Blast Off!!! Transferring Potential Chemical Energy to Kinetic Energy Grade Level: Duration: 10/11 3 (4) Days Subject: Chemistry Prepared By: Nick Hanlon Pre-Day 1 (if needed for review) Materials Needed Whiteboard (chalkboard) Calculator Analyze Learners Overview & Purpose (STEMcinnati theme) The purpose of the lesson is to demonstrate the transformation of chemical energy into kinetic energy. In addition, students shall be able to calculate the height of an object through triangulation. Pre-day 1 is a review of material so students can promptly grasp the mathematical sense of the triangulation. Overview: A: Sending satellites and astronauts to outer space, C: Aerospace Engineering; Chemical Engineering; Materials Engineering (see descriptions below) S: Communication, scientific advances, weather prediction Education Standards Addressed (Math) Geometry and Spatial Sense Standard: A. Use trigonometric relationships to verify and determine solutions in problem situations.
Transcript
Blast Off!!!Transferring Potential Chemical Energy to Kinetic Energy
Grade Level: Duration:
10/113 (4) Days
Subject: Chemistry Prepared By: Nick Hanlon
Pre-Day 1 (if needed for review)
Materials Needed
Whiteboard (chalkboard)Calculator
Analyze Learners
Overview & Purpose (STEMcinnati theme)
The purpose of the lesson is to demonstrate the transformation of chemical energy into kinetic energy. In addition, students shall be able to calculate the height of an object through triangulation.
Pre-day 1 is a review of material so students can promptly grasp the mathematical sense of the triangulation.
Overview: A: Sending satellites and astronauts to outer space, C: Aerospace Engineering; Chemical Engineering; Materials Engineering (see descriptions below)S: Communication, scientific advances, weather prediction
Education Standards Addressed
(Math) Geometry and Spatial Sense Standard:A. Use trigonometric relationships to verify and determine solutions in problem situations.
Select Goals and Objectives Teacher Guide Student Guide Assessment
Goals andObjectives(Specify skills/information that will be learned.)
Goals:1. Students should understand right-triangle trigonometry.2. Students should understand that the sum of all angles of a triangle is equal to 180 degrees.
Objectives:1. Students will be able to solve for an angle of a right-triangle using trigonometric functions such as sine, cosine, and tangent.2. Students will be able to solve for an angle of a triangle given two other angles of the triangle.
Formative: None
Summative: Answering the question on the board regarding right-triangle trigonometry
Select Instructional Strategies –
Information(Catch, give and/or demonstrate necessary information, misconceptions, etc…)
Review (10-15 mins)A right triangle is provided to the students (on a whiteboard). The x-axis represents the distance from the observer to the rocket ship launch pad. The y-axis represents the height of the rocket.
Solve for1. The angle of the observer to the rocket
height from the horizon (x-axis)2. Find the third angle.
Misconceptions: Making use of the correct term (sine, cosine, tangent) when solving problems.
Call upon the students to solve one of each of the two problems on the board. The students at the board can use the class as support.
Activity(Describe the independent activity to reinforce this lesson)
The students will solve the two problems on a piece of paper while a student will solve the problem at the board.
Students shall use right-triangle trigonometry to solve the problem. The problem involves the tangent function with some algebraic math. Then the students shall be able to find the third angle by algebraic math.
See attached documentation for example problem and solution.
Students should reflect on prior knowledge to solve the problem.
Evaluate (Assessment)
(Steps to check for student understanding) – See Objectives above
N/A – Review of material Additional Notes
Day 1
Materials Needed
Catch:- Potato, Galvanized Nail, Penny, Copper Wire- LED
Station 1:- Alka-Seltzer- Baking soda- Plastic camera film containers (white ones are preferred)
Station 2:- Graph paper
Station 3:- 3 scales- 6 rockets- 4 different types of propellants (5 of each for a total of 20)
Analyze Learners
Overview & Purpose (STEMcinnati theme)
The purpose of the lesson is to demonstrate the transformation of potential energy (in the form of chemical energy) into kinetic energy. In addition, students shall be able to calculate the height of an object through triangulation.
Day 1 covers three different areas in preparation for Day 2’s experiment and data collection (transformation of potential chemical energy to kinetic energy; triangulation; measurements)
Overview: A: Sending satellites and astronauts to outer space, C: Aerospace Engineering; Chemical Engineering; Materials Engineering (see descriptions below)S: Communication, scientific advances, weather prediction
Education Standards Addressed
(Math) Geometry and Spatial Sense Standard:A. Use trigonometric relationships to verify and determine solutions in problem situations.(Math) Measurement Standard:D. Solve problem situations involving derived measurements.
