Ascent to Orbit
Activity: Newton’s Third Law of Motion – Action and Reaction
Background Information for the Teacher:
Adapted from www. nasa.gov, and http://suite101.com/article/newtons-laws-for-kids-overview-a41283.
Isaac Newton’s three laws of motion and the law of gravity that explain
motions are observed on Earth and in space. In the case of rockets, the
action is the force produced by the expulsion of gas, smoke and flames
from the nozzle end of a rocket engine. The reaction force propels the
rocket in the opposite direction. Newton’s laws of motion explain just
about everything you need to know about rockets.
Newton’s third law deals with actions and reactions.
Credit: National Air and Space
Museum, Smithsonian Institute
Stated simply, the law says that "for every action, there is
an equal and opposite reaction." The statement of this law
is deceptively easy. However, the key to grasping this law correctly is to understand
action-reaction pairs. Pair means two, so only two objects are in an action-reaction pair.
Action is the result of a force. Release air from an inflated balloon. The air shoots out
the nozzle. That is an action. Reaction is related to action. When the air rushes out of
the balloon, the balloon shoots the other way—reaction!
What causes action and reaction to occur? The action and reaction in Newton's third law are forces. If
you recall from our previous lessons, force was defined as a “push” or “pull” on an object. To take this
concept further, you should also add that force is an agent of change. The application of a force to a
body (one that is free to move) changes the body's state of motion, that is, it changes its velocity (the
speed of something in a given direction). "If you insist upon a precise definition of force, you will
never get it!" (Richard P. Feynman, Robert B. Leighton, and Matthew Sands, The Feynman Lectures
on Physics, Addison-Wesley, Reading, MA, Vol. 1, 1964, p. 2 – 4). In the case of rockets, however,
burning rocket propellants that expand explosively usually exerts force.
Unbalanced force refers to the sum total or net force exerted on an object. The
forces on a coffee cup sitting on desk, for example, are in balance. Gravity is
exerting a downward force on the cup. At the same time, the structure of the desk
exerts an upward force, preventing the cup from falling. The forces are in balance.
Reach over and pick up the cup. In doing so, you unbalance the forces on the cup.
The weight you feel is the force of gravity acting on the mass of the cup. To move
the cup upward you have to exert a force greater than the force of gravity and the
muscle force you are exerting are in balance.
Background Information for the Teacher, Continued…
Let’s look at an example of Newton’s action-reaction law: The Sun’s gravitational force acting on
Earth is an action and the Earth's gravitational force acting on
the Sun would be considered a reaction. Earth's gravitational
force on the Sun and the Sun's gravitational force on Earth is
an action-reaction pair.
Gravity is the force holding the universe together. There is a
gravitational force between any two objects in the universe,
so it is called universal gravitation. Gravity pulls you down
because there is a gravitational force between you and the
earth as well as between you and the Sun and even, between
you and the person sitting next to you. You don’t fall to the
sun because it is too far way for its gravitational force to be
strong. You don’t fall toward the people sitting next to you
because they are less massive than Earth.
What happens when you're standing still on a skateboard and then suddenly step off? The force of
stepping off the board pushes your skateboard (and you) in the other direction. The same force occurs
when you step off a boat onto a pier. Unless the boat is held in some way, it moves in the opposite
direction.
You can also demonstrate this using Newton’s Cradle.
This apparatus consists of steel balls suspended on a
frame. When the ball on one end is pulled back and then
let go, it swings into the other balls. The ball on the
opposite end then swings up with an equal force to the
first ball, as shown in the illustration on the right. The force of the first ball causes
an equal and opposite reaction in the ball at the other end.
Fun Fact: Action/reaction force pairs also make it possible for birds to fly. The wings of a bird
push air downward (action). In turn, the air pushes the bird upward with an equal force
(reaction).
Activity Overview: Students construct a “rocket” from a balloon propelled along a guide string. They
use this model to learn about Newton's Third Law of Motion, examining the effect of different forces
on the motion of the rocket.
