Level
Middle
Grades 5-8
Photograph by NASA
©2014 National Geographic Society. All rights reserved.
+
Engineering
Stomp Rockets
ACTIVITY: ENGINEERING STOMP ROCKETS
Big Idea
A stomp rocket works based on Newton’s Third Law of Motion (for every action, there is an equal and
opposite reaction). The rocket is a projectile. Changing the design of the rocket can improve the horizontal
distance that it travels.
Guiding Question
How does Newton’s Third Law of Motion explain the launch of a stomp rocket? What is a projectile, and
how can knowledge of Newton’s Third Law be used to improve the distance that the stomp rocket travels?
Materials Gathered by Teacher (enough for 8 groups)
1. 2-liter soda bottle (1 per group, plus 1–2 extra)
2. Scissors (2 pair per group)
3. Poster board, cardstock, or thin cardboard (as from a cereal box)
4. Assorted found items, such as 20-oz. plastic soda bottles, Styrofoam plates, etc. (optional)
5. Safety goggles (at least 1 pair per group)
6. Measuring tape or meter stick (1 per group, optional)
7. Paper (1 per group)
8. Pencil (1 per group)
Materials Provided in the EITC Kit
1. 1 foot piece of 1/2-inch PVC (2 per group)
2. 90o elbow connector for 1/2-inch PVC (1 per group)
3. Duct tape (1 roll per kit)
4. Masking tape (1 roll per kit)
Set up
Communicate with the teacher at least one week before your scheduled classroom visit about the materials needed
for this activity. Inform the teacher that this activity will require indoor and outdoor work spaces. For the indoor
portion of this visit, the desks should be arranged so students can alternate between small-group work and all-class
discussions and demonstrations.
For the outdoor portion of this experience, ask the teacher to preselect a launch area that will be available during
your classroom visit. The launch area will require enough space for groups to launch side by side with a few feet
between each group and with a clear space of at least 30 feet in front of the groups. An athletic field is ideal. The
launch portion of this activity should not be done inside.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 1 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Engineering Stomp Rockets
Introduction
Teacher introduces the engineer/classroom visitor.
Setting the Stage
• Show the introductory video.
• Tell them who you are, what you do, and what it’s like to work in your career.
• Tell them a story about how you got interested in engineering/your career or something that happened in your work
that was really exciting—something that truly made a difference in your life.
• Show the activity PowerPoint presentation, as appropriate.
Hands-on Activity
Briefly discuss students’ prior knowledge of rockets.
Ask: What do you know about rockets? How are rockets shaped? What are some parts of rockets? Write students’
responses on the board as they are shared. Prompt them to give as much detail as possible about what rockets
look like and how they work. Explain that students are going to create model rockets and launch them with a
simple stomp launcher. Explain that they are going to work through the engineering process by designing, testing,
and modifying their rocket design to maximize how high and how far it can fly.
Prepare the launcher
Divide students into eight groups. Have each group gather all of the materials needed to complete the hands-on
portion of your visit from. Have each group assemble a launcher by placing a piece of PVC securely in each end
of the elbow connector and then duct-taping the exposed end of one of the PVC pipes into the pouring end of
the soda bottle.
Show students how the rocket will launch. Have them orient their launcher so that the soda bottle is lying on its
side on the ground and the other PVC pipe is pointing up at a 90o angle. Explain that the rocket will fit over the
PVC pipe that is pointing upward and stomping on the soda bottle will launch it.
Have one student in each group stomp on the soda bottle, while another places one hand near the top of the PVC.
Have them explain what happens. Ask: How will this launch the rocket? (When the bottle is stomped the air from
the bottle is forced into the rocket. Pressure builds up until the air is expelled from the back of the rocket. This
causes the rocket to move in the opposite direction with equal force as explained by Newton’s Third Law of Motion:
for every action there is an equal and opposite reaction.
Build the rocket
Once students understand how the launcher will work, ask them to think about the rocket they will build. Explain
that a stomp rocket is a projectile. Ask: What is a projectile? (A projectile is any object projected into space (empty
or not) by the exertion of a force. Once it is in motion, only the force of gravity acts it on. However, within Earth’s
atmosphere, air resistance also has some influence on the path of a projectile.)
Have students build a rocket of their own design out of poster board (or cardstock/cereal boxes) and masking tape.
