Straw Rockets

Learning Resource Type

Learning Activity

Subject Area

Science

Grade(s)

6

Overview

Students will work through the Scientific Method in this NASA STEM Engineering challenge. In this challenge, students will create a paper rocket that can be launched from a soda straw, and then modify the design to make the rocket fly farther. Students will collect and analyze their data after three trials. To complete this lesson, students will turn their data into a graph and answer reflection questions. 

The essential question being tested is, “How will changes to the rocket’s nose cone length affect the distance the rocket will travel?” Students will work in groups of four, with each person’s rocket having a different length nose cone (2cm-5cm). Once constructed, each student will launch their rocket three times and record it in the data table. These trials will then be averaged, graphed, and analyzed to correctly answer the essential question. 

This learning activity was created as a result of the Girls Engaged in Math and Science (GEMS) Resource Development Project, in partnership with Dothan City Schools.

Phase

During/Explore/Explain
Science (2015) Grade(s): 6

SC15.6.2

Construct models and use simulations (e.g., diagrams of the relationship between Earth and man-made satellites, rocket launch, International Space Station, elliptical orbits, black holes, life cycles of stars, orbital periods of objects within the solar system, astronomical units and light years) to explain the role of gravity in affecting the motions of celestial bodies bodies (e.g., planets, moons, comets, asteroids, meteors) within galaxies and the solar system.

UP:SC15.6.2

Vocabulary

  • Model
  • Simulation
  • Gravity
  • Gravitational force
  • Solar system
  • Galaxy
  • Milky Way galaxy
  • Sun
  • Planets
  • Moons
  • Asteroids
  • Asteroid belt
  • Stars
  • Celestial bodies
  • Elliptical orbit

Knowledge

Students know:
  • The solar system is a collection of bodies, including the sun, planets, moons, comets, asteroids, and meteors.
  • A galaxy is any of the very large groups of stars and associated matter that are found throughout the universe.
  • The Earth's solar system is one of many systems orbiting the center of the larger system of the Milky Way galaxy.
  • Gravity is an attractive force between solar system and galaxy objects.
  • Gravity increases as the mass of the interacting objects increases.
  • Gravity decreases as the distances between objects increases.
  • Gravity affects the orbital motion of objects in our solar system (e.g., moons orbit around planets, all objects within the solar system orbit the sun).
  • Gravity is a predominantly inward-pulling force that can keep smaller/less massive objects in orbit around larger/more massive objects.
  • Gravity causes a pattern of smaller/less massive objects orbiting around larger/more massive objects at all system scales in the universe.
  • Gravitational forces from planets cause smaller objects (e.g., moons) to orbit around planets.
  • The gravitational force of the sun causes the planets and other bodies to orbit around it, holding the solar system together.
  • The gravitational forces from the center of the Milky Way cause stars and stellar systems to orbit around the center of the galaxy.
  • The hierarchy pattern of orbiting systems in the solar system was established early in its history as the disk of dust and gas was driven by gravitational forces to form moon-planet and planet-sun orbiting systems.
  • Objects too far away from the sun do not orbit it because the sun's gravitational force on those objects is too weak to pull them into orbit.
  • Without gravity smaller planets would move in straight paths through space, rather than orbiting a more massive body.

Skills

Students are able to:
  • Develop a model and identify the relevant components including gravity and celestial bodies.
  • Describe the relationships and interactions between the components of the solar and galaxy systems.
  • Use the model to describe gravity and its effects.

Understanding

Students understand that:
  • Gravity is an attractive force between solar system and galaxy objects.
  • Gravity causes a pattern of smaller/less massive objects orbiting around larger/more massive objects at all systems scales in the universe.

Scientific and Engineering Practices

Developing and Using Models

Crosscutting Concepts

Systems and System Models

Learning Objectives

  • The learner will collect and analyze data to identify relationships between different variables.
  • Students will use the data collected from their rocket to create a graph and explain the effect of the length of the nose cone on the distance traveled using their knowledge of forces and motion.
  • Students will construct a model of a rocket to demonstrate how a force, like gravity, can affect the motion of objects in space.

 

Activity Details

Students will work through the Straw Rocket Slideshow throughout the course of the activity. Students will be working in groups of four and each member will be making their own rocket with a different length nose cone: 2cm, 3cm, 4cm, and 5cm. The group will evaluate whether the change in nose cone length affected the distance the rocket flew. 