Learning Objective: Students will demonstrate practical applications of Newton's Laws of Motion by
using the model of the balloon to understand the different forces that act on the rocket. They will also
collect data from the experiment and graph the results.
Science Process Skills: Observing, Measuring, Predicting, and Investigating
Estimated Time Required: Day 1 =50 minutes, Day 2 =50 minutes
Teacher Preparation:
• Make sure you have all the materials ready for
your students in advance.
• Assemble students in teams of four
• Choose appropriate locations for students to set up
the experiment
Technology
• Give eachActivity=
team the listed materials and the Data
Sheets
• Technology Activity= Newton’s Laws App, Isaac
Newton App, Newton App
Materials:
• Plastic Drinking Straw
• Tape
• Ruler
• Fishing line or smooth string
• Long, tube-shaped balloon
• Skateboard
• Basketball
• Data Sheets
• Literature Book: TECHNOLOGY: How
today's technology really works by Clive
Gifford
• Literature Book: Isaac Newton’s Laws of
Motion by Andrea Gianopoulos
What You Do!
1. [Day 1] Engage students by asking them the following question:
o What happens when you fill a balloon with air and then
release it? How does the balloon move?
o Has anyone ever stepped forward off a skateboard
suddenly? What happened?
o What do you think happens if a person were to step off a
boat onto a pier? In which direction does the boat seem to
move?
Brainstorm student answers on the board. Keep these ideas on the
board during the class period so you can refer back to them as you
learn more about rockets and how they work.
•
•
•
•
•
•
•
•
Science
Vocabulary
Action-Reaction
Force
Gravity
Newton’s Cradle
Mass
Unbalance Force
Universal
Gravitation
Velocity
What You Do! Continued…
2. Start with an in-class demonstration. Have a student stand on a skateboard and throw a
basketball. Invite the class to observe what happens (note: this could be dangerous; be very
careful not to have the student fall). The student rolls backwards on the skateboard.
Allow students time to observe and respond to the demonstration. Invite them to speculate the
conditions if the skateboard were larger or smaller, or if the basketball were bigger and/or
heavier, smaller and/or lighter, or if the floor were smoother/rougher. What would be the
outcome?
3. Remind students that our purpose for observing this third law of motion today is mainly to
understand that the motion of objects on Earth also apply to the motion of objects in Space.
Our understanding of how rockets work arises from Sir Isaac Newton’s three laws of motion. It
is important for engineers to understand Newton’s laws because they not only describe how
rockets work they explain how everything that moves or stays still works! Tell students that
this activity demonstrates all three of Newton’s laws of motion. The focus of the activity is
Newton’s third law of motion, but the first and second laws are intrinsically involved with the
motion of the rocket as well.
4. TechConnect= Connect your iPad Mini to the projector so the students can watch a
YouTube video called Newton’s 3rd Law of Motion. Have them scroll down to the
video uploaded by MacMillanSpaceCenter. Have students discuss what they
observed from the action-reaction experiment as soon as they are done watching the
video. Then bring the whole class back together for a discussion on Newton’s Third Law.
5. Make copies of pages 78-79 in the literature book-TECHNOLOGY: How
today's technology really works by Clive Gifford. Students will be able to read
about rocket propulsion and see a few pictures of how 3…2…1…Lift Off! has
changed over time.
6. [Day 2] Tell students that they are going to complete an experiment similar to
the one they saw on YouTube. However, a chemical compound will not be
used, just simply air and a balloon. Invite students to think about why they
should perform this experiment and how it relates to their understanding of
physics.
7. Gather materials for this activity. Choose appropriate locations for students to set up the
experiment.
8. Assemble students into teams of four to six. Make sure all teams have the listed materials.
Allow teams to complete the activity a number of times while they observe and write a brief
description of the experiment. Students should also use the iPad Mini to video the action –
reaction activity. You may want to designate roles for students such as tester, recorder,
videographer and presenter. Make sure the videographer uses the iPad Mini to capture this
experiment in the making. It could make for some funny footage!