As students work, circulate to make sure that they have the minimum requirements for the rocket to launch: a tube
fashioned out of cardboard or other found material that is open on one end and closed on the other end. Confirm
that the tube fits snuggly over the PVC pipe. Do not give students any other hints, such as adding a nose and fins.
If they add these things, great, but it is not necessary at this point.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 2 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Engineering Stomp Rockets
Set up the launch site and give safety and launch instructions
Bring the students and teacher outside to a large sports field for launch. Be sure that students bring their launchers,
rockets, paper, and pencils with them. Have groups line up side by side with a few feet between each group. Have
each group place the launcher on the ground and place the rocket over the open piece of PVC. Make certain that all
the launchers are facing the same way away from the groups—and that there is at least 30 feet of open space in the
direction the launchers are facing.
Give safety instructions to students. Explain that two students from each group will launch the rockets. All other
students in the group will stand behind them during launch. The students launching the rockets must wear safety
goggles. All groups must launch at the same time and no one should move in front of the launchers until
you call “clear.”
Explain students’ roles. One student will hold the launcher steady while another stomps as hard as possible on
the bottle. Other group members will observe the path of the rocket and note a landmark to mark the rocket’s
estimated height. They will also measure and record the distance the rocket traveled once you have given
the “clear” signal.
Launch the rockets
Have all groups launch the rockets at the same time as described, with one student holding the launcher steady
while another stomps as hard as possible on the bottle. Remind the students who are not launching to watch
carefully and to note a landmark to mark the height of the rocket. Once all the rockets are launched, give the all
clear. Allow the students who are not launching to measure the horizontal distance the rocket traveled. Have them
record both the landmark marking the vertical distance and the horizontal distance they measured. Relative distance
is important, so if measuring devices are not available, students can use their feet to estimate the measurement.
It may take a few tries for all groups to get the best possible launch. Rocket height and distance will vary greatly
depending on the design of the rockets and how well they are launched. For best results, students should force as
much air as possible out of the bottle as quickly as possible, so slowly putting pressure on the bottle will not yield
good results. Allow groups to launch two or three times, as time allows. Students should reinflate their bottle
between launches by detaching the PVC with the bottle attached from the elbow, wrapping their hand around the
end of the PVC and blowing into it as hard as they can. Make sure all groups launch at the same time on your
signal and that all group members stay behind the launcher until you give the all clear. Group members should
record the vertical and horizontal distance each time.
Wrap-Up
Return to the classroom and discuss the activity with students
Ask each student to draw the path, or trajectory, of the rocket as observed and have one student share his or her
drawing on the board. Discuss the shape of the path. Ask: What force is acting on the rocket at the moment of launch?
(The force of the air being expelled from the rocket causes the rocket to move in the opposite direction with equal
force [Newton’s Third Law]). Indicate a point on the drawing near the end on the trajectory and ask: What force is
acting on the rocket at this point? (Gravity) Indicate a point on the drawing after the initial launch but while the rocket
is still moving up. Ask: What force is acting on the rocket at this point? (The answer here is gravity, although some
students will assert that the initial force from the launch is still acting on the rocket. This is not the case. The upward
trajectory is the result of inertia from the initial application of force, as described by Newton’s Second Law: The greater
the mass of an object, the more force is needed to accelerate that object.)
Ask: Did some rockets perform significantly better than others? What did these rockets have in common? Use students’
responses to briefly discuss how air resistance affects projectiles within Earth’s atmosphere. Ask: What shape do you
typically see on the end (nose) of a rocket? Why is this shape common? On what other types of vehicles do you see
a similar shape? (The ends of rockets are typically cone-shaped to minimize air resistance. You also see this shape
on planes and on underwater vehicles, such as submarines. Cars have a modified version of this shape to make them
aerodynamic.) How do fins help rockets perform better? (Fins help to stabilize the rocket as it travels through air.)
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 3 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Engineering Stomp Rockets
Ask students to brainstorm some ways that their rockets’ performance could be improved. These might include a more
aerodynamic shape, adding or improving fins, using different materials to construct the rocket, weighting the rocket
differently, etc. Encourage students to complete the follow-up activity described in the post-visit section to improve
their design.
Explain that the testing, problem solving, and retesting process is a key part of what engineers, including those at
Lockheed Martin, work through at their jobs. Engineers building a rocket have to take into consideration a wide range
of factors that influence the rocket’s motion. They have to problem-solve to make sure they have a solid working
solution before the rocket is tested and later launched.
