Investigating Forces: Pop Bottle Rockets
Summary
In this field lab, students will investigate forces using pop bottle rockets. They will begin by making observations about the rockets before, during, and after launch. They will develop investigable questions from their observations. They will develop a way to test their question and present their data. Much of this investigation will take place outside over the course of several weeks. The students will be designing and modifying their own pop bottle rockets.
CollapseLearning Goals
Learning Goals:
- Balanced and Unbalanced forces
- Observation skills
- Developing an Investigable Question
- Conducting an Investigation
- Collecting, Displaying and Defending Data
- Vocabulary: Friction, Gravity, Force, Balance, Unbalance, Pressure, Speed, Acceleration
- Balanced and Unbalanced forces
- Observation skills