blow
ing
on a
pie
ce o
f pa
per.
Cut
a s
trip
of
pa-
per
2 in
ches
by
8 in
ches
. Hol
ding
one
end
aga
inst
thei
rch
in, h
ave
them
blo
w o
n th
e st
rip.
As
they
blo
w, a
n ai
rst
ream
for
ms
and
the
stri
p fl
ies
up. B
low
har
der,
and
itfl
ies
high
er. S
top
blow
ing
and
it st
ops
flyi
ng.
Gui
ding
Que
stio
nsW
hat w
ould
hap
pen
if y
ou in
crea
sed
the
size
of th
e pa
per?
(fo
rce
ofai
r w
ould
nee
d to
incr
ease
)W
hy is
lift
less
of
afa
ctor
for
mov
esro
cket
s.(R
ocke
tsdo
n't r
ely
on a
cus
h-io
n of
air
for
flig
ht)
Air
Pig
ging
Pee
per
Alth
ough
air
is e
ssen
tial f
or th
e fl
ight
of
airp
lane
san
d je
ts. t
he r
ever
se c
an b
e sa
id a
bout
win
gles
s ro
cket
s.A
s yo
u re
call
from
the
disc
ussi
on o
f N
ewto
n's
thir
d la
w.
the
forc
e of
gas
leav
ing
a ro
cket
's e
ngin
e pr
ovid
es a
neq
ual a
nd o
ppos
ite f
orce
whi
ch li
fts
the
rock
et s
kyw
ard.
Com
pare
d to
air
plan
es a
nd je
ts w
hich
rel
y up
on th
e at
-m
osph
ere
to li
ft a
nd p
ull t
hem
selv
es a
long
, roc
kets
mov
ew
ithou
t. th
e ne
ed o
f at
mos
pher
e. T
his
is e
spec
ially
ess
en-
tial f
or tr
avel
ing
the
wei
ghtle
ssne
ss o
f sp
ace
whe
reat
mos
pher
e is
non
exis
tent
.
Bal
loon
mov
es
4111
(-
28
Exp
erim
ent -
Act
ion/
Rea
ctio
n
Mat
eria
ls: 5
" ba
lloon
s
Tak
e a
5 in
ch b
allo
on a
nd in
flat
e it
to c
apac
ity. N
ow,
rele
ase
the
ballo
on a
nd w
atch
its
mov
emen
ts. A
s th
egr
oup
will
not
e, th
e ai
r ru
shin
g fr
om th
e ba
lloon
's o
pen
end
prov
ides
an
equa
l and
opp
osite
rea
c-tio
n of
for
war
d m
otio
n. (
New
ton'
s 3r
dL
aw)
Gui
ding
Que
stio
nsW
hat w
ould
hap
pen
if y
ouin
crea
sed
the
size
of
the
ballo
on?
(sho
uld
see
sim
i-la
r re
sults
)W
hat w
ould
hap
pen
if y
ouad
ded
wei
ght t
o th
e ba
l-lo
on?
(acc
eler
atio
nw
ould
dec
reas
eN
ewto
n's
2nd
law
)
Q: W
hy D
o R
ocke
t Eng
ines
Hav
e N
ozzl
es?
A: T
he p
urpo
se o
f th
e no
zzle
isto
incr
ease
the
acce
lera
tion
of th
ega
ses
as th
ey le
ave
the
rock
et,
ther
eby
max
imiz
ing
the
thru
st. I
tdo
es th
is b
y cu
tting
dow
n th
eop
enin
g th
roug
h w
hich
the
gase
sca
n es
cape
. The
noz
zle
in a
sol
id-
prop
ella
nt e
ngin
e is
an
open
ing
atth
e ba
ck o
f th
e ro
cket
that
per
mits
the
hot e
xpan
ding
gas
es to
esc
ape.
The
nar
row
par
t of
the
nozz
le is
the
thro
at. J
ust b
eyon
d th
e th
roat
isth
e ex
it co
ne.
dbb
29
AW
AY
!
Exp
erim
ent A
dd a
Noz
zle
Mat
eria
ls: d
rink
ing
stra
ws
scis
sors
tape
5" b
allo
on
Usi
ng th
e 5
inch
bal
loon
fro
m th
e ea
rlie
r ex
peri
men
tin
sert
a 1
inch
pie
ce o
f pl
astic
dri
nkin
g st
raw
into
its
open
end
. Be
sure
the
"rol
led"
end
of
the
ballo
on is
clip
ped
off
so th
at th
e ba
lloon
can
be
tape
d se
cure
ly to
the
stra
w. I
nfla
te th
e ba
lloon
then
rel
ease
it w
ith th
est
raw
atta
ched
. Hav
e th
e gr
oup
note
the
chan
ge in
the
ballo
on's
mov
emen
t. R
athe
r th
an f
lyin
g w
ildly
, it n
owm
oves
in c
ircl
es. A
s th
e gr
oup
can
see,
the
stra
w in
-cr
ease
s an
d di
rect
s th
e fl
ow o
f ai
r fr
om th
e ba
lloon
.
Gui
ding
Que
stio
nsW
hat w
ould
hap
pen
if y
ou a
dded
leng
th to
the
nozz
le?
(Per
form
ance
wou
ld e
vent
ually
decr
ease
)W
hat w
ould
hap
pen
if y
ou d
ecre
ased
the
di-
amet
er o
f th
e no
zzle
? (P
erfo
rman
ce w
ould
even
tual
ly d
ecre
ase)
Pig
ging
Pee
per
Noz
zles
in e
very
day
use.
If p
ossi
ble,
hel
p th
e gr
oup
see
how
a n
ozzl
e w
orks
us-
ing
a ga
rden
hos
e. T
urn
on th
e w
ater
and
wat
ch h
ow it
flow
s fr
om th
e ho
se. N
ow p
ut o
n a
spra
y no
zzle
and
ob-
serv
e th
e ch
ange
in w
ater
leav
ing
the
hose
. Try
set
ting
the
nozz
le d
own
on a
sm
ooth
sur
face
whi
le th
e w
ater
isru
nnin
g. C
hanc
es a
re th
e ho
se w
ill b
egin
to m
ove.
Can
the
grou
p gu
ess
whi
ch o
f N
ewto
n's
thre
e la
ws
of m
otio
nar
e at
wor
k? (
3rd
law
, act
ion/
reac
tion)
30
Q: W
hy A
re R
ocke
ts S
o L
ong?
A: B
uild
ing
an e
ffic
ient
roc
ket e
ngin
e is
onl
y pa
rt o
fth
e pr
oble
m to
pro
duci
ng a
suc
cess
ful r
ocke
t. T
he r
ocke
tm
ust a
lso
be s
tabl
e in
flig
ht. M
akin
g a
rock
et. s
tabl
e re
-qu
ires
som
e fo
rm o
f co
ntro
l sys
tem
. The
sim
ples
t of
all
cont
rols
is a
stic
k. T
he C
hine
se f
ire-
arro
ws
wer
e si
mpl
ero
cket
s m
ount
ed o
n th
e en
ds o
f st
icks
.