What You Do! Continued…
9. Show your students the handout Newton’s Third Law. Have them complete the written
exercise. In this exercise, students will learn why action – reaction forces occur. Remind them
that these forces come in pairs. You may want to read the directions aloud while students
follow along.
10. TechConnect: Have students click on the iPad Mini app called Newton’s
Laws. Students can click to learn about Newton’s Third Law of Physics. Feel
free to use this app as it was initially introduced in the first law of motion
activity. It is a good way to reinforce learned concepts.
Checking For Understanding!
While students are working on their experiments, walk around the room and them to give verbal
descriptions of Newton’s Third Law. If students can tell you that air pushing is an action and the
balloon pushing back is a reaction, then they understand the concept.
Modifications
For Older Students: To ensure that your students are receiving a sufficient challenge from this
lesson, have them expand their visual skills by making a plot showing the distance that the balloon
travelled with different air volumes. This can be one on graph paper or with a computer software
package like Microsoft Excel).
For Younger Students: To ensure that your students are learning at the appropriate level, you may
want to briefly review fractions in a visual way: ½, ¼ ¾. Reviewing this may help them understand
how much air to fill in the balloon experiment.
TechConnect: A great enrichment activity for the lessons on Newton’s Laws is to
have the students use two iPad Mini apps: Newton and Isaac Newton. These apps give
an overview of the life of Isaac Newton in a story form. The app, Newton, is a better
choice for less advanced students because it reads like a storybook. The other app,
Isaac Newton, would be better for more advanced students. Both apps are very
informative and span through Isaac Newton’s life and give information about his
achievements. Students could use these apps to write a report about Isaac
Newton or create a comic book about him, like the book, Isaac Newton’s
Laws of Motion by Andrea Gianopoulos.
Ascent to Orbit
Newton’s Third Law:
Part 1: The History Action
of Space Travel
- Reaction
Activity 4: Exploring Rockets
Directions: Read the information below. Answer the questions that follow about this article.
Action and Reaction
What You Do! Continued…
A rocket can liftoff from a launch pad only when it expels gas out of
from launching to
Students will recorditshow
high The
theirrocket
rocketpushes
flew and
distance
launching
engine.
on change
the gas,in
and
the gas,from
in turn,
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nce, make 2 large
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have tested
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the rocket.
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whole process
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eet will represent
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skateboard.
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data sheet will
Rocket Propulsion and
show how
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The other data
(notwill
moving).
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the skateboard.
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thirdwill
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ed from launch
represent Rocket Stability
and
will
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motion, the stepping off is called an action. The skateboard responds
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class. some distance in the opposite direction. The
tothe
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actionasbya traveling
Sample Questions: skateboard's motion is called a reaction. When the distance traveled
her?
o Howare
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compared
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o
Was
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reaction than the action of the rider. This is not the case. The reason the skateboard has traveled farther is that
What could explain discrepancies in the data?
it has less mass than theo rider.
heir rocket flight
TechConnect: Have your students use the iPad Mini to take video of their rocket flight
hey wantWith
to rockets, the action
or take
of their
in progress.
They
can choose
they want
to rocket
is pictures
the expulsion
of experiment
gas out of the
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reaction
is the how
movement
of the
digitally
their experiment.
in the opposite direction.
Todocument
enable a rocket
to lift off from the launch pad, the action, or thrust, from the
engine must be greater than the weight of the rocket. In the microgravity environment of Earth orbit,
he following
6. Now, allow your students time to design their own experiment to test the following
however, even tiny thrusts will cause the rocket to change direction
Students can only
question: How do we make a paper rocket fly in the most stable way? Students can only
he paper used to
change one variable in their experiment. They can change: 1. Type of the paper used to
A rocket, in its simplest form, is a chamber enclosing a gas under pressure. A small opening at one end of the
tion of pennies to
create the rocket 2. Shape, size, or number of fins on the rocket 3. Addition of pennies to
chamber allows the gas to escape, and, in so doing, provides a thrust that propels the rocket in the opposite
to test a different
add weight to the rocket. 4. Length of the rocket. If your students want to test a different
direction. A good example of this is a balloon.
