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Predicting & Testing Variables That Affect Range
(Straw Rockets).
Lab Description Students are asked to define “range” in their
own wordsStudents are presented the materials and show
how the rockets are launchedStudents are asked to make a list of variables
that might affect the “range” of the straw rocketStudents are then asked to devise a method for
testing the variables and record all results Students are asked to write a one-page
summary of their procedure and conclusions
Lab Description – cont. List of supplies;
StrawsClayNote cardsHot glue guns & scissors Triple beam balances & meter sticksLaunch apparatus
Goals – general goals Students will test their understanding of
“range” as related to projectile motion Students will use the Scientific Process to
develop an experiment with procedure and test variables
Students will develop a correct understanding of “range” for projectile motion
How would I use this in classIntroductory guided inquiry-based lab
Used to introduce projectile motion Used as a student developed experiment
Standards & Frameworks Physical Science:
Strand: Physics P.6.PS.1 – Analyze how force affects motion (one-dimension (linear) and two-
dimension (projectile and rotational)) P.6.PS.7 – Design and conduct investigations demonstrating Newton’s first
law of motion P.6.PS.8 – Design and conduct investigations demonstrating Newton’s second
law of motion P.6.PS.9 – Design and conduct investigations demonstrating Newton’s third
law of motion Strand: Nature of Science
NS.10.PS.1 - Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
NS.10.PS.2 - Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
NS.10.PS.3 – Identify sources of bias that could affect experimental outcome NS.10.PS.4 - Gather and analyze data using appropriate summary statistics NS.10.PS.5 - Formulate valid conclusions without bias NS.10.PS.6 – Communicate experimental results using appropriate reports,
figures, and tables See http://arkansased.org/educators/curriculum/frameworks.html#science for more
details.
Adaptations and Q(s) Hit the target competition – students will
use their knowledge gained in this activity to compete to hit a target for bonus points on an exam. Time limit for building rocket ad limit on number of launches.
Mathematical model of projectile motion – (PLC activity with math teacher) – students will use data collected in the physics class to graph and develop a mathematical model of projectile motion.
Spring Presentation SlidesThe following slides are the results of
performing the experiment with my students in the classroom.
This is my Spring 2011 MSP follow-up presentation.
RangeStudents were asked to write a definition of
“range” for their straw rockets.Sample Definitions:
“Range is the distance the rocket will travel.”“Range is how far my rocket will fly.”“The distance in the air my rockets moves is
called range.”
Variable PredictionsStudents were asked to make predictions about
the variables that would affect the “range” of their straw rockets.
Sample list of variables chosen by the students:Length of the strawAmount of clay in the noseconeHow high I lift the launcher The angle of the launcherThe design of the finsWind
Testing Your PredictionsStudents were asked to test their predictions
and organize the results in a table. Sample table for angle of launcher
Angle (Degrees) Distance (m)
30 8.95
35 9.32
40 9.76
45 10.05
50 9.82
60 9.12
Sample table for length of straw with 15 grams of clay for nosecone
Length of Straw (m) Distance (m)
.30 8.54
.27 8.46
.24 8.21
.21 8.05
.18 7.62
Conclusion StatementsStudents were asked to make conclusion
statements about the variables they choose to test. “The length of the straw matters. The shorter
the straw the more wobbly the path. So the shorter the distance.”
“The angle makes a big difference. The longest distance was around 45 degrees.”
Student reactions to the lab“Making the rockets was so much fun!”“I liked when one stuck to the ceiling.”“It was cool!”“I liked changing the angle and trying
different heights for the launcher.”
Teaching MomentsOne group of students tried gluing on 6 or 7
pairs of fins and found the weight made a bigger difference than the number and size of the fins.
One group was trying to test if the air made a difference. I suggested taping different size note cards to the nosecone.
Future ChangesAllow two days for students to test all of the
variables they chose. Combine all the data into one chart.
Have the students look for trends in the data.