:OW
Exp
erim
ent -
Add
a S
tick
Mat
eria
ls: s
traw
sta
pe5"
bal
loon
Tak
e a
plas
tic d
rink
ing
stra
w a
nd in
sert
its
end
into
anot
her
plas
tic s
traw
. Cut
one
of
the
stra
ws
so th
at th
eto
tal l
engt
h of
the
two
stra
ws
com
bine
d is
13
inch
es. U
s-in
g th
e ba
lloon
with
the
nozz
le a
ttach
ed f
rom
the
earl
ier
expe
rim
ent,
tape
the
13 in
ch s
traw
alo
ng th
ele
ngth
of
the
nozz
le. C
aref
ully
infl
ate
the
ballo
on th
en r
elea
se it
. Wat
ch h
ow th
eba
lloon
roc
ket m
oves
with
the
stra
ws
at-
tach
ed. H
ave
the
grou
p ob
serv
e th
ero
cket
's u
pwar
d m
ovem
ent a
long
with
its
slig
ht r
otat
ion.
Gui
ding
Que
stio
nsW
hat w
ould
hap
pen
if y
ou in
crea
sed
the
leng
th o
f th
e st
raw
. (th
e ad
ded
wei
ght w
ould
even
tual
ly d
ecre
ase
perf
orm
ance
)W
hy a
re th
e st
icks
on
bottl
e ro
cket
s so
long
?(T
o pr
ovid
e m
axim
um c
ontr
ol f
or s
afet
y)
31
Q: I
f R
ocke
ts D
on't
Fly,
.Why
Do
The
y H
ave
Fins
?A
: Roc
kets
are
sta
biliz
ed b
y th
e ef
fect
s of
air
mov
e-m
ent o
n th
eir
fins
whi
ch f
unct
ion
as c
ontr
ols.
Eve
n a
rock
et, l
ong
in s
tatu
re, w
ill r
oll,
pitc
h, a
nd y
aw if
the
forc
e of
air
hit-
ting
its s
urfa
ce is
not
con
trol
led.
Thi
nk o
f a
rock
et a
s a
wea
ther
van
e.T
he r
easo
n th
at th
e w
heth
erva
ne a
rrow
poi
nts
into
the
win
d is
that
the
tail
of th
ear
row
has
a m
uch
larg
ersu
rfac
e ar
ea th
an th
e ar
-ro
whe
ad. T
he f
low
ing
air
impa
rts
a gr
eate
rfo
rce
to th
e ta
ilth
an th
e he
ad, a
ndth
eref
ore
the
tail
ispu
shed
aw
ay.
For
a ro
cket
to f
ly p
rope
rly,
pitc
h an
d ya
w a
xes
are
the
mos
t im
port
ant:
to c
ontr
ol b
ecau
se a
ny m
ovem
ent.
inei
ther
of
thes
e tw
o di
rect
ions
will
cau
se th
e ro
cket
to g
oof
f co
urse
. The
rol
l axi
s do
es n
ot, a
ffec
t the
flig
ht p
ath.
In
fact
, a r
ollin
g m
otio
n w
ill h
elp
stab
ilize
the
rock
et th
esa
me
way
a p
rope
rly
pass
ed f
ootb
all i
s st
abili
zed
by r
oll-
ing
in f
light
. How
ever
this
rol
ling
mot
ion
does
tend
tous
e up
som
e of
the
ener
gy n
eede
d fo
r fo
rwar
d m
otio
n.
¢oti
try
Exp
erim
ent -
Add
a F
in
Mat
eria
ls: 3
" sq
uare
s of
pap
erta
pesc
isso
rs
Tak
e a
piec
e of
pap
er 3
inch
essq
uare
and
cut
it in
hal
f di
agon
ally
.(T
he la
rge
"Pos
t-It
s" w
ork
wel
lfo
r th
is e
x-pe
r-fu
lcra
.)
Usi
ng th
e ba
lloon
and
str
aws
from
the
earl
ier
activ
ity,
tape
the
piec
es o
f pa
per
to th
e bo
ttom
of
the
stra
w a
ssh
own.
Inf
late
the
ballo
on th
en r
elea
se it
. Hav
e gr
oup
mem
bers
not
e ho
w th
e fi
ns s
eem
to h
elp
stab
ilize
the
flig
ht o
f th
e ba
lloon
, esp
ecia
lly it
s ro
lling
mot
ion.
Gui
ding
que
stio
nsA
re th
ere
cert
ain
fin
conf
igur
atio
ns th
at w
ork
bette
r th
an o
ther
s? (
yes)
Wha
t wor
ks b
ette
r, tw
o or
fou
r fi
ns?
(tw
ose
em to
wor
k be
tter
due
to le
ss d
rag)
Wha
t hap
pens
if y
ou u
sed
two
ballo
ons
in-
stea
d of
one
? (g
reat
er th
rust
sho
uld
incr
ease
perf
orm
ance
- N
ewto
n's
seco
nd la
w.)
Q: W
hy a
re r
ocke
ts s
o St
ream
lined
?A
: Whe
n a
rock
et is
mov
ing,
fri
ctio
n fr
om th
e at
mo-
sphe
re s
low
s it
dow
n. A
ny p
art o
f th
e ro
cket
that
stic
ksou
t con
trib
utes
to th
e pr
oble
m. T
o re
duce
the
amou
nt o
ffr
ictio
n (o
r dr
ag)
on a
roc
ket,
it sh
ould
be
desi
gned
tosl
ice
clea
nly
thro
ugh
the
air.
A p
rope
rly
desi
gned
roc
ket
is s
aid
to b
e st
ream
lined
. Thi
s m
eans
that
air
pas
sing
arou
nd th
e ou
tsid
e of
an
obje
ct f
low
s in
sm
ooth
line
s.Po
orly
des
igne
d ro
cket
s, o
nes
that
pro
duce
dra
g, c
ause
the
air
to tu
mbl
e. T
he p
rope
r te
rm f
or tu
mbl
ing
air
istu
rbul
ence
.
Tra
iling
edge
15
32
AW
AY N
ose
Con
es
The
sha
pe o
f th
e no
se c
one
has
a gr
eat e
ffec
t on
the
amou
nt o
f dr
ag th
at a
roc
ket e
xper
ienc
es. A
par
abol
icno
se c
one
crea
tes
the
leas
e am
ount
of
drag
. A g
ood
leng
th to
wid
th r
atio
is th
ree
to o
ne.
100% 80 40 20 0
Fin
s A s
wep
t bac
k fi
n cr
eate
s le
ss d
rag
than
a s
trai
ght o
rfo
rwar
d-sw
ept f
in. A
lso
roun
ded
corn
ers
on a
fin
cre
ate
less
dra
g th
an s
harp
cor
ners
.
Exp
erim
ent -
test
ing
turb
ulen
ce
Mat
eria
ls: c
onst
ruct
ion
pape
rsc
isso
rs
Cut
a 2
inch
squ
are
from
a p
iece
of
cons
truc
tion
pa-
per.
Hol
d th
e sq
uare
abo
ut 2
inch
es in
fro
nt o
f a
burn
ing
cand
le a
nd a
bout
4 in
ches
fro
m y
ou a
s sh
own
in th
e ill
us-
trat
ion.
Blo
w h
ard
agai
nst t
he s
quar
e an
d ob
serv
e th
em
ovem
ent o
f th
e fl
ame.
