Introduction
NASA Needs Your Help!!!!
Due to shortages of rocket scientists at NASA, they have asked that in our science class help them with designing and testing some rockets. But before we can design a rocket we first need to learn the basic principles of how rockets work.
Task
Understanding Rockets
This mission will focus on two things
-How newtons law applies to a rockets movement
-What basic elements can be found in a rocket, things such as the liquid or solid fuel engines, fusalage, stabalizer fins, etc
Process
Step 1
The first step that NASA has asked us to take is to visit http://science.howstuffworks.com/rocket.htm and read through their explination of how rockets work.
Step 2
Work together in your group and draw out a cutaway diagram of a solid fuel rocket including the following things
-Fusalage
-Nose Cone
-Stabilizer Fins
-solid fuel engine
-exhaust nozzle
-as well as a short explaination for how it is reaction of the action of burning fuel and releasing it that propells the rocket forward.
Step 3
Now that you have learned the basics behind rocket engine design and the physics on how they work, you will start learning about the specific project NASA has asked us to do. NASA has requested that we do testing on rockets powered by nothing but air and water and simple and fun little game to teach you how this works is at http://online.brothergames.com/flash-games/bottle-rocket.html. Play the game a few times and see how high you can get the rocket, you can even compete with the people in your group too see who can get it the highest!
Step 6
Now that you have learned how a bottle rocket works it is now time to start designing your own bottle rocket. With the time you have left in class I want you to work with you group and brainstorm ideas to incorporate into your rocket. NASA's requirements are fairly simple, they ask that we use a two litre pop bottle to hold the air and water, as well use some form of aerodynamic stabalizers but the rest of the design elements are up to you!
Evaluation
|
Category |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
|
Thoroughness |
Diagram is complete, includes all the parts that are required |
Diagram is mostly complete, includes the majority of the parts required |
Diagram is somewhat complete, includes some of the parts required |
Diagram is not complete, includes none of the parts required |
|
Use of Information |
The information in the Diagram is from the online resources provided within the WebQuest and are in the student’s own words. |
The information in the Diagram includes some online resources provided within the WebQuest and the information is mostly written in the student’s own words. |
The information in the Diagram includes minimal online resources provided within the WebQuest and the information is partially written in the student’s own words. |
The information in the diagram includes no online resources and the information is not written in the student’s own words. |
|
Clear Presentation |
The Diagram is visually clear and easy to understand. |
The Diagram is somewhat visually clear and easy to understand. |
The Diagram is not very visually clear and easy to understand. |
The Diagram is not visually clear and easy to understand. |
|
Creative Design |
The Diagram is visually appealing, with student going above basic requirements |
The Diagram is somewhat visually appealing, with student using some creativity |
The Diagram is not very visually appealing, with student using very little creativity and just doing basic requirements |
The Diagram is not visually appealing, with no creativity and just doing basic requirements |
Conclusion
Mission Accomplished!
Now that you are all beginer rocket scientists you will be abel to complete the design of your rockets next class and be able to start contructing them in preporation for their test launches the following class.