(Science) Forces and MotionBenchmark D24. Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object.(Science) Nature of MatterBenchmark F16. Illustrate that chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs and the burning of fossil fuels).17. Demonstrate that thermal energy can be transferred by conduction, convection or radiation (e.g., through materials by the collision of particles, moving air masses or across empty space by forms of electromagnetic radiation).
Select Goals and Objectives Teacher Guide Student Guide Assessment
Goals andObjectives(Specify skills/information that will be learned.)
Goals:1. Students should understand Newton’s Third Law of Motion2. Students should learn about the transformation from chemical energy to kinetic energy.3. Students should learn how to calculate the height of an object through triangulation.
Objectives:1. Students will be able to measure a given mass and accurately state the mass to the correct number of significant digits.2. Students will be able to explain how baking soda and alka-seltzer react in chemical reaction to form kinetic energy.3. Students will be able to calculate the height of an object by using geometry and trigonometric functions of triangles.
** NOTE: students should know what chemical and kinetic energy are prior to the lesson.
Formative: Interactive questions at the stations to be student participation. Some questions are listed at the bottom of the lesson plan.
Summative: Exit Interview; a list of 5 questions are placed on the board that the students are responsible to know by the end of the day. For the student to exit the room, they must answer one question selected by the teacher.
Two questions are formulated from station 1
and station 2. One question is from station 3. The list of questions is located at the bottom of the lesson plan.
Select Instructional Strategies –
Information(Catch, give and/or demonstrate necessary information, misconceptions, etc…)
Catch (5 mins)A potato is used to light a LED. The potato is covered by a box and the class is asked to state what is powering the LED. Once the class has answered, display to the class the source of energy. Then describe how the potato is powering the LED.
The chemical products are the nail and penny and the potato acts as a medium for the electrons to flow. The kinetic energy is the flow of the electrons to power the LED.
Direct Lesson (45 mins)Class is separated into three groups and sent to a station (1,2,3). The groups will rotate from station to station every 12-15 minutes. The stations are covered in the ‘require learner participation’ below.
Misconceptions: (Catch) The students think that the potato is the source of chemical energy to light the LED. However, it is the flow of electrons between the two electrodes (copper and zinc) and the potato is the electrolyte to allow the electrons to flow between the two electrodes.
Students try to guess the source of energy used to power the LED
Students will head to the appropriate station and will rotate when notified. While at the station, the student will take notes and observe the lesson/demonstrations given at each station.
Activity(Describe the independent activity to reinforce this lesson)
Station 1Alka-Seltzer tablets are dropped into a film canister filled with vinegar. The chemical reaction between the vinegar and alka-seltzer causes carbon dioxide bubbles to form and the CO2 will expand until the lid cannot contain the expanding gas anymore. The container will shoot up into the air similar to a rocket.
*** Note: see Alka-Seltzer on Wikipedia for an expanded definition of the chemical reaction.
Station 2Discuss the reason for triangulation (i.e. height of Mt. Everest)Cover the mathematics of the triangulation. (i.e. sum of all angles each 180 degrees, law of sines, tangent function)Describe:
- role and position of each student on the field during rocket launch (therefore, on launch day, students are prepared to start immediately)
- proper use of the transits
*** Note: for a complete lesson on triangulation, see Michael Starr’s lesson on UC Project STEP website.
Station 3The station has three scales, six rockets, and four different propellants (5 of each for a total of 12 propellants).
- Scale A has all six rockets.- Scale B has 2 sets of the propellants- Scale C has 2 sets of the propellants
Students are to weight each item on their scale and note the mass on the data collection sheet. The three groups can then exchange the data collected so all members have complete data.
Station 1The students should note the chemical reaction taking place and energy transformation. They should also recognize Newton’s third law of motion.
Station 2Students shall learn how to use the transit to measure angles and make note of their role/responsibility while on the field.
Station 3Students shall measure each rocket and each propellant. Then the average mass is calculated for the rocket and each different type of engine.
Evaluate (Assessment)
(Steps to check for student understanding) – See Objectives above
Pre-assessment given prior to day 1
Exit slip (see description under summative assessment)
N/A Additional Notes
Day 2
Materials Needed
Model Rockets4 Different propellants per group2 Transits (other option if transits are not available)Stopwatch/TimerMeasuring tape (up to 150 feet)Optional: BullhornOptional: Clipboards for data collection
Analyze Learners
Overview & Purpose (STEMcinnati theme)
The purpose of the lesson is to demonstrate the transformation of chemical energy into kinetic energy. In addition, students shall be able to calculate the height of an object through triangulation.
The purpose of day 2 is to run the model rocket experiment, make measurements and data collection, and reflect on the outcome of the experiment.