If
the
grou
p se
es a
ny u
nusu
alm
ovem
ent i
n th
e fl
ame
they
are
obs
ervi
ng tu
rbul
ence
.N
ow, t
ake
a 2
inch
by
4 in
ch p
iece
of
cons
truc
tion
pape
ran
d fo
ld it
into
the
shap
e of
a w
ing
as s
how
n in
the
illus
-tr
atio
n. B
low
ing
as b
efor
e, o
bser
ve th
em
ovem
ent o
f th
e fl
ame.
As
the
grou
p w
ill n
ote,
smoo
th, r
ound
ed s
ur-
face
s pr
oduc
e le
ss4
turb
ulen
ce th
an f
lat
ones
. Of
cour
se, o
nce
in s
pace
, the
sha
pe o
fth
e ro
cket
mat
ters
little
. For
exa
mpl
e, o
urea
rth,
whi
ch tr
avel
sar
ound
the
sun
at a
spee
d of
66,
600
mph
,ha
s m
ore
in c
omm
onw
ith a
bow
ling
ball
==
>th
an a
roc
ket.
Gui
ding
Que
stio
nsD
oes
the
size
of
the
pape
r ge
nera
te m
ore
or le
sstu
rbul
ence
? (D
epen
ds o
n th
e sh
ape
of th
e le
ad-
ing
edge
)D
oes
the
smoo
thne
ss o
f th
e pa
per
gene
rate
mor
e or
less
turb
ulen
ce?
(May
tend
to p
rodu
cele
ss)
34
Q: W
hy m
ust r
ocke
ts b
e ba
lanc
ed?
A: T
here
is a
n im
agin
ary
poin
t in
any
rock
et w
here
ther
e is
exa
ctly
the
sam
e su
rfac
e ar
ea o
n on
e si
de o
f th
epo
int a
s on
the
othe
r. T
his
spot
is c
alle
d th
e C
ente
r of
Pres
sure
( ®
). T
here
is a
lso
a sp
ot in
any
roc
ket w
here
all o
f its
mas
s is
per
fect
ly b
alan
ced.
Thi
s sp
ot is
kno
wn
as it
s C
ente
r of
Gra
vity
( S
). I
n or
der
for
a ro
cket
to r
e-m
ain
stab
le w
hile
in th
e ai
r or
in th
e w
eigh
tless
ness
of
spac
e, th
e C
) an
d Si
sho
uld
be n
o cl
oser
than
one
-hal
fth
e di
stan
ce e
qual
to th
e la
rges
t dia
met
er o
f th
e bo
dy. I
fth
ey a
re in
the
sam
e pl
ace,
or
very
nea
r ea
ch o
ther
, the
rock
et w
ill tr
y to
rot
ate
abou
t its
cen
ter
of g
ravi
ty.
\ \U
nsta
ble
rock
et
Stab
le r
ocke
t
Exp
erim
ent b
room
Lau
nch
Mat
eria
ls: B
room
If y
ou tr
ied
to to
ss th
e he
ad o
f a
broo
m in
to th
e ai
r, it
wou
ld b
egin
to tu
mbl
e ar
ound
its
cent
er o
f gr
avity
.T
hat's
bec
ause
the
cent
er o
f gr
avity
of
a br
oom
hea
d an
dth
e ce
nter
of
pres
sure
use
d to
lift
it a
re to
o cl
ose
to-
geth
er. A
rul
e of
thum
b is
that
the
dist
ance
bet
wee
n th
etw
o po
ints
sho
uld
be n
o le
ss th
at 1
/2 th
e la
rges
t dia
m-
eter
of
the
body
.
Tes
t thi
s by
toss
ing
an e
ntir
e br
oom
into
the
air.
As
the
grou
p w
ill o
bser
ve, t
he b
room
han
dle
stab
ilize
s th
ebr
oom
hea
d by
shi
ftin
g th
e ce
nter
of
grav
ity a
way
fro
mth
e ce
nter
of
pres
sure
. You
can
toss
the
broo
m a
ll yo
uw
ant b
ut it
is d
iffi
cult
to s
pin
it en
d ov
er e
nd. N
ot b
adst
abili
ty if
it w
ere
a ro
cket
. In
fact
, it w
ould
take
an
in-
cred
ible
am
ount
of
"unn
atur
al"
late
ral p
ress
ure
agai
nst
its lo
wer
end
to th
row
this
type
of
rock
et o
ff c
ours
e.
Gui
ding
Que
stio
ns
Whe
re is
the
broo
m's
cen
ter
of g
ravi
ty?
(its
bala
ncin
g po
int)
Whe
re is
the
broo
ms
cent
er o
f pr
essu
re?
(the
poin
t at w
hich
a s
ilhou
ette
of
the
broo
m b
al-
ance
s)D
oes
the
leng
th o
f th
e br
oom
han
dle
mak
e a
diff
eren
ce in
the
broo
m's
sta
bilit
y? (
yes)
If th
e w
eigh
t of
the
broo
m h
ead
was
in-
crea
sed,
wou
ld it
bec
ome
mor
e or
less
sta
ble?
(mor
e st
able
)W
hat d
o yo
u co
mpr
o-m
ise
whe
n ad
ding
wei
ght
to th
e br
oom
hea
d? (
per-
form
ance
New
ton'
s 2n
dla
w)
Wha
t are
sim
ilari
ties
be-
twee
n th
e br
oom
and
an
arro
w?
(wei
ght a
t the
top
and
leng
th)
3637
17
S
III. L
et's
Get
Lau
nchi
ng
Roc
ket R
un-d
own
Roc
kets
nee
d to
be
prop
erly
wei
ghte
d fo
r m
axi-
mum
sta
bilit
y.R
ocke
ts n
eed
to b
e pr
oper
ly d
esig
ned
for
max
i-m
um p
erfo
rman
ce.
The
alti
tude
and
vel
ocity
of
mod
el r
ocke
ts c
anbe
det
erm
ined
mat
hem
atic
ally
.R
ocke
t fue
l nee
ds to
be
prop
erly
for
mul
ated
and
wei
ghte
d to
pro
vide
max
imum
thru
st.
back
grou
ndT
his
less
on is
des
igne
d to
hel
p th
e gr
oup
appl
y w
hat
they
lear
ned
in th
e pr
evio
us tw
o le
sson
s th
roug
h a
uniq
uest
ep-b
y-st
ep p
robl
em s
olvi
ng a
ppro
ach.
Thi
s in
clud
es th
ede
sign
, con
stru
ctio
n, a
nd la
unch
ing
of 2
-lite
r bo
ttle
rock
-et
s. B
e su
re to
pho
toco
py th
e ap
prop
riat
e pa
ges
from
this
less
on a
nd d
istr
ibut
e th
em to
gro
up m
embe
rs. T
ime
per-
mitt
ing,
gro
up m
embe
rs s
houl
d be
allo
wed
to w
ork
at th
eir
own
pace
in te
ams
of 2
-3. Y
ou m
ay n
eed
to h
ave
addi
tiona
lla
unch
ers
on h
and
to c
ut d
own
on th
e am
ount
of
wai
ttim
e. E
vent
ually
, a f
rien
dly
com
petit
ion
will
occ
ur b
etw
een
the
grou
ps to
det
erm
ine
who
bui
lt th
e be
st r
ocke
t. W
hen
this
hap
pens
, use
this
as
an o
ppor
tuni
ty li
t- c
oope
rativ
ele
arni
ng to
take
pla
ce.
