Experiencing Newton's 3rd law with match stick rockets
Summary
In this activity the students will build and launch match stick rockets in order to experience Newton's third law of motion. Students will observe the fire come out of the back of the rocket creating a force and the rocket move forward because of an equal and opposite force. The students will measure their flight's ground distance and record the results in a table.
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Learning Goals
Goals
1. Safety: Students will use safety goggles and oven mitts. They will stand behind the rocket being launched, and move about in a safe manner.
2. Newton's 3rd law: Students will understand that for every action there is an equal and opposite reaction.
3. Modification: Students will make modifications to the their designs and discover other physics concepts in the process. For instance, by using more or less aluminum foil they will see the affect of mas on the rockets distance. They may tapper the back of the matchstick to make the rocket fly farther.
Key Concepts:
1. Newton's third law: When a force is exerted in one direction an equal force is exerted in the opposite direction.
2. Safety: No one gets hurt is rule number one. Use the safety equipment and follow the safety procedures.
Vocabulary:
1. Newton's third law of motion
2. safety
3. Modification
1. Safety: Students will use safety goggles and oven mitts. They will stand behind the rocket being launched, and move about in a safe manner.
2. Newton's 3rd law: Students will understand that for every action there is an equal and opposite reaction.
3. Modification: Students will make modifications to the their designs and discover other physics concepts in the process. For instance, by using more or less aluminum foil they will see the affect of mas on the rockets distance. They may tapper the back of the matchstick to make the rocket fly farther.
Key Concepts:
1. Newton's third law: When a force is exerted in one direction an equal force is exerted in the opposite direction.
2. Safety: No one gets hurt is rule number one. Use the safety equipment and follow the safety procedures.
Vocabulary:
1. Newton's third law of motion
2. safety
3. Modification
Context for Use
Context
This field exercise will take place outside of the school with a class of up to 15 children in middle school. I suggest building the rockets one day and launching them the next, total time two forty five minute (90 minutes) periods. You will need: 1. a few books of matches 2. Aluminum foil 3. pins- sewing needles, stick pins, even toothpicks work 3. a lighter 4. scissors 5 paperclips.
The most important skill the student need for this activity is a respect for safety. Safety is the very first thing I teach and this lesson may follow anytime after that.
This field exercise will take place outside of the school with a class of up to 15 children in middle school. I suggest building the rockets one day and launching them the next, total time two forty five minute (90 minutes) periods. You will need: 1. a few books of matches 2. Aluminum foil 3. pins- sewing needles, stick pins, even toothpicks work 3. a lighter 4. scissors 5 paperclips.
The most important skill the student need for this activity is a respect for safety. Safety is the very first thing I teach and this lesson may follow anytime after that.
Description and Teaching Materials
After introducing safety and Newton's three laws of motion, students will do this activity. Students are given a set of instructions. William Gurstelle has a wonderful set in his book Backyard Ballistics (Gurstelle William Backyard Ballistics ; Chicago, Chicago Review Press 2001). You could write your own by following what the students do in this activity. Try it at home first as not every rocket works.
Day1: Students are given instructions and help to build five rockets.
Materials: 1. Pieces of aluminum cut into about 2.5 cm squares. Size may be modified.
2. Books of matches 3. Pins (toothpicks, sewing needles)
Procedure: 1. Place the match stick in the center of the two pins on the foil square. 2. Wrap the head of the match and the pins with the foil. 3. remove the pins 4. you may want to tapper the match back for better flight 5. Be careful with your rocket do not crush the "Jets" ( the hole made by the pin) they are needed for the gas to escape creating the action to which rocket flight is the reaction. Make sure they are the only holes otherwise the gas will escape somewhere else and the rocket may not fly.
When students are done collect the rockets for use the next day.
Day 2:
Briefly review safety procedures and ensure that all students have protective eye wear and hand protection. Remind them to stay behind the launch area, not to horseplay, and to use the safety equipment.
Bend a paper clip so that the two ends of the clip make about a 45 degree angle. (The launch pad is another area student may wish to modify) The rocket will be placed on the launch pad and a grill lighter will be used to heat the head of the match. The match will reach kindling temperature and ignite inside the foil. the gases will be expelled out of the back and the rocket will fly forward. Students will measure the flight's distance. With everyone safely behind the launch site launch the next rocket and measure again. Be sure to discuss what is happening and clear up misconceptions. Assess your students learning.
When the rockets are used up or on Day 3: Make modifications based on student interest and fly the rockets with the modifications. Discuss causes and results.
Day1: Students are given instructions and help to build five rockets.
Materials: 1. Pieces of aluminum cut into about 2.5 cm squares. Size may be modified.
2. Books of matches 3. Pins (toothpicks, sewing needles)
Procedure: 1. Place the match stick in the center of the two pins on the foil square. 2. Wrap the head of the match and the pins with the foil. 3. remove the pins 4. you may want to tapper the match back for better flight 5. Be careful with your rocket do not crush the "Jets" ( the hole made by the pin) they are needed for the gas to escape creating the action to which rocket flight is the reaction. Make sure they are the only holes otherwise the gas will escape somewhere else and the rocket may not fly.
When students are done collect the rockets for use the next day.
Day 2:
Briefly review safety procedures and ensure that all students have protective eye wear and hand protection. Remind them to stay behind the launch area, not to horseplay, and to use the safety equipment.
Bend a paper clip so that the two ends of the clip make about a 45 degree angle. (The launch pad is another area student may wish to modify) The rocket will be placed on the launch pad and a grill lighter will be used to heat the head of the match. The match will reach kindling temperature and ignite inside the foil. the gases will be expelled out of the back and the rocket will fly forward. Students will measure the flight's distance. With everyone safely behind the launch site launch the next rocket and measure again. Be sure to discuss what is happening and clear up misconceptions. Assess your students learning.
When the rockets are used up or on Day 3: Make modifications based on student interest and fly the rockets with the modifications. Discuss causes and results.
Teaching Notes and Tips
The most important thing to stress to the students is safety! Make them wear their protective equipment. Allow for no horseplay and make sure everyone is behind the launch site. Tell them rockets may fly in an unpredictable pattern. Although the rockets are small, they could damage your eyes, skin, or clothes. Better safe than sorry.
Do not expect every rocket to work. Try this at home first. The better you are at making them the better, the better you will be at helping the students. Be patient! It took me several tries to get a working rocket. Once you get a feel for the craft your success rate will pick up rapidly. I use five rockets because almost all students get a successful launch with five.
This time I plan to focus more on the thought process of the students and their modifications.
Do not expect every rocket to work. Try this at home first. The better you are at making them the better, the better you will be at helping the students. Be patient! It took me several tries to get a working rocket. Once you get a feel for the craft your success rate will pick up rapidly. I use five rockets because almost all students get a successful launch with five.
This time I plan to focus more on the thought process of the students and their modifications.
Assessment
The students will be assessed during the learning by how well they answer questions that are meant to guide their learning. They will also hand in a table which records the results of their flights.
Standards
6 II D Motion
6 II C Energy transformation
7 I B scientific inquiry
6 II C Energy transformation
7 I B scientific inquiry