Overview: A: Sending satellites and astronauts to outer space, C: Aerospace Engineering; Chemical Engineering; Materials Engineering (see descriptions below)S: Communication, scientific advances, weather prediction
Education Standards Addressed
(Math) Data Analysis & Probability Standard:C. Design and perform a statistical experiment, simulation or study; collect and interpret data; and use descriptive statistics to communicate and support predictions and conclusions
Select Goals and Objectives Teacher Guide Student Guide Assessment
Goals andObjectives(Specify skills/information that will be learned.)
Goals:1. Students should collect data that will be analyzed in Day 3.
Objectives: 1. Students will be able to measure angles, record data, and reflect upon the success of the experiment.
Formative: None; the day is solely data collection.
Summative: None; the day is solely data collection.
Select Instructional Strategies –
Information(Catch, give and/or demonstrate necessary information, misconceptions, etc…)
Experiment/Data Collection (60 mins)
The rocket launch should occur in an open field with minimal interference from buildings, trees, power lines, etc.
There are three groups of students in this setup. As one group performs the experiment and data collection, the other two groups are off to the side waiting their turn. As they wait, the students will be making notes/reflecting on their previous flight with the attached document.
Activity(Describe the independent activity to reinforce this lesson)
Students 1-4 are positioned at their transits. The transits are measured at 150 feet from the launch pad and 100 feet from one another. Student 5 is located next to the launch manager (teacher/adult). Students 6-7 are located off to the side ready to retrieve the rocket and prepare the rocket for the next launch.
When group A is collecting data for their rocket launch, groups B and C are off to the side and are required to:
- Analyze their rocket launch on the attached worksheet
- Average the mass of their rocket and propellants from the previous day’s data collection from station 3.
Launch sequence (megaphone/bullhorn if available):
1. Rocket is stationed on the launch pad.2. Launch manager checks if transit
members are prepared. Arms in the air give the okay.
3. Launch manager checks if timer is ready. Arm in the air gives the okay.
4. Launch manager counts down 3…2…1…ignition.
5. Rocket launches.6. Measurements are recorded and rocket
retrieved.7. Rocket is prepped for the next engine.
a. Engines will be stage sequentially from smallest engine to largest engine.
b. After the first group launches rocket, second group steps in for their data collection, and so forth.
Student 1: uses transit A to find the apogee of the rocket
Student 2: records the two angles (in degrees) of transit A
Student 3: uses transit B to find the apogee of the rocket
Student 4: records the two angles (in degrees) of transit B
Student 5: uses stopwatch to time the launch to apogee and records
Student 6: retrieve rocket/prepare rocket
Student 7: retrieve rocket/prepare rocket
Evaluate (Assessment)
(Steps to check for student understanding) – See Objectives above
None, students are collecting data to be analyzed in Day 3.
N/A Additional Notes
Day 3
Materials Needed
Graph Paper
Analyze Learners
Overview & Purpose (STEMcinnati theme)
The purpose of the lesson is to demonstrate the transformation of chemical energy into kinetic energy. In addition, students shall be able to calculate the height of an object through triangulation.
Overview: A: Sending satellites and astronauts to outer space, C: Aerospace Engineering; Chemical Engineering; Materials Engineering (see descriptions below)S: Communication, scientific advances, weather prediction
Education Standards Addressed
(Math) Geometry and Spatial Sense Standard:A. Use trigonometric relationships to verify and determine solutions in problem situations.(Math) Data Analysis & Probability Standard:C. Design and perform a statistical experiment, simulation or study; collect and interpret data; and use descriptive statistics to communicate and support predictions and conclusions(Math) Measurement Standard:D. Solve problem situations involving derived measurements.
(Science) Forces and MotionBenchmark D24. Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object.(Science) Nature of EnergyBenchmark E12. Explain how an object’s kinetic energy depends on its mass and its speed (KE=½mv2).(Science) Nature of MatterBenchmark F16. Illustrate that chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs and the burning of fossil fuels).17. Demonstrate that thermal energy can be transferred by conduction, convection or radiation (e.g., through materials by the collision of particles, moving air masses or across empty space by forms of electromagnetic radiation).
(Technology) Technology and Society InteractionBenchmark EForecast the impact of technological products and systems.
Select Goals and Objectives Teacher Guide Student Guide Assessment
Goals andObjectives(Specify skills/information that will be learned.)
Goals:1. The student should understand that the amount of propellant (potential chemical energy) is proportional to the amount of kinetic energy of the rocket.
Objectives: 1. Students will be able to calculate the height of the rocket at apogee, the average velocity of the rocket, and the amount of kinetic energy of the rocket.2. Students will be able to graph the results of the data for comparison reasons.3. Students will be able to write a paper that demonstrates their understanding of transferring potential chemical energy to kinetic energy in other engineering disciplines. The paper should have the students connect to something that they understand.
Formative: Interactive questions at the stations to be student participation. Some questions are listed at the bottom of the lesson plan.