*Be sure to collect the PVC pipe, PVC connector, masking tape, and duct tape. Make sure students have completely
removed all duct tape from the PVC.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 4 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Engineering Stomp Rockets
SUPPORT MATERIALS – FOR THE CLASSROOM VISITOR
Background Information
Newton’s First Law of Motion states that an object at rest will remain at rest and an object in motion will remain in
motion at the same speed and direction unless acted on by a force. Newton’s Third Law of Motion states that for every
action there is an equal and opposite reaction. Newton’s Third Law plays a part in how a rocket lifts off. As a rocket
burns fuel, a hot gas is created and forced out of the back of the rocket. As the gas is expelled, the rocket is propelled
with equal force in the opposite direction, once the force exceeds the weight of the rocket.
Stomp rockets are also launched by expelling a gas (air). However, unlike actual rockets that continue to expel
propellant for a time after launch, this force only acts on the stomp rocket at the moment of its launch. After that,
gravity is the only force acting on the rocket. That makes the stomp rocket a projectile. Due to inertia (Newton’s First
Law), the rocket will continue to travel in the same direction and at the same speed of its launch until another force
(gravity) acts on it. This combination of inertia from the initial launch and the force of gravity gives projectiles an arced
trajectory, or path.
Air resistance can also affect the flight of a projectile within Earth’s atmosphere. Rockets are shaped aerodynamically
with a cone at the leading end to help minimize the effect of air resistance on the rocket’s motion. Fins are also
included on a rocket to help stabilize the rocket during flight. With a stomp rocket projectile, minimizing air resistance
and keeping the rocket stable allow the rocket to travel farther before the force of gravity causes it to fall to Earth.
National Standards Alignment
• (5–8) Standard A-1: Abilities necessary to do scientific inquiry
• (5–8) Standard B-4: Motions and forces
Next Generation Science Standards Alignment
• PS2.A: Forces and Motion
• Science and Engineering Practices: Constructing Explanations and Designing Solutions
• Science and Engineering Practices: Developing and Using Models
Preparation For Your Classroom Visit
Once a classroom visit has been established, check in with the host educator to make sure students are prepared and
have some prior knowledge about the topic you have selected to share with the class.
An educator guide has been created for you to share with the host educator before your classroom visit. This guide
includes pre- and post-visit resources and suggested activities that support the content you will be presenting during
your classroom visit. Some of the information in the educator guide has been provided in the “Support Materials—
For the Educator” section at the end of this document. Share the educator guide for this activity with the classroom
educator as soon as you have a date for your visit. The educator guide can be found in the educator version of the
Engineers in the Classroom website (www.classroomengineers.org).
Prior Knowledge
• Students should be able to follow step-by-step instruction.
• Students should be familiar with Newton’s Laws of Motion.
• Students should understand the basics of projectile motion.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 5 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Engineering Stomp Rockets
Other Resources to Explore
Article: Education.com–Projectiles Launched at an Angle
http://www.education.com/science-fair/article/aim-shooting-projectile-target/
Article: NASA–Brief History of Rockets
http://exploration.grc.nasa.gov/education/rocket/TRCRocket/history_of_rockets.html
Article: NASA–Newton’s Laws of Motion
http://www.grc.nasa.gov/WWW/k-12/airplane/newton.html
Article: NASA–Rocket Thrust
http://exploration.grc.nasa.gov/education/rocket/rockth.html
Article: PBS–Teaching Physics with Angry Birds: Projectile Motion
http://www.pbs.org/wgbh/nova/blogs/education/2011/02/teaching-physics-with-angry-birds-projectile-motion/
Article: NASA–What Goes Up...Must Come Down: Projectile Flight
http://www.nasa.gov/pdf/544893main_PS2_Projectile_Flight_C4.pdf
Interactive: Phet–Projectile Motion
http://phet.colorado.edu/en/simulation/projectile-motion
Video: NASA–Liftoff to Learning: Newton in Space
http://quest.nasa.gov/space/teachers/liftoff/newton.html
Website: Lockheed Martin–Orion Status Updates
http://www.lockheedmartin.com/us/products/orion/orion-status-updates0.html
Website: TeacherTech–Newton’s Laws of Motion
http://teachertech.rice.edu/Participants/louviere/Newton/
Classroom Management Tips
1. Consult the teacher prior to the class period so your classroom management approach aligns with the
management plan, routines, and procedures the teacher already has in place. When relevant, discuss learning
needs or behavioral challenges of specific students.