For
lear
ners
with
acc
ess
to a
n IB
M c
ompa
tible
com
-pu
ter,
an
optio
nal p
rogr
am is
ava
ilabl
e to
teac
h th
emab
out t
he p
rope
r de
sign
and
flig
ht c
onfi
gura
tions
of
2-lit
erbo
ttle
rock
ets.
Thi
s si
mul
atio
n pr
ogra
m w
ill h
elp
them
solv
e pr
oble
ms
like
dete
rmin
ing
the
prop
er d
esig
n fo
r a
nose
con
e an
d ta
il fi
n, te
stin
g th
e pr
oper
rat
io b
etw
een
fuel
cap
acity
and
wat
er p
ress
ure
for
max
imum
ran
ge, o
rde
term
inin
g th
e id
eal w
eigh
t for
a 2
-lite
r bo
ttle
rock
et.
Thi
s di
sket
te a
lso
cont
ains
a p
rogr
am f
or r
ecor
ding
and
anal
yzin
g la
unch
dat
a us
ing
2 lit
er b
ottle
roc
kets
.T
his
is a
mus
t for
lear
ners
inte
rest
ed in
per
fect
ing
the
de-
sign
of
thei
r 2
liter
bot
tle r
ocke
t. A
s le
arne
rs e
nter
dat
aba
sed
on th
e am
ount
of
wat
er a
nd p
ress
ure
used
for
eac
hla
unch
, inc
ludi
ng th
e tim
e it
took
fro
m la
unch
to la
ndin
g,th
e pr
ogra
m w
ill d
eter
min
e al
titud
e an
d sp
eed
of th
ero
cket
as
wel
l as
pred
ict i
deal
wat
er/p
ress
ure
ratio
s fo
rfu
ture
laun
ches
.
Pi5G
U55
i011
Exp
lain
to th
e gr
oup
that
they
are
now
goi
ng to
bui
ldan
d te
st th
eir
own
rock
ets.
Thi
s w
ill a
llow
them
to a
pply
wha
t the
y ex
peri
ence
d in
the
prev
ious
two
sess
ions
. Beg
inby
pro
vidi
ng g
roup
mem
bers
with
a d
emon
stra
tion
laun
chof
a 2
-lite
r bo
ttle
rock
et. T
he in
stru
ctio
ns in
this
sec
tion
prov
ide
you
with
all
the
info
rmat
ion
you
need
to d
esig
nan
d bu
ild a
suc
cess
ful 2
-lite
r ro
cket
.D
urin
g yo
ur d
emon
stra
tion
laun
ch, b
e su
re to
rev
iew
with
the
grou
p th
e W
arni
ng a
nd O
pera
ting
Inst
ruct
ions
that
cam
e w
ith th
e la
unch
er. S
tres
s th
e im
port
ance
of
"com
mon
sen
se"
arou
nd th
e ro
cket
s. J
ust b
ecau
se th
ero
cket
use
s a
"fri
endl
y" f
uel m
ixtu
re o
f w
ater
and
air
pre
s-su
re, d
oesn
't m
ean
they
igno
re th
e po
tent
ial d
ange
r of
the
rock
et u
nder
pre
ssur
e. T
his
disc
ussi
on s
houl
d al
so in
-cl
ude
an o
verv
iew
of
the
follo
win
g la
unch
pro
cedu
res:
3839
-Per
iodi
cally
che
ck th
e pr
essu
re w
ith a
tire
gau
ge.
Do
not e
xcee
d 14
01bs
of
pres
sure
Nev
er lo
ok d
own
on th
e ro
cket
dur
ing
or a
fter
pre
s-su
riza
tion
Nev
er a
im th
e ro
cket
at p
eopl
e, b
uild
ings
, or
othe
rst
ruct
ures
Alw
ays
set u
p th
e ro
cket
wel
l aw
ay f
rom
any
tree
sel
ectr
ical
wir
es, o
r bu
ildin
gsB
e su
re th
e la
unch
er is
fir
mly
fas
tene
d to
the
grou
ndB
e su
re to
hav
e an
aud
ible
cou
ntdo
wn
to z
ero
befo
repu
lling
the
laun
ch p
in.
Dem
onst
ratio
n La
unch
Is it
a R
ocke
t or
an E
ngin
e?Pr
epar
e to
laun
ch y
our
bottl
e w
ith n
o w
ater
and
abo
ut20
pou
nds
of p
ress
ure.
Thi
s sh
ould
be
done
with
the
plas
-tic
bas
e ca
p at
tach
ed to
the
botto
m o
f yo
ur b
ottle
. Fol
low
-in
g pr
oper
saf
ety
proc
edur
es la
unch
you
r bo
ttle,
then
.di
scus
s th
e fo
llow
ing
Gui
ding
Que
stio
ns w
ith th
e gr
oup.
Gui
ding
Que
stio
nsQ
. Did
the
bottl
e go
str
aigh
t up?
(ye
s)Q
. Did
it a
ppea
r to
be
stab
le?
(som
ewha
t)
If th
e gr
oup
coul
d an
swer
"ye
s" to
eith
er o
f th
ese
ques
-tio
ns th
ey p
roba
bly
coul
d th
ink
of th
e bo
ttle
as a
roc
ket.
How
ever
. try
fill
ing
the
bottl
e w
ith 2
5oz
of w
ater
and
pre
s-su
rizi
ng it
to 7
0 lb
s. A
fter
the
laun
ch, d
iscu
ss th
e sa
me
ques
tions
.
Gui
ding
Que
stio
nsQ
. Did
the
bottl
e go
str
aigh
t up?
(no
)9.
Did
it a
ppea
r to
be
stab
le?
(no)
Cha
nces
are
the
grou
p an
swer
ed n
o to
the
abov
e qu
es-
tions
. Wha
t the
y ne
ed to
rea
lize
is th
at th
e m
ore
thru
stth
ey a
pply
to th
e bo
ttle
the
less
sta
ble
it be
com
es: m
ak-
ing
it m
ore
like
an e
ngin
e in
nee
d of
a r
ocke
t.N
ow la
unch
a b
ottle
that
's b
een
prop
erly
des
igne
d to
perf
orm
as
a ro
cket
. Use
this
dem
onst
ratio
n as
a g
oal f
orth
e te
ams
to a
chie
ve o
r ev
en e
xcee
d. T
o ac
com
plis
h th
isgo
al, s
tart
by
phot
ocop
ying
and
dis
trib
utin
g th
e fo
llow
ing
"Roc
kets
Aw
ay"
sect
ion
to g
roup
mem
bers
. Thi
s se
ctio
nw
ill p
rovi
de th
em a
ste
p-by
-ste
p pr
oces
s fo
r bu
ildin
g a
succ
essf
ul r
ocke
t whi
le a
pply
ing
the
prin
cipl
es le
arne
d in
earl
ier
less
ons.
Enc
oura
ge te
am m
embe
rs to
kee
p a
jour
-na
l of
thei
r ob
serv
atio
ns.