Summative: A small number of students are selected (2-3) to answer a question before the class can leave the room. The student is allowed to select two additional students as support and can only use those two support students as help in answering the question.
Similar to the exit slip from day 1, a list of questions is listed on the board so the students can ponder the question throughout the period.
Select Instructional Strategies –
Information(Catch, give and/or demonstrate necessary information, misconceptions, etc…)
(30 mins)Students are separated into their rocket groups and are instructed to complete the data analysis worksheet provided at the bottom of the lesson plan.
(15 mins)Students will graph their results on graph paper (preferably large graph paper) and the graphs will be judged by the attached rubric.
(10 mins)Wrap up the lesson with an overview of the transformation of chemical energy to kinetic energy and how this is used in everyday life.
Activity(Describe the independent activity to reinforce this lesson)
Students are separated into their groups and must complete the worksheet to calculate
- mass of the rocket + ½ of propellant- height of the rocket at apogee- velocity of the rocket using the height and
time of flight- the kinetic energy of the rocket for each
type of propellant
The students then must create two graphs based on the results of the flight for each propellant on graph paper:
- mass of the propellant vs kinetic energy- mass of the propellant vs height
Students are working in groups to calculate the necessary variables and graphing the results
Evaluate (Assessment)
(Steps to check for student understanding) – See Objectives above
Lottery system (see description under summative assessment)
See attached document below for post-assessment.
Students take the post-assessment.
Additional Notes
Important Attachments:1. Pre-Post Assessment2. Worksheets3. PowerPoint4. Reflection after lesson
Aerospace engineers design, develop, and test aircraft, spacecraft, and missiles and supervise the manufacture of these products. Those who work with aircraft are called aeronautical engineers, and those working specifically with spacecraft are astronautical engineers. Aerospace engineers develop new technologies for use in aviation, defense systems, and space exploration, often specializing in areas such as structural design, guidance, navigation and control, instrumentation and communication, or production methods. They also may specialize in a particular type of aerospace product, such as commercial aircraft, military fighter jets, helicopters, spacecraft, or missiles and rockets, and may become experts in aerodynamics, thermodynamics, celestial mechanics, propulsion, acoustics, or guidance and control systems.
Biomedical engineers develop devices and procedures that solve medical and health-related problems by combining their knowledge of biology and medicine with engineering principles and practices. Many do research, along with life scientists, chemists, and medical scientists, to develop and evaluate systems and products such as artificial organs, prostheses (artificial devices that replace missing body parts), instrumentation, medical information systems, and health management and care delivery systems. Biomedical engineers may also design devices used in various medical procedures, imaging systems such as magnetic resonance imaging (MRI), and devices for automating insulin injections or controlling body functions. Most engineers in this specialty need a sound background in another engineering specialty, such as mechanical or electronics engineering, in addition to specialized biomedical training. Some specialties within biomedical engineering include biomaterials, biomechanics, medical imaging, rehabilitation engineering, and orthopedic engineering.
Chemical engineers apply the principles of chemistry to solve problems involving the production or use of chemicals and biochemicals. They design equipment and processes for large-scale chemical manufacturing, plan and test methods of manufacturing products and treating byproducts, and supervise production. Chemical engineers also work in a variety of manufacturing industries other than chemical manufacturing, such as those producing energy, electronics, food, clothing, and paper. They also work in health care, biotechnology, and business services. Chemical engineers apply principles of physics, mathematics, and mechanical and electrical engineering, as well as chemistry. Some may specialize in a particular chemical process, such as oxidation or polymerization. Others specialize in a particular field, such as nanomaterials, or in the development of specific products. They must be aware of all aspects of chemicals manufacturing and how the manufacturing process affects the environment and the safety of workers and consumers.
Civil engineers design and supervise the construction of roads, buildings, airports, tunnels, dams, bridges, and water supply and sewage systems. They must consider many factors in the design process, from the construction costs and expected lifetime of a project to government regulations and potential environmental hazards such as earthquakes and hurricanes. Civil engineering, considered one of the oldest engineering disciplines, encompasses many specialties. The major ones are structural, water resources, construction, environmental, transportation, and geotechnical engineering. Many civil engineers hold supervisory or administrative positions, from supervisor of a construction site to city engineer. Others may work in design, construction, research, and teaching.
Computer hardware engineers research, design, develop, test, and oversee the manufacture and installation of computer hardware. Hardware includes computer chips, circuit boards, computer systems, and related equipment such as keyboards, modems, and printers. (Computer software engineers—often simply called computer engineers—design and develop the software systems that control computers. These workers are covered elsewhere in the Handbook.) The work of computer hardware engineers is very similar to that of electronics engineers in that they may design and test circuits and other electronic components, but computer hardware engineers do that work only as it relates to computers and computer-related equipment. The rapid advances in computer technology are largely a result of the research, development, and design efforts of these engineers.