Before Rocket Construction:

  1. Engage Video: https://www.youtube.com/watch?v=sX1Y2JMK6g8
  2. The teacher will introduce the rocket terminology found on Slide 2.
  3. Discuss the research question: How will changes to the rocket’s nose cone length affect the distance the rocket will travel?
  4. Students will form a hypothesis and record it on slide 3 of the Rocket Slideshow.

Rocket Construction (Each member in the group will make a rocket using the  Straw Rocket Template/Worksheet)

  1. Cut out the rectangle. This will be the body tube of the rocket. Wrap the rectangle around a pencil length-wise and tape the rectangle so that it forms a tube.
  2. Cut out the two fin units. Align the bottom of the rectangle that extends between the fins with the end of the rocket body, and tape the fin to the body tube. Do the same thing for the other fin on the opposite side, making a “fin sandwich.”
  3. Bend the fins on each fin unit 90 degrees so that they are each at a right angle to each other. When you look along the back of the rocket, the fins should form a “+” mark.
  4. Twist the top of the body tube into a nose cone around the sharpened end of your pencil. Each member will make their rocket’s nose cone a different length: 2 cm, 3 cm, 4 cm, and 5 cm. Use a ruler to measure your nose cone to verify it’s the length you chose to construct for your group.
  5. Remove the pencil and replace it with a soda straw. Be sure your launch area is clear of people and hazards. Then, blow into the straw to launch your rocket!
  6. Each group member will take turns launching their rocket. The entire group will measure and record how far the rockets’ traveled in centimeters on the data table found on slide 6. 
  7. The group will discuss and form a conclusion on whether the change in nose cone length affected the distance the rocket flew.
  8. Students will use Create a Graph Website to graph the data recorded on their data table. 
  9. Students can record their responses on the slideshow or on paper copies of slides 6-10.

Assessment Strategies

Students will turn in rockets and the teacher will evaluate each student’s construction and use of the model rocket using the rubric on Slide 11 of the slideshow.

The students will complete conclusion questions on slides 8 & 9 on the Straw Rocket Slideshow. The teacher will assess students’ mastery of the objectives through observations and discussions with groups during the activity.

Students will turn the assignment into the teacher’s preferred Learning Management System, such as Google Classroom or Schoology. The questions could also be answered using pencil and paper if digital devices are not accessible.

Conclusion Questions:

  1. How did the nose cone length affect the distance the rockets flew?
  2. What were some possible errors that could have changed the distance traveled?
  3. How could you redesign the experiment to ensure the constants remain the same?

Acceleration

Other than the length of the nose cone, there are many other factors that affect the distance the rocket travels. You will have 10 minutes to explore other possible variables. You’ll choose any one of the following factors to explore and report results to the class.

Choices:

  • the angle of launch
  • the number of the fins
  • the weight of the rocket (weighted the rocket with paper clips)
  • the length of the tube (rocket body)
  • the weight of the nose

Intervention

Students who do not have prior experience collecting data will be paired with a peer helper for guided support.

Students unfamiliar with creating graphs can use the paper format found on page 3 of the Make a Straw Rocket Worksheet.

Background / Preparation

Students should have a basic understanding of degrees, and angles, and know how to read a meter stick. It would be beneficial for the teacher to build an example straw rocket beforehand, so they can better communicate the steps for building to the students.  The teacher should introduce the following terms: fins, nose cone, and body tube. On the Straw Rocket Slideshow, slide 2 can be used to engage with a video and show students a visual aid of the rocket’s components. 

The teacher will need to make a copy of the Make a Straw Rocket Worksheet for each student. The teacher can share the Straw Rocket Slideshow for students to record their data and observations on slides 6-10, or the teacher can copy these slides for each student to record their responses on paper.

Total Duration

46 to 60 Minutes

Materials and Resources

Digital materials:

Materials needed to complete the rocket model:

  • Scissors
  • Tape
  • Soda straw (plastic or reusable)
  • Meter stick or measuring tape
  • Rocket template and data log
  • Pencil
Straw Rocket Slideshow
https://docs.google.com/presentation/d/e/2PACX-1vRqH47d629Hg8EUrklIvQ_iMksa8BZa…
Straw Rocket Worksheet
https://docs.google.com/document/d/e/2PACX-1vRcLIc_pNB5IcxACqV9BItdY2MjEY_L94II…
Create a Graph Website
https://nces.ed.gov/nceskids/graphing/classic/

Approved Date

Owner (Author)

aubriemc
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