2. Establishing a culture of mutual respect and trust is key. At the beginning of the class period, tell students about
yourself and why you are there. Discuss a clear and concise set of rules/expectations that are phrased positively.
3. Complete any necessary setup prior to the start of the class period. Be well-prepared and organized so you can
keep things moving. “Down time” can lead to a loss of student attention.
4. Help yourself stay on track with the activity and its objectives by using a timing device and notecard to guide
you. The notecard could include a brief outline of the activity, key concepts/vocabulary, and questions to facilitate
discussion. Use a timing device to stay on schedule. You could even enlist the help of one or more students to
be your “timekeepers.”
5. If you do lose students’ attention, use existing strategies the teacher has in place to “bring them back” to the task at
hand. Examples include interactive clapping, counting, hand-raising, and other forms of nonverbal communication.
6. Moving around the classroom, varying the tone and volume of your voice, enlisting volunteers to assist you, and
calling on students to answer questions and share their ideas can help keep students engaged and focused.
Avoid lecturing and talking at students without any interaction, especially for more than a few minutes at a time.
7. Avoid open-ended questions that encourage students to share their own experiences in a story-like manner.
This can use up valuable time and distract students from the task at hand.
8. Seek teacher assistance in grouping students. Groups could be predetermined based on specific criteria, i.e.
student learning and communication styles, ability to self-direct, and collaboration skills. During group work,
be sure to circulate around the room, engage students with questions, and use proximity control to keep
students on track.
9. Be yourself and have fun! If you are enjoying yourself and engaging with the students and the activity,
then they will do the same.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 6 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Engineering Stomp Rockets
SUPPORT MATERIALS–FOR THE EDUCATOR
Pre-Visit Resources and Activities
• Use the following resources to review Newton’s Laws of Motion with students:
• Simple explanation: Website: TeacherTech–Newton’s Laws of Motion
http://teachertech.rice.edu/Participants/louviere/Newton/
• More advanced explanation: Video: NASA–Newton in Space
http://quest.nasa.gov/space/teachers/liftoff/newton.html
• Use these resources to review projectile motion:
• Simple explanation: Article: cK-1 –Projectile Motion
http://www.ck12.org/physics/Projectile-Motion/lesson/Projectile-Motion-Middle-School/r25/
• More advanced explanation: Article: NCSEC–Projectile Motion
http://www.ncsec.org/cadre2/team1_2/pm.htm
• Pre-teach relevant vocabulary: air resistance, gravity, Newton’s Third Law of Motion, projectile
Post-Visit Resources and Activities
• Have each group choose one of the factors they identified in the wrap-up discussion to improve their rocket design.
As a follow-up to the activity, have them remake their rocket, adjusting only the factor they selected. Have students
design a way to test whether their adjustment improves the performance of their rocket.
• Learn more about rockets and find other rocket activities on NASA– Brief History of Rockets
http://exploration.grc.nasa.gov/education/rocket/TRCRocket/history_of_rockets.html
• Use the game Angry Birds for more exploration of projectiles, as described in this article:
PBS–Teaching Physics with Angry Birds: Projectile Motion
http://www.pbs.org/wgbh/nova/blogs/education/2011/02/teaching-physics-with-angry-birds-projectile-motion/
• Review relevant vocabulary/concepts: air resistance, gravity, Newton’s Third Law of Motion, projectile
For Further Exploration
• Have each group choose one of the factors it identified in the wrap-up discussion to improve its rocket design.
As a follow-up to the activity, have the groups remake their rocket, adjusting only the factor they selected.
Have students design a way to test whether their adjustment improves the performance of their rocket.
• Learn more about rockets and find other rocket activities on NASA–Brief History of Rockets
http://exploration.grc.nasa.gov/education/rocket/TRCRocket/history_of_rockets.html
• Use the game Angry Birds for more exploration of projectiles, as described in this article:
PBS–Teaching Physics with Angry Birds: Projectile Motion
http://www.pbs.org/wgbh/nova/blogs/education/2011/02/teaching-physics-with-angry-birds-projectile-motion/
• Extension Activity—Try Engineering: Lesson Plans (use keyword “materials”)
http://www.tryengineering.org/lesson-plans
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 7 of 7