proval first. Once
variable to see if it affects the rocket’s stability, have them get your approval first. Once
me to create their
students have decided what variable they are going to test, give them time to create their
The balloon’s rubber walls compress air inside a
rksheets while
rockets, test them out, and gather results. Students will fill out their worksheets while
balloon. The air pushes back so that the inward and
le and create a
completing the inquiry experiment. Have students fill out their data table and create a
outward forces are balanced. When the nozzle is
tested the same
graph to represent their findings. Then, match groups up together who tested the same
released, air escapes and the forces become unbalanced.
overall results
variable change and have them share results. Students will then graph overall results
The action of the escaping gas propels the balloon in a
tudents answer the
based on their results in addition to other groups’ results. Lastly, have students answer the
rocket flight. The balloon's flight is highly erratic
conclusion questions to expand upon their findings.
because it has no structures, such as fins, to stabilize it.
When we think of rockets, we rarely think of balloons.
heir rocket flight
TechConnect: Have your students use the iPad Mini to take video of their rocket flight
Instead, our attention is drawn to the giant vehicles that
hey want to
or take pictures of their experiment in progress. They can choose how they want to
carry satellites into orbit and spacecraft to the Moon and
digitally document their experiment.
planets.
Modifications:
icient challenge
For Older Students: To ensure that your students are receiving a sufficient challenge
o” above are part
from this lesson, make sure that Step 3 and Step 6 in the “What You Do” above are part
of how you present your lesson.
n Space
space.
early
own 5
TechConnect: For additional enrichment, have students use the Man in Space
App on the iPad Mini to read about the “First Steps” towards getting to space.
Included in this app is information about the first rocket designers, the early
satellites sent to space, and the first man in space. Students can write down 5
facts that they learned from reading each article.
Ascent to Orbit
Newton’s Third Law:
Part 1: The History of
Space Travel
Action
- Reaction
Activity 4: Exploring Rockets
Directions: Answer the questions below based on the article called: Newton’s Third Law: Action-Reaction.
What You Do! Continued…
1.
What does Newton’s Third Law of Motion state? __________________________________________
e from launching to
Students will record how high their rocket flew and change in distance from launching to
__________________________________________________________________________________
once, make 2 large
landing on their data sheet. Once all students have tested their rocket once, make 2 large
sheet will represent
data tables on the board so students can share their results. One data sheet will represent
r data sheet
will
RocketisPropulsion
and
show howand
high
themotion
rocketofflew.
The other
dataoff
sheet
2.
If a skateboarder
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ofwill
a skateboard
this
stepping
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the will
skateboard
ured from launchcauses the skateboard
represent Rocket
Stability
and
will
show
how
much
distance
is
measured
from
launch
to roll backwards, what is the action in this scenario? What is the reaction?
and landing. Discuss the results as a class.
Sample Questions:
__________________________________________________________________________________
other?
o How stable were the class’ rockets when compared to one another?
o Was there much variance in how high the rocket flew?
__________________________________________________________________________________
o What could explain discrepancies in the data?
their rocket flight
TechConnect: Have your students use the iPad Mini to take video of their rocket flight
w they want
to
orit!
take
pictures
their of
experiment
in progress.
They
how theyprinciple?
want to Explain
3.
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Would
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this choose
action/reaction
digitally document their experiment.
your thoughts.
the following
6. Now, allow your students time to design their own experiment to test the following
__________________________________________________________________________________
? Students can only
question: How do we make a paper rocket fly in the most stable way? Students can only
the paper used to
change one variable in their experiment. They can change: 1. Type of the paper used to
dition of4.pennies
to applycreate
the rocket 2. Shape,
or number
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on picture
the rocket
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Let’s
the action-reaction
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label theofaction
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nt to test a different
add
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Length
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the
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a
different
reaction occurring as the Space Shuttle is launched.
pproval first. Once
variable to see if it affects the rocket’s stability, have them get your approval first. Once
time to create their
students have decided what variable they are going to test, give them time to create their
worksheets while
rockets, test them out, and gather results. Students will fill out their worksheets while
able and create a
completing the inquiry experiment. Have students fill out their data table and create a
o tested the same
graph to represent their findings. Then, match groups up together who tested the same
h overall results
variable change and have them share results. Students will then graph overall results
e students answer the
based on their results in addition to other groups’ results. Lastly, have students answer the
conclusion questions to expand upon their findings.
their rocket flight
w they want to
TechConnect: Have your students use the iPad Mini to take video of their rocket flight
or take pictures of their experiment in progress. They can choose how they want to
digitally document their experiment.