Eva
luat
ing
Per
form
ance
Onc
e th
e te
ams
have
gat
here
d so
me
initi
al d
ata
onth
eir
rock
et's
per
form
ance
, get
them
bac
k to
geth
er f
orso
me
disc
ussi
on. 1
-lav
e ea
ch te
am p
rese
nt th
eir
find
ings
toth
e gr
oup.
To
high
light
thei
r fi
ndin
gs, y
ou m
ay w
ish
toha
ve e
ach
team
poS
t the
ir b
est l
aunc
h re
sults
on
an e
n-la
rged
ver
sion
of
the
"Rec
ord
of P
erfo
rman
ce"
char
t fou
ndon
pag
e 25
. Onc
e th
e te
ams
have
rep
orte
d, le
ad th
em in
adi
scus
sion
usi
ng th
e fo
llow
ing
ques
tions
.
Doe
s m
ore
wat
er m
ean
bette
r pe
rfor
man
ce?
Doe
s m
ore
air
mea
n be
tter
perf
orm
ance
?W
hy d
id s
ome
rock
ets
fly
bette
r th
an o
ther
s?W
hat h
appe
ned
whe
n no
wat
er w
as u
sed
tola
unch
the
rock
et?
If y
ou p
lotte
d th
e pe
rfor
man
ce o
f yo
ur r
ocke
tat
701
bs o
f pr
essu
re w
ith v
aryi
ng a
mou
nts
ofw
ater
, wha
t wou
ld b
e th
e sh
ape
of th
e cu
rve?
Und
er th
e sa
me
cond
ition
s, w
ould
this
cur
velo
ok d
iffe
rent
ly a
t dif
fere
nt p
ress
ures
?
Ext
endi
ng th
e Le
arni
ngT
ime
perm
ittin
g, h
ave
the
grou
p co
mpl
ete
the
Dig
ging
Dee
per
and
Goi
ng B
eyon
d se
ctio
ns o
f th
e ha
ndou
t. T
hese
sect
ions
are
des
igne
d to
lead
team
s to
fur
ther
exp
erim
en-
tatio
n w
ith th
eir
2-lit
er b
ottle
roc
ket.
0
Let
's G
etB
uild
ing
As
you
obse
rved
fro
mth
e in
itial
dem
onst
ratio
ns,
as th
rust
fro
m th
e bo
ttle
incr
ease
d, th
e le
ss s
tabl
e th
ero
cket
bec
ame;
mak
ing
it m
ore
like
an e
ngin
e in
nee
d of
a ro
cket
. Thi
s re
actio
n is
sim
ilar
to th
e re
leas
ing
of a
nin
flat
ed b
allo
on. T
o im
prov
e pe
rfor
man
ce, y
ou m
ust f
irst
over
com
e th
e fo
llow
ing
prob
lem
in y
our
rock
et's
des
ign:
Che
ck li
et
Cen
ter
of p
ress
ure
too
clos
eto
the
cent
er o
f gr
avity
.T
oo m
uch
resi
stan
ce to
win
d.
PR
OB
LEM
1C
ente
r of
Pre
ssur
e to
o C
lose
to th
e C
ente
r of
Gra
vity
Mat
eria
ls: 2
-lite
r so
ft d
rink
bot
tledu
ct ta
pe2
2 1/
2" (
outs
ide
diam
eter
), a
t was
hers
card
boar
dsc
isso
rs
Step
1: O
ne w
ay to
cha
nge
the
cent
er o
f gr
avity
of
anob
ject
is to
incr
ease
its
leng
th. J
ust l
ike
you
did
with
the
ballo
on r
ocke
t. H
owev
er c
ente
r of
gra
vity
can
als
o be
chan
ged
by a
ddin
g w
eigh
t to
one
end.
To
do th
is, a
ttach
(with
duc
t tap
e) tw
o 2
1/2"
(ou
tsid
e di
amet
er)
flat
was
h-er
s, o
r an
equ
ival
ent o
f 6o
z, to
the
roun
ded
end
of y
our
bottl
e. B
e su
re to
rem
ove
the
plas
tic b
ase
cap
(if
any)
be-
fore
atta
chin
g th
e w
ashe
rs to
you
r bo
ttle.
Step
2: O
nce
in p
lace
, tes
t you
r ro
cket
's c
ente
r of
grav
ity. D
o th
is b
y se
eing
whe
re it
bal
ance
s al
ong
your
fin
-ge
r. O
nce
dete
rmin
ed, m
ark
that
spo
t on
the
rock
et w
ith a
piec
e of
tape
. Now
test
. the
roc
ket's
cen
ter
of p
ress
ure
bycu
tting
a s
ilhou
ette
of
the
rock
et o
ut o
f ca
rdbo
ard
and
bal-
anci
ng it
on
your
ling
er. T
he p
oint
whe
re th
e si
lhou
ette
bala
nces
is y
our
rock
et's
cen
ter
of p
ress
ure.
(R
emem
ber,
the
dist
ance
bet
wee
n th
e ce
nter
of
grav
ity a
nd c
ente
r of
pres
sure
sho
uld
be n
o cl
oser
than
one
-hal
f th
e di
stan
ceeq
ual t
o th
e la
rges
t dia
met
er o
f th
e bo
dy.]
Exp
lana
tion
The
mas
s of
the
was
hers
at t
he to
p of
the
bottl
e m
oves
the
bottl
e's
cent
er o
f gr
avity
aw
ay f
rom
its
cent
er o
f pr
essu
re. B
ecau
se th
e m
ass
of th
e w
ashe
rs is
safe
ly a
way
fro
m th
e ro
cket
's c
ente
r of
pre
ssur
e, th
e w
ash-
ers
tend
to "
pull"
the
rest
of
the
rock
et b
ehin
d th
em.
PR
OB
LEM
2: T
oo m
uch
resi
stan
ce to
win
d
Mat
eria
ls: 2
-lite
r so
ft d
rink
bot
tlesc
isso
rsex
acto
-typ
e kn
ife
8"x8
" co
rrug
ated
car
dboa
rddu
ct ta
pebo
bby
pins
rule
r
The
re a
re tw
o fa
ctor
s to
con
side
r w
hen
talk
ing
abou
t win
d re
sist
ance
; dra
g an
d tu
rbul
ence
. Dra
g is
caus
ed w
hen
the
surf
ace
of th
e ro
cket
res
ists
the
flow
of
air
mov
ing
over
its
surf
ace.
If
you
rem
oved
the
labe
l fro
mth
e bo
ttle,
and
tape
d sp
arin
gly,
you
sho
uld
enco
unte
rm
inim
al d
rag
on th
e su
rfac
e of
you
r ro
cket
. Tur
bule
nce,
on th
e ot
her
hand
is c
ause
d w
hen
irre
gula
rly
shap
edsu
rfac
es o
r fe
atur
es tr
ap th
e fl
ow o
f ai
r m
ovin
g ac
ross
the
surf
ace
of th
e ro
cket
. Let
's tr
y fo
cusi
ng o
ur a
ttent
ion
on d
ecea
sing
the
amou
nt o
f tu
rbul
ence
cau
sed
by th
ero
cket
's d
esig
n.St
ep 1
: Ins
pect
you
r ro
cket
for
any
like
ly c
ause
s of
4243
turb
ulen
ce. W
hat s
houl
d co
me
to y
our
imm
edia
te a
tten-
tion
is th
e ir
regu
lari
ty c
ause
d by
the
atta
chm
ent o
fw
eigh
t to
your
roc
ket's
nos
e se
ctio
n. T
his
is a
n ob
viou
sge
nera
tor
of tu
rbul
ence
. To
corr
ect t
his
prob
lem
, fas
ten
a no
se c
one
to y
our
rock
et.