Electrical engineers design, develop, test, and supervise the manufacture of electrical equipment. Some of this equipment includes electric motors; machinery controls, lighting, and wiring in buildings; automobiles; aircraft; radar and navigation systems; and power generation, control, and transmission devices used by electric utilities. Although the terms electrical and electronics engineering often are used interchangeably in academia and industry, electrical engineers have traditionally focused on the generation and supply of power, whereas electronics engineers have worked on applications of electricity to control systems or signal processing. Electrical engineers specialize in areas such as power systems engineering or electrical equipment manufacturing.
Environmental engineers develop solutions to environmental problems using the principles of biology and chemistry. They are involved in water and air pollution control, recycling, waste disposal, and public health issues. Environmental engineers conduct hazardous-waste management studies in which they evaluate the significance of the hazard, advise on treatment and containment, and develop regulations to prevent mishaps. They design municipal water supply and industrial wastewater treatment systems. They conduct research on the environmental impact of proposed construction projects, analyze scientific data, and perform quality-control checks. Environmental engineers are concerned with local and worldwide environmental issues. They study and attempt to minimize the effects of acid rain, global warming, automobile emissions, and ozone depletion. They may also be involved in the protection of wildlife. Many environmental engineers work as consultants, helping their clients to comply with regulations, to prevent environmental damage, and to clean up hazardous sites.
Materials engineers are involved in the development, processing, and testing of the materials used to create a range of products, from computer chips and aircraft wings to golf clubs and snow skis. They work with metals, ceramics, plastics, semiconductors, and composites to create new materials that meet certain mechanical, electrical, and chemical requirements. They also are involved in selecting materials for new applications. Materials engineers have developed the ability to create and then study materials at an atomic level, using advanced processes to replicate the characteristics of materials and their components with computers. Most materials engineers specialize in a particular material. For example, metallurgical engineers specialize in metals such as steel, and ceramic engineers develop ceramic materials and the processes for making them into useful products such as glassware or fiber optic communication lines.
Mechanical engineers research, design, develop, manufacture, and test tools, engines, machines, and other mechanical devices. Mechanical engineering is one of the broadest engineering disciplines. Engineers in this discipline work on power-producing machines such as electric generators, internal combustion engines, and steam and gas turbines. They also work on power-using machines such as refrigeration and air-conditioning equipment, machine tools, material handling systems, elevators and escalators, industrial production equipment, and robots used in manufacturing. Mechanical engineers also design tools that other engineers need for their work. In addition, mechanical engineers work in manufacturing or agriculture production, maintenance, or technical sales; many become administrators or managers.
Table 2: Earnings distribution by engineering specialty, May 2006
Table 3: Average starting salary by engineering specialty and degree , 2007Curriculum Bachelor's Master's Ph.D.
Aerospace/aeronautical/astronautical $53,408 $62,459 $73,814Bioengineering and biomedical 51,356 59,240Chemical 59,361 68,561 73,667Civil 48,509 48,280 62,275Computer 56,201 60,000 92,500Electrical/electronics and communications 55,292 66,309 75,982Environmental/environmental health 47,960Materials 56,233Mechanical 54,128 62,798 72,763Footnotes: (NOTE) Source: National Association of Colleges and Employers
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-09 Edition, Engineers, on the Internet at http://www.bls.gov/oco/ocos027.htm(visited November 20, 2009).
Reflection
Day 1After multiple attempts, I was unable to get the potato battery functioning in time for the lesson. I was able to get the proper voltage required to light the LED but could not enough amperage. Therefore, I changed the catch from the potato battery to the ball-bearing experiment. The ball-bearing experiment uses two large ball-bearings: one covered in aluminum foil and a second covered in rust. Striking the ball-bearings together causes a chemical reaction between the aluminum foil and rust. The product of the reaction creates a large spark, sound, and light. Therefore, I discuss with the class the energy transformation from potential chemical energy to kinetic energy such as thermal, light, and sound.
In addition, I did not anticipate the amount of time for mundane tasks such as passing out handouts and collecting the pre-assessments. The lesson plan was designed to fill the entire 60 minute class period. However, the additional time required to handle out the paperwork, give instructions to the students, the time required for the students to move about the stations, etc. exceeded the time limits within the lesson plan. Therefore, I had to make some modifications to the lesson plan during the day.
Station 1: The Alka-Seltzer experiment went very well and kept the students interested in the material.