Modifications:
fficient challenge
For Older Students: To ensure that your students are receiving a sufficient challenge
5. are part
Balloons can
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e early
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TechConnect: For additional enrichment, have students use the Man in Space
App on the iPad Mini to read about the “First Steps” towards getting to space.
Included in this app is information about the first rocket designers, the early
satellites sent to space, and the first man in space. Students can write down 5
facts that they learned from reading each article.
Ascent to Orbit
Newton’s Third Law:
Part 1: The History of
Space Travel
Action
- Reaction
Activity 4: Exploring RocketsData Sheet
Adapted from Action – Reaction Activity NASA Quest
What You Do! Continued…
from launching to
Students will record how high their rocket flew and change in distance from launching to
Team
Name____________________________________________________________________________
nce, make 2 large
landing on their data sheet. Once all students have tested their rocket once, make 2 large
eet will represent
data tables on the board so students can share their results. One data sheet will represent
ReadRocket
the information
below.
Complete
the experiment
and record
yourother
datadata
thensheet
answer
data sheetDirections:
will
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and will
show how
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flew. The
willthe
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question.
ed from launch
represent Rocket Stability and will show how much distance is measured from launch
and landing. Discuss the results as a class.
Procedure:
Sample Questions:
1. With pieces ofo string
to fitwere
around
balloon,
measure
the circumference
of the balloon with
her?
Howcut
stable
the the
class’
rockets
when compared
to one another?
different amounts
of airthere
in itmuch
(completely
full,
¼ full,
½ full,
and ¾flew?
full) and record the circumference
o Was
variance
in how
high
the rocket
o
What
could
explain
discrepancies
in
the
data?
in the table shown below.
heir rocket flight
TechConnect:
Have your students use the iPad Mini to take video of their rocket flight
2. Set aside the
pieces of string.
hey want to 3. Slide the drinking
or take pictures
of their
experiment
straw onto
a piece
of string.in progress. They can choose how they want to
digitally document their experiment.
4. Choose two people from your team to hold each end of the string taut and level. Place two loops of
he following
6. tape
Now,
allow
masking
onto
the your
straw.students time to design their own experiment to test the following
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onlyBlow up the
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we makecapacity
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flyvolume).
in the most
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way?
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to itsdo
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Hold
tightly
onto
the neck
the
he paper used to balloon sochange
one
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can
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the
paper
used
that no air escapes, and attach the balloon to the two pieces of tape. The neck of the to
tion of pennies to
create the rocket 2. Shape, size, or number of fins on the rocket 3. Addition of pennies to
balloon should be parallel to the string.
to test a different
add weight to the rocket. 4. Length of the rocket. If your students want to test a different
6.
Release
the
neck totoletsee
theif air
rush out
the balloon.
proval first. Once
variable
it affects
theofrocket’s
stability, have them get your approval first. Once
shown have
below,
recordwhat
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(as marked
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me to create 7.
theirIn the tablestudents
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create
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and
(b)
the
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rksheets while
rockets, test them out, and gather results. Students will fill out their worksheets while
le and create8.a Repeat steps
completing
thefilling
inquiry
Have
students
fill outoftheir
table
and create
a you
4-7 above,
theexperiment.
balloon with
different
amounts
air. data
Use the
pieces
of string
tested the same measured graph
represent their findings. Then, match groups up together who tested the same
in Steptoone.
overall results
variable change and have them share results. Students will then graph overall results
tudents answer
theData: Complete
based onthe
their
results intable.
addition to other groups’ results. Lastly, have students answer the
Analyze
following
conclusion questions to expand upon their findings.
