The Arizona STEM Acceleration Project
Rocket Launch - Pre-Calculus
Rocket Launch - Pre-Calculus
An 11th/12th Grade STEM Lesson
Author
Lisa Mills
Date 05/10/2023
Notes for teachers
This activity was performed in an 12th grade Pre-Calculus math class with an emphasis on trigonometric functions and vectors.
List of Materials
Physics Standards
Plus HS+Phy.P3U1.3 Develop a mathematical model, using Newton’s laws, to predict the motion of an object or system in two dimensions (projectile and circular motion).
Math Standards
RV.EV.4 Solve problems involving velocity and other quantities that can be represented by vectors.
Objective(s):
Day 1: Today we will build a model rocket.
Day 2: Today we will predict the potential landing radius based on the manufacturers specifications of maximum height for the particular rocket built and the C engine we will be using for launch.
Day3: Today we will determine the forces acting upon a rocket while in flight and discuss what quantities we might want to/are able to measure. Today we will develop a procedure for launching our rockets and collecting data.
Day 4: Today we will launch rockets and collect data including the time to reach apogee and the time to return to earth
Day 5: Today we will analyze our data to calculate the initial velocity of the rocket using the knowledge that the rockets has a vertical velocity component of zero when it reached apogee. Then we will write the vector components of the velocity using the launch angle and trigonometric functions. We will also discuss possible sources of error in our experiment.
Agenda (lesson time)
Day 1 Build Estes rockets
Day 2 Predict the initial velocity for the given rocket and engine type. Predict the landing radius.
Day 3 Discuss the components rocket motion and develop a procedure for launch.
Day 4 Launch & Data Collection
Day 5 Calculations & Interpretation
Project Links
Intro/Driving Question/Opening
What happens when we launch a rocket straight up into the air?
What forces act upon the rocket?
What path does its motion follow?
What might we measure during a rocket’s flight?
Assessment
Day 1 - Visual assessment that students are constructing/assembling rockets correctly.
Day 2 - Students work in groups of four to determine the possible landing radius. Groups should come to a consensus and present answers. Group answers should agree within reasonable calculation tolerances. Discussion continues to we reach an agreement.
Day 3 - Students work in same groups of four to answer guiding questions. Student answers will likely include: velocity, height, and time. From those the discussion must be directed to what we have the tools to measure and how can we use those measurements. Groups answers are used to collectively create an experimental procedure and data collection table to be used on launch day.
Day 4 - Students obey safety protocols established in class and the procedure developed in class. Students are able to collect data. If something goes wrong and the are unable to collect data, they should be able to explain what went wrong and how they could adjust the experiment in the future to prevent the issue.
Day 5 - Students calculate actual initial velocity and compare it to the predicted initial velocity. They discuss possible physical reasons for discrepancies.
Differentiation
For students that have difficulty with reading comprehension, the specifications can be provided.
For students with computational difficulties, the predicted height can be provided.
For students with physical limitations, assistance assembling/building and launching the rocket.
Remediation
Extension/Enrichment
Estes Wizard rocket kit requires students to build a balsa wood rockets, sand, glue, and paint the rockets.
This experience led to great conversations about aerodynamics and leading edge, air flow and resistance, balancing the fins. It would be an excellent extension in a physics course.