Station 2: My expectations were too high for station 2. The three objectives of the station included covering triangulation, how to use the transits, and the responsibilities of the students on launch day. For the triangulation lecture, I had a 3D triangulation “model” (see pic below) that the students could see without having to visualize a 3D model on a 2D blackboard. The idea was for the students to make the azimuth and elevation measurements and calculate the height of the model in the same manner as they would for the rocket. Then I planned on measuring the height of the model to prove to the students that the math was correct and they could trust the mathematics to solve the triangulation. However, I quickly learned that this alone would take 15 minutes and I needed to cover the other two objectives of station 2. For the remaining classes, I gave a brief 2-3 minute explanation of the triangulation and moved onto the transits and student roles for launch day.
Station 3: The students had used the balances before so not too much instruction or guidance is needed. The students should easily complete all the required measurements within the 15 minutes if they work. However, some groups choose to talk more than work and did not complete all the required measurements.
This lesson needs a minimum of two instructors to be successful. One instructor runs station 1 and another instructor runs station 2. It is extremely helpful to have one additional adult supervisor for station 3 if they students have a tendency not to follow directions when left unsupervised.
I was unable to follow through on the exit slips for the summative assessment as time expired for the class.
Station 3 was designed to keep the students occupied during the lesson. Therefore, if your students have been instructed on measuring objects, this station could be removed and more time be allotted to the other two stations as well as completing the exit slip summative assessment.
Day 2The rocket launch was very successful primarily due to the preparation (and also due to good weather). In station 2 of day 1, I informed the students of the roles and responsibilities during day 2. While at station 2, the students were instructed to write their name in the spot that they were responsible for (see attached document for student roles and responsibilities).
At the beginning of day 2 prior to exiting the school building, I drew a schematic of the launch field on the whiteboard and showed where each student was required to go for each position. I also reminded the students of their roles they signed up for so that there was no confusion or changes at the last minute. Finally, I reviewed the launch sequence so all students were refreshed on the procedure.
Upon reaching the launch field, students went directly to their positions. All rockets were launched successfully and all data was collected successfully. I credit the success of day 2 to discussing the launch day at station 2 in day 1, assigning the roles prior to the launch day, and reviewing the locations of the student’s position and their roles prior to exiting the building during launch day.
Day 3I had anticipated the students could complete the attached ‘day 3’ worksheet within one day but my expectations were too high. Day 3 required an additional day to complete and I would recommend using two days for this last section. Students tend to struggle with the amount of steps and math required to complete the worksheet.
Students should have data for 3 to 4 types of propellants. The first attempt at the worksheet was difficult for the students and many questions were asked for assistance. Thus, I found it helpful to the students to work through the worksheet with an example to help the students. I would randomly select data from different groups and go step-by-step through the worksheet with the groups. Although my data did not match any group exactly, the students could follow the procedure with their data. This seemed to decrease the confusion from that point forward.
The purpose of pre-day 1 was to refresh the students on the concepts of sine, cosine, and tangent; functions used during the calculations of day 3. Although the students understood the trigonometric functions, they tended to struggle with applying the functions. The students found difficulty using the sine, cosine, and tangent functions on a calculator and were getting incorrect answers.
Prior to day 3, I would suggest ensuring students can properly use the calculator’s sine, cosine, and tangent functions. In addition, students would try to run all the propellant data on the same ‘day 3’ worksheet. I designed the worksheet as a guide for the students to follow and to complete their work on a separate sheet. However, the students tried to squeeze all their data onto the worksheet and it became difficult to follow. I would suggest informing the students to show their work on a separate sheet or to modify the worksheet allowing room for all 4 propellant types.
Appendix A
Pre-Day 1 Worksheet and Solution
BLAST OFF!!! Transforming Potential Chemical Energy to Kinetic Energy
Solve the following problems based on the diagram below:1. The height (h) of the rocket?2. Angle B?
∠B
h 30˚
20 m
Solution1. tan θ=opp
adj
tan30 ˚= h20m
h=20m∗tan 30 ˚h=11.5m
2. Sum of all angles of a triangle is equal to 180180 ˚=90 ˚+30 ˚+∠B∠B=180 ˚−90˚−30 ˚∠B=60 ˚
Appendix B
Pre- and Post-Assessment with Key
BLAST OFF! Pre-AssessmentRead each question carefully and mark the correct answer on the scantron.