Amount of
Circumference
Diameter
Distance Traveled (cm)
heir rocket flight
Have your students
use the iPad Mini to take video of their rocket flight
Air TechConnect:
(cm)
(cm)
hey want to
or take pictures of their experiment in progress. They can choose how they want to
Full digitally document their experiment.
icient challenge
o” above are part
Modifications:
For Older Students: To ensure that your students are receiving a sufficient challenge
¼ Full
from this lesson, make sure that Step 3 and Step 6 in the “What You Do” above are part
of how you present your lesson.
n Space
space.
early
own 5
½ FullTechConnect: For additional enrichment, have students use the Man in Space
App on the iPad Mini to read about the “First Steps” towards getting to space.
Included in this app is information about the first rocket designers, the early
satellites sent to space, and the first man in space. Students can write down 5
¾ Fullfacts that they learned from reading each article.
Ascent to Orbit
Newton’s Third Law:
Part 1: The HistoryAction
of Space Travel
- Reaction
Data Sheet – Questions
Activity 4: Exploring Rockets
Adapted from Action – Reaction Activity NASA Quest
What You Do! Continued…
Team Name____________________________________________________________________________
from launching to
Students will record how high their rocket flew and change in distance from launching to
nce, make 2 large
landing on their data sheet. Once all students have tested their rocket once, make 2 large
eet will represent
data tables on the board so students can share their results. One data sheet will represent
What is the action force in this investigation?
data sheet will
Rocket Propulsion and will show how high the rocket flew. The other data sheet will
ed from launch
represent Rocket Stability and will show how much distance is measured from launch
and landing. Discuss the results as a class.
Sample Questions:
her?
o How stable were the class’ rockets when compared to one another?
What is the reaction force in this investigation?
o Was there much variance in how high the rocket flew?
o What could explain discrepancies in the data?
heir rocket flight
TechConnect: Have your students use the iPad Mini to take video of their rocket flight
hey want to
or take pictures of their experiment in progress. They can choose how they want to
digitally document their experiment.
Did the amount of air in the balloon change its speed? In what way?
he following
6. Now, allow your students time to design their own experiment to test the following
Students can only
question: How do we make a paper rocket fly in the most stable way? Students can only
he paper used to
change one variable in their experiment. They can change: 1. Type of the paper used to
tion of pennies to
create the rocket 2. Shape, size, or number of fins on the rocket 3. Addition of pennies to
you experience any
in setting
and/or carrying
out your
experiment?
Explain.
to test aDid
different
add challenges
weight to the
rocket. up
4. Length
of the rocket.
If your
students want
to test a different
proval first. Once
variable to see if it affects the rocket’s stability, have them get your approval first. Once
me to create their
students have decided what variable they are going to test, give them time to create their
rksheets while
rockets, test them out, and gather results. Students will fill out their worksheets while
le and create a
completing the inquiry experiment. Have students fill out their data table and create a
Think
about
some
other
examples
of action
reactionThen,
forcesmatch
you might
seen or experienced.
List
those
tested the same
graph
to represent
their –findings.
groupshave
up together
who tested the
same
below
and
draw
a
picture.
overall results
variable change and have them share results. Students will then graph overall results
tudents answer the
based on their results in addition to other groups’ results. Lastly, have students answer the
conclusion questions to expand upon their findings.
heir rocket flight
hey want to
icient challenge
o” above are part
n Space
space.
early
own 5
TechConnect: Have your students use the iPad Mini to take video of their rocket flight
or take pictures of their experiment in progress. They can choose how they want to
digitally document their experiment.
Modifications:
For Older Students: To ensure that your students are receiving a sufficient challenge
from this lesson, make sure that Step 3 and Step 6 in the “What You Do” above are part
of how you present your lesson.
TechConnect: For additional enrichment, have students use the Man in Space
App on the iPad Mini to read about the “First Steps” towards getting to space.
Included in this app is information about the first rocket designers, the early
satellites sent to space, and the first man in space. Students can write down 5
facts that they learned from reading each article.