Thi
s ca
n be
don
e by
cut
ting
the
roun
ded
botto
m f
rom
an-
othe
r 2-
liter
bot
tle a
ndat
tach
ing
to th
e en
d of
you
rro
cket
. Thi
s w
ill h
elp
soft
enth
e fl
ow o
f ai
r ov
er th
e to
p of
your
soc
ket.
Just
be
sure
tosc
rape
off
any
hot
glu
e th
atm
ay h
ave
rem
aine
d af
ter
you
rem
oved
the
bottl
e's
plas
ticba
se c
ap.
Did
You
Kno
w E
ver
won
der
wily
are
al r
ocke
t has
a p
oint
ed n
ose?
It i
s to
prov
ide
stab
ility
as
the
rock
et b
reak
sth
e so
und
barr
ier.
How
ever
, the
bes
tno
se c
one,
des
ignf
or a
low
vel
ocity
mod
el r
ocke
t is
a ap
arab
le.
Step
2: N
ext,
cons
ider
the
neck
of
your
2-l
iter
bottl
ero
cket
as
a po
ssib
le c
ulpr
it of
turb
ulen
ce. W
hat d
o yo
uth
ink
happ
ens
once
the
air
flow
ing
alon
g th
e su
rfac
e of
your
roc
ket r
each
es th
is p
oint
? A
s th
is r
ush
of a
ir c
omes
toge
ther
at t
he n
eck
end
of th
e bo
ttle
itdo
es s
o in
a s
wir
ling
mot
ion,
cau
sing
the
base
to s
wiv
el a
s w
ell.
To
cont
rol t
his
mov
emen
t, tr
y ad
ding
fins
to th
e ba
se o
f yo
ur r
ocke
t. T
his
will
also
ass
ure
that
any
def
lect
ing
forc
es o
nth
e ro
cket
's n
ose
cone
will
be
coun
terb
al-
ance
d by
the
by th
e ae
rody
nam
icst
abili
ty o
f th
e ta
il fi
ns. (
Just
as
fins
wer
ead
ded
to s
tabi
lize
the
botto
m o
f yo
ur b
al-
loon
roc
ket.)
Air
flo
w
Thi
nk o
f a
way
for
the
nose
con
eto
pop
off
on
dece
nt, r
elea
sing
apa
rash
ute
or s
trea
mer
. Rem
embe
r,yo
ur r
ocke
t. w
ill b
e ac
cele
ratin
gba
ck to
ear
th a
t a v
eloc
ity o
f32
fee
t/sec
ond.
44
Whe
n pr
oper
ly d
esig
ned,
the
defl
ectin
g fo
rce
upon
the
nose
of
the
rock
et is
cou
nter
bala
nced
by
the
aero
dyna
mic
for
ces
on th
e fi
ns.
Step
3: B
uild
ing
Tai
l Fin
sU
sing
an
exac
to-t
ype
knif
e an
dth
e pa
ttern
on
the
follo
win
g pa
ge, c
utou
t thr
ee ta
il fi
ns f
rom
an
8"x8
" pi
ece
of c
orru
gate
d ca
rdbo
ard.
Be
sure
the
patte
rn is
pla
ced
para
llel t
o th
e co
rru-
gate
d "r
ibbi
ng"
of th
e ca
rdbo
ard.
Onc
e cu
t, sp
lit o
pen
the
1" s
ectio
n of
card
boar
d th
at e
xten
ds b
enea
th th
etr
iang
ular
por
tion
of th
e fi
n. W
hen
open
ed, t
his
port
ion
shou
ld b
e at
ari
ght a
ngle
to th
e fi
n.
RO
CK
ET
S IA
WA
Y I
Nex
t, ta
ke tw
o bo
bby
pins
and
ben
dth
em in
to th
e sh
ape
of a
'T'.
Mak
e su
reth
e to
p of
the
-T"
is a
t lea
st 1
1 /2
"w
ide.
Ins
ert t
he tw
o bo
bby
pins
into
one
of th
e tin
s so
that
the
"T"
por-
tion
of th
e bo
bby
pin
rest
s ag
ains
tth
e ex
tend
ed p
ortio
n of
the
fin.
The
hob
by p
ins
are
used
to s
tiffe
nth
e fi
ns d
urin
g fl
ight
. Rep
eat t
his
step
for
eac
h fi
n.O
nce
com
plet
ed, m
ount
you
rfi
ns w
ith d
uct t
ape
to y
our
bottl
e as
sho
wn.
(B
e su
reyo
ur,/i
ns a
re p
rope
rly
alig
ned
and
spac
ed. T
he b
otto
mof
you
r fi
ns s
houl
d be
abo
ut 3
" aw
ay f
rom
the
"ope
n"en
d of
you
r bo
ttle.
)
Fin
s, to
pvi
ew
---
Fin
s, s
ide
view
Fin
pat
tern
:
ar 0
Cor
ruga
ted
card
boar
d "r
ibbi
ng"
dire
ctio
n
4"
4"
4647
Mov
ing
Upw
ard
Bef
ore
you
begi
n to
test
the
initi
al p
erfo
rman
ce o
fyo
ur r
ocke
t, yo
u m
ost l
ikel
y w
ill w
ant a
sta
ndar
d fo
rco
mpa
riso
n. T
he b
est m
easu
res
of p
erfo
rman
ce a
re a
lti-
tude
and
vel
ocity
. You
r ch
alle
nge
is to
com
e up
with
are
liabl
e m
etho
d fo
r ob
tain
ing
this
dat
a. T
his
lead
s yo
u to
your
last
pro
blem
bef
ore
lifto
ff.
PR
OB
LEM
3-
Mea
surin
g th
e al
titud
e an
dve
loci
ty o
f you
r ro
cket
Mat
eria
ls: C
alcu
lato
rO
ne m
etho
d of
fin
ding
out
how
hig
h yo
ur r
ocke
tw
ent i
s to
tim
e th
e in
terv
al in
sec
onds
bet
wee
n la
unch
and
land
ing.
Onc
e kn
own,
you
can
det
erm
ine
the
alti-
tude
of
you
rock
et u
sing
the
follo
win
g fo
rmul
a H
=16
(t/
2)2:
whe
re H
is th
e al
titud
e, a
nd t
is th
e tim
e in
sec
onds
.Fo
r ex
ampl
e, le
t's s
ay it
took
4 s
econ
ds f
rom
laun
ch to
land
ing.