1) Newton’s Third Law of Motion states that for every action:a. There is an opposite reactionb. There is no reactionc. Requires massd. There is an equal and opposite reaction
2) If a bowling ball has a mass of 4 kg and is traveling down the bowling lane at a speed of 9 meters per second, then its kinetic energy is:
a. 18 Jb. 162 Jc. 200 Jd. 324 J
3) According to the First Law of Thermodynamics, what cannot be created or destroyed?a. Carbonb. Energyc. Matterd. Light
4) Triangulation allows us to calculate the _________ of an object.a. Heightb. Areac. Velocityd. Volume
5) Entropy of a rocket engine during liftoff isa. Decreasingb. Increasingc. Constantd. Unknown
6) When fuel is burned, chemical potential energy is converted to:a. Electrical energyb. Kinetic energyc. Mechanical energyd. Thermal energy
7) When a baseball is thrown straight up into the air, the highest point the ball reaches is referred to as:a. Apogeeb. Perigeec. Focusd. Maximum altitude
8) As the temperature of a gas inside a container increases, the pressure of the gas a. Decreasesb. Increasesc. Remains constantd. Is unknown
Appendix C
Day 1 Worksheet
BLAST OFF!!! Transforming Potential Chemical Energy to Kinetic Energy
STATION 1 – Energy Transformation
Group _____________________________________________
Name _____________________________________________
STATION 1 NOTES
BLAST OFF!!! Transforming Potential Chemical Energy to Kinetic Energy
1. Measure the distance ‘X’ between observer 1 and observer 2 using a ruler.2. Measure the azimuth angle A1 and azimuth angle A2 using a protractor.3. Measure the elevation angle E1 and elevation angle E2 using a protractor.4. Calculate angle B based on azimuth angle A1 and azimuth angle A2
HINT: The sum of all angles in a triangle is equal to 180 degrees.5. Calculate distance ‘Y’ and distance ‘Z’
The Law of Sines tells us that sin A1Z
= sin A2Y
=sin BX
Therefore, Y= X∗sin A2sin B and Z= X∗sin A1
sin B
6. Calculate the height of the rocket using both elevation angles E1 and E2 using right-triangle trigonometry. You should have two calculated height values, one from each elevation angle E1/E2 and its corresponding distance value Y/Z.
HINT: tanθ= oppositeadjacent
7. Calculate the mean (average) height of the rocket based on the calculations of height using elevation angle E1 and elevation angle E2.
8. Measure the height of the rocket using a ruler.9. Compare the difference between the calculated height and the actual height.
Step 1 – Mass of Rockets and PropellantsYour group is responsible for weighing the mass of the rockets and the propellants and recording the mass in the data table below. Remember: no naked numbers. Report the mass of the items to the appropriate amount of significant digits.
Scale 1: Weigh and record the mass of the 6 rockets(2 students)
1 2 3 4 5 6Rocket
Scale2: Weigh and record the mass of rocket propellants 1/4A3-3T and 1/2A3-2T(2-3 students)
1 2 3 4 5 61/4A3-3T1/2A3-2T
Scale3: Weigh and record the mass of rocket propellants A3-4T and A10-3T(2-3 students)
1 2 3 4 5 6A3-4TA10-3T
Step 2 – Calculate the mean (average) of the rocket and propellants
The mean of a set of data can be represented as 1N
∗∑i=1
N
x i or x1+x2+…+xN
Nwhere
N = total number of data pointsXi = the data point at the ith instance
For example:An athlete runs a 100 meter sprint three times and has the following finishing times:Run Time (s)1 10.252 10.123 10.53Therefore, N = 3; x1 = 10.25s; x2 = 10.12s; and x3 = 10.53s
The mean (average) time is:x1+x2+…+xN
N=10.25 s+10.12 s+10.53 s
3=30.90 s
3=10.30 s
Calculate the mean value for the rocket and each propellant and record the value in the data table below. Please show your work for at least one!
Mean ValueRocket1/4A3-3T1/2A3-2TA3-4TA10-3T
Appendix D
Day 2 Student Roles and Responsibilities
BLAST OFF!!! Transforming Potential Chemical Energy to Kinetic Energy
Class Period: __________
Group Name: __________________________________________________________
BLAST OFF!!! Transforming Potential Chemical Energy to Kinetic Energy
Rocket Launch Positions and Responsibilities
INSTRUCTIONSPlease assign your group members to a position specified below:
Positions Responsibilities Names
Transit Operator at Observation Point 1
The two students will track the rocket and find the highest point of its trajectory (apogee).
The students will record both the elevation angle E1 and the azimuth angle A1.
1. ___________________
2. ___________________
Transit Operator at Observation Point 2
The two students will track the rocket and find the highest point of its trajectory (apogee).
The students will record both the elevation angle E2 and the azimuth angle A2.
1. ___________________
2. ___________________
Stopwatch Operator The student will record the time of flight of the rocket from launch to it reaches its highest point of trajectory (apogee) using a stopwatch
1. ___________________
Rocket Preparation & Retrieval
The student will retrieve the rocket after flight and prepare the rocket for the next flight.
1. ___________________
BLAST OFF!!! Transforming Potential Chemical Energy to Kinetic Energy
Rocket Launch Positions and Responsibilities
INSTRUCTIONSPlease assign your group members to a position specified below:
Positions Responsibilities Names
Transit Operator at Observation Point 1
The two students will track the rocket and find the highest point of its trajectory (apogee).
