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.