You
wou
ld f
irst
. div
ide
4 by
2. w
hich
wou
ld g
ive
you
2. Y
ou w
ould
then
squ
are
2. g
ivin
g 4
(you
squ
are
anu
mbe
r by
mul
tiply
ing
it by
itse
l f),
and
mul
tiply
ing
this
by 1
6. I
n th
is e
xam
ple.
you
r ro
cket
wou
ld h
ave
reac
hed
an a
ppro
xim
ate
heig
ht o
f 64
fee
t.T
o de
term
ine
your
roc
ket's
vel
ocity
, tak
e th
e nu
mbe
rof
sec
onds
it to
ok f
rom
laun
ch to
land
ing
and.
divi
de it
by 2
. The
n ta
ke th
e he
ight
that
it tr
avel
ed a
nd d
ivid
e it
by th
e nu
mbe
r of
sec
onds
you
just
cal
cula
ted.
Thi
s w
illgi
ve y
ou a
num
ber
calle
d "f
eet p
er s
econ
d". T
o co
nver
tth
is n
umbe
r in
to m
iles
per
hour
mul
tiply
it b
y 0.
68.
Usi
ng th
e fi
rst e
xam
ple,
the
rock
et to
ok 4
sec
onds
from
lift
off
to la
ndin
g. N
ext.
divi
de th
is n
umbe
r by
2w
hich
wou
ld g
ive
you
2 se
cond
s. Y
ou w
ould
then
take
the
heig
ht it
trav
eled
(64
fee
t) a
nd d
ivid
e it
by 2
sec
onds
,gi
ving
you
a s
peed
of
32 f
eet/s
econ
d. M
ultip
ly 3
2 by
afa
ctor
of
0.68
and
you
get
an
aver
age
velo
city
of
21.7
6m
iles
per
hour
.
Let's
Get
Lau
nchi
ngPr
ocee
d to
the
laun
ch a
rea
with
you
r ro
cket
. Bef
ore
you
laun
ch o
bser
ve th
e fo
llow
ing
proc
edur
es:
Peri
odic
ally
che
ck th
e pr
essu
re w
ith a
tire
gau
ge.
Do
not e
xcee
d 14
01bs
of
pres
sure
Nev
er lo
ok d
own
on th
e ro
cket
dur
ing
or a
fter
pres
suri
zatio
nN
ever
aim
you
r ro
cket
at p
eopl
e, b
uild
ings
, or
othe
r st
ruct
ures
Alw
ays
set u
p yo
ur r
ocke
t wel
l aw
ay f
rom
any
tree
s, e
lect
rica
l wir
es, o
r bu
ildin
gsB
e su
re th
e la
unch
er is
fir
mly
fas
tene
d to
the
grou
ndB
e su
re to
hav
e an
aud
ible
cou
ntdo
wn
to z
ero
be-
fore
pul
ling
the
laun
ch p
in.
Try
sev
eral
laun
ches
at v
aryi
ng a
mou
nts
of w
ater
and
pres
sure
. A g
ood
plac
e to
sta
rt is
abo
ut 2
5 ou
nces
of w
ater
and
75
lbs.
As
you
laun
ch y
our
rock
et in
clud
ein
you
r ob
serv
atio
ns th
e nu
mbe
r of
sec
onds
fro
m la
unch
to la
ndin
g as
wel
l as
any
sign
s of
inst
abili
ty. U
se th
ech
art b
elow
to r
ecor
d yo
ur d
ata.
4849
pap.
Rec
ord
of L
aunc
hes
Onc
es o
fA
ir
Wat
erPr
essu
reH
eigh
tV
eloc
ity
Lau
nch
# I
Lau
nch
#2
Lau
nch
#3
Lau
nch
#4
Lau
nch
#5
Lau
nch
#6
Lau
nch
#7
Lau
nch
#8
Lau
nch
#9
Lau
nch
# I
0
50
Eva
luat
ing
Per
form
ance
Onc
e yo
u co
mpl
eted
you
r la
unch
es a
nd c
alcu
latio
ns,
reco
rd th
e pe
rfor
man
ce o
f yo
ur r
ocke
t in
the
char
t be-
low
. Sha
re th
is in
form
atio
n w
ith y
our
grou
p in
ord
er to
mak
e so
me
assu
mpt
ions
abo
ut h
ow 2
-lite
r bo
ttles
per
-fo
rm. W
hen
disc
ussi
ng y
our
data
, con
side
r th
e fo
llow
ing
ques
tions
:
Doe
s m
ore
wat
er m
ean
bette
r pe
rfor
man
ce?
Doe
s m
ore
air
mea
n be
tter
perf
orm
ance
?W
hy d
id s
ome
rock
ets
fly
bette
r th
an o
ther
s?W
hat h
appe
ned
whe
n no
wat
er w
as u
sed
to la
unch
the
rock
et?
If y
ou p
lotte
d th
e pe
rfor
man
ce o
f yo
ur r
ocke
t at.
701b
s of
pre
ssur
e w
ith v
aryi
ng a
mou
nts
of w
ater
,w
hat w
ould
be
the
shap
e of
the
curv
e?U
nder
the
sam
e co
nditi
ons,
wou
ld th
is c
urve
look
diff
eren
tly a
t dif
fere
nt p
ress
ures
?
51
Rec
ord
of P
erfo
rman
cePl
ot th
e am
ount
of
wat
er a
nd a
ir p
res-
sure
use
d fo
r ea
ch la
unch
alo
ng w
ith th
ehe
ight
ach
ieve
d. C
onne
ct th
ese
poin
ts f
orea
ch la
unch
usi
ng d
iffe
rent
col
ors.
Use
this
data
to im
prov
e yo
ur r
ocke
t's p
erfo
rman
ce.
Hei
ght
-600 575
-550
525
500
-475
-450 42
5
400
-375 35
0
-325 30
0
275
250
225
200
175
-150 12
5
100
-75
-50
-25
4036
3228
2420
1612
84
015
3045
6075
9010
512
013
5
ounc
es o
f w
ater
air
pres
sure
Pig
ging
Dee
per
Let's
Con
tinue
Bas
ed o
n yo
ur in
itial
laun
ches
, you
're p
roba
bly
won
-de
ring
how
to m
ake
your
roc
ket g
o as
fas
t as
poss
ible
.T
o do
this
you
nee
d to
con
side
r N
ewto
n's
seco
nd la
w o
fm
otio
n. T
his
is th
e la
w w
hich
say
s th
at in
ord
er to
in-
crea
se th
e ac
cele
ratio
n of
an
obje
ct y
ou e
ither
nee
d to
decr
ease
its
mas
s or
incr
ease
the
amou
nt o
f th
rust
use
dag
ains
t the
obj
ect.
The
refo
re, t
o in
crea
se th
e pe
rfor
-m
ance
of
your
roc
ket y
ou n
eed
to o
verc
ome
the
follo
win
gpr
oble
ms:
Che
ck li
stM
inim
izin
g th
e ro
cket
's w
eigh
tw
ithou
t com
prom
isin
g st
abili
ty.
Impr
ovin
g th
e ro
cket
's d
esig
n.
PR
OB
LEM
4 -
Dec
reas
e ro
cket
wei
ght
with
out c
ompr
omis
ing
stab
ility
.