The students will record both the elevation angle E1 and the azimuth angle A1.
1. ___________________
2. ___________________
Transit Operator at Observation Point 2
The two students will track the rocket and find the highest point of its trajectory (apogee).
The students will record both the elevation angle E2 and the azimuth angle A2.
1. ___________________
2. ___________________
Stopwatch Operator The student will record the time of flight of the rocket from launch to it reaches its highest point of trajectory (apogee) using a stopwatch
1. ___________________
Rocket Preparation & Retrieval
The students will retrieve the rocket after flight and prepare the rocket for the next flight.
1. ___________________
2. ___________________
BLAST OFF!!! Transforming Potential Chemical Energy to Kinetic Energy
Rocket Launch Positions and Responsibilities
INSTRUCTIONSPlease assign your group members to a position specified below:
Positions Responsibilities Names
Transit Operator at Observation Point 1
The two students will track the rocket and find the highest point of its trajectory (apogee).
The students will record both the elevation angle E1 and the azimuth angle A1.
1. ___________________
2. ___________________
Transit Operator at Observation Point 2
The two students will track the rocket and find the highest point of its trajectory (apogee).
The students will record both the elevation angle E2 and the azimuth angle A2.
1. ___________________
2. ___________________
Stopwatch Operator The students will record the time of flight of the rocket from launch to it reaches its highest point of trajectory (apogee) using a stopwatch
1. ___________________
2. ___________________
Rocket Preparation & Retrieval
The students will retrieve the rocket after flight and prepare the rocket for the next flight.
1. ___________________
2. ___________________
Day 1 Exit Slip Questions:
1. What are the two chemicals (reactants) that mix when the Alka-Seltzer is placed in water?2. What is the chemical that is formed in the chemical reaction (product) that causes the film canister to fly into the
air?3. What are names of the two angles required in triangulation to calculate the height of a rocket reached?4. Why is there a discrepancy between the calculated rocket height and the actual rocket height?
for each type of engine and record your data in the data table at the end of the instruction sheet ****************************************
2. Find the mean (average) mass of the rocket engines
Mean Engine Mass Propellant Mass1/4A3-3T 0.85 g1/2A3-2T 1.75 gA3-4T 3.50 gA10-3T 3.78 g
2. Calculate the mass of the of the rocket and engineTo find the amount of kinetic energy of the rocket, we need the mass of the rocket plus the engine. However, the mass of the propellant is burned away during the flight thus changing the mass of the rocket during flight. To account for the change in mass of the propellant, we divide the propellant mass by 3 assuming the propellant mass is burned away at 1/3 the flight time.
mass=rocket mass+meanenginemass−( propellantmass3
)
IMPORTANT: Convert the mass from grams to kilograms!
3. Calculate the height of the rocket
Known Values:
Truncate any value beyond the degreeFor example: Azimuth Angle A1 = 30˚12’28”
Calculate Height of Rocket based on Observation Point 1
Calculate Height of Rocket based on Observation Point 2
Y= X∗sin A2sin B
=¿¿ Z= X∗sin A1sin B
=¿¿
Height 1=Y∗tan E1=¿¿ Height 2=Z∗tan E2=¿¿
Calculate Average Height of Rocket
Height1+Height22
=¿¿
4. Calculate the velocity of the rocketThe velocity of the rocket is the distance the rocket travelled (height) divided by the amount of time.
Velocity=heighttime
=¿¿
5. Calculate the kinetic energy of the rocketKinetic Energy=1
2∗mass∗velocity2=¿¿
1/4A3-2T 1/2A3-3T A3-4T A10-3TMass
HeightTimeVelocityKinetic Energy
6. Graph the results of the experiment for mass vs kinetic energyThe x-axis represents the mass of the engineThe y-axis represents the amount of kinetic energy
1. Which Newton Law of Motion dictates the motion of the rocket? Third Law of Motion2. What does Newton’s Law of Motion state? Every action has an equal and opposite reaction3. Describe the action and reaction occurring on the rocket.4. What kind of energy transfer is the potential chemical energy to heat? Convection5. Is the rocket engine an exothermic or endothermic reaction? Exothermic reaction; heat given off6. Is entropy increasing or decreasing? Increasing7. Name two main energy transformations in this project? Chemical to heat; heat to kinetic8. Name at least two forces acting on the rocket during takeoff? Thrust, drag, gravity9. What is the use of triangulation? Being able to calculate heights of objects that cannot be easily measured10. Why are we using 1/3 the mass of the propellant to calculate the kinetic energy of the rocket? The mass of the
rocket is changing as the rocket lifts off; the mass of the propellant is burning. Therefore, for simple calculations, we are using 1/3 the mass of the propellant as an average.