The
bes
t way
to d
ecre
ase
the
wei
ght o
f yo
ur r
ocke
t is
to r
emov
e on
e of
the
was
hers
you
add
ed to
shi
ft th
e ce
n-te
r of
gra
vity
aw
ay f
rom
its
cent
er o
f pr
essu
re. H
owev
er,
with
less
"m
ovin
g m
ass"
you
may
incr
ease
the
rock
et's
susc
eptib
ility
to a
ir tu
rbul
ence
. You
.als
o ri
sk m
ovin
g th
ero
cket
's c
ente
r of
gra
vity
too
clos
e to
its
cent
er o
f pr
es-
sure
. Try
adj
ustin
g th
e w
eigh
t at t
he to
p of
you
rro
cket
whi
le m
aint
aini
ng s
tabi
lity
and
perf
orm
ance
.
54
PR
OB
LEM
5: I
mpr
ovin
g yo
ur r
ocke
t'sde
sign
Con
side
r th
e fo
llow
ing
fact
sw
hen
impr
ovin
g up
on y
our
rock
et's
des
ign:
Nos
e C
ones
The
sha
pe o
f th
e no
se c
one
has
a gr
eat e
ffec
t on
the
amou
nt o
f dr
ag th
at a
roc
ket e
xper
ienc
es. A
par
abol
icno
se c
one
crea
tes
the
leas
t am
ount
of
drag
. Ago
odle
ngth
to w
idth
rat
io is
thre
e to
one
.
80 60 40 20 0
55
Fin
e A s
wep
t bac
k fi
n cr
eate
s le
ss d
rag
than
a s
trai
ght o
rfo
rwar
d-sw
ept f
in. A
lso
roun
ded
corn
ers
on a
fin
cre
ate
less
dra
g th
an s
harp
cor
ners
.
Cen
ter
of G
ravi
ty
Ano
ther
alte
rnat
ive
to m
inim
izin
g th
e w
eigh
t of
anob
ject
whi
le m
ovin
g its
cen
ter
of g
ravi
ty a
way
fro
m it
sce
nter
of
pres
sure
is to
mak
e it
long
er; j
ust l
ike
the
Chi
-ne
se d
id w
ith th
eir
fire
arr
ows.
Sur
face
Smoo
th s
urfa
ces
caus
e le
ss d
rag
than
rou
gh s
ur-
face
s.
5657
S
Goi
ng b
eyon
d R
ocke
t Sta
ging
Mat
eria
ls: l
6oz
tall
plas
tic c
up2-
liter
bot
tle w
ith b
ase
cap
Hav
e yo
u ev
er w
onde
red
why
roc
kets
are
ass
embl
edin
sta
ges?
To
enab
le r
ocke
ts to
acc
eler
ate
to h
ighe
r el
-ev
atio
ns w
ith g
reat
er p
aylo
ads,
des
igne
rs m
ust m
inim
ize
the
rock
et's
mas
s w
hile
max
imiz
ing
the
amou
nt o
f fo
rce
exer
ted
from
its
engi
nes.
Thi
s is
typi
cally
acc
ompl
ishe
dby
igni
ting
engi
nes
in s
tage
s. T
his
allo
ws
depl
eted
en-
gine
s to
be
sepa
rate
d aw
ay f
rom
the
mai
n ro
cket
,th
ereb
y de
crea
sing
the
rock
et's
mas
s w
hile
incr
easi
ng it
sac
cele
ratio
n. T
ry th
e fo
llow
ing
activ
ity to
exp
lore
this
met
hod
furt
her.
Act
ivity
: Tak
e an
em
pty
2 lit
er b
ottle
, (w
ith it
s ba
seca
p in
pla
ce),
fill
it w
ith 2
0 ou
nces
of
wat
er, a
nd p
lace
iton
the
laun
cher
. Pre
ssur
ize
the
bottl
e to
50
lbs.
Now
take
som
ethi
ng li
ke a
pla
stic
spo
rts
bottl
e or
a ta
ll 16
ozpl
astic
dri
nkin
g cu
p. F
ill th
e co
ntai
ner
with
12
ounc
es o
fw
ater
and
pla
ce it
on
top
of th
e bo
ttle.
Now
, lau
nch
the
bottl
e an
d no
te w
hat h
appe
ns.
Exp
lana
tion
Wha
t you
sho
uld
have
obs
erve
d is
an
exam
ple
of r
ocke
t sta
ging
. Onc
e th
e bo
ttle
ran
out o
fth
rust
, its
red
uced
mas
s m
ade
it m
ore
susc
eptib
le to
the
forc
es o
f w
ind
and
grav
ity. H
owev
er, i
f yo
u no
ticed
the
wat
er f
illed
con
tain
er, i
t sho
uld
have
con
tinue
d to
clim
bju
st li
ke th
e se
cond
sta
ge o
f a
rock
et. T
his
is b
ecau
se th
eco
ntai
ner
had
mor
e "m
ass
in m
otio
n" (
kine
tic e
nerg
y)w
hich
allo
wed
it to
res
ist t
he f
orce
s of
win
d an
d gr
avity
for
a lo
nger
per
iod.
Thi
s ex
peri
men
t can
be
liken
ed to
atr
ain
trav
elin
g al
ong
side
a c
ar a
t 50
mph
. Alth
ough
bot
har
e tr
avel
ing
at th
e sa
me
rate
of
spee
d, th
e tr
ain
wou
ldta
ke a
lot l
onge
r to
sto
p du
e to
its
enor
mou
s m
ass.
58
Com
pute
r A
ssis
tanc
eFo
r gr
oups
with
acc
ess
to a
com
pute
r. a
n IB
M c
om-
patib
le p
rogr
am is
ava
ilabl
e to
ass
ist i
n pe
rfec
ting
your
2-lit
er b
ottle
roc
ket.
Thi
s si
mul
atio
n pr
ogra
m w
ill h
elp
you
solv
e pr
oble
ms
like
dete
rmin
ing
the
prop
erde
sign
for
a no
se c
one
and
tail
fin,
test
ing
the
prop
er r
atio
be-
twee
n fu
el c
apac
ity a
nd w
ater
pre
ssur
e fo
r m
axim
umra
nge,
and
det
erm
inin
g th
e id
eal w
eigh
t for
a 2
-lite
rbo
ttle
rock
et.
Thi
s di
sket
te a
lso
cont
ains
a p
rogr
am f
orre
cord
ing
and
anal
yzin
g la
unch
dat
a us
-in
g 2
liter
bot
tle r
ocke
ts. T
his
is a
mus
tfo
r gr
oups
inte
rest
ed in
per
fect
ing
the
desi
gn o
f th
eir
2 lit
er b
ottle
roc
ket.
As
data
is e
nter
ed b
ased
on
the
amou
nt o
fw
ater
and
pre
ssur
e us
ed f
or e
ach
laun
ch.
incl
udin
g th
e tim
e it
took
fro
m la
unch
tola
ndin
g, th
e pr
ogra
m w
ill a
utom
atic
ally
det
er-
min
e al
titud
e an
d sp
eed
of th
e ro
cket
as
wel
l as
pred
ict
idea
l wat
er/p
ress
ure
ratio
s fo
r fu
ture
laun
ches
:
59
0000000CCCCC'CC( CC( C C.CCCC CCCC,C CC( C.0 C C_( C C
4 P.1.1i
Ey
n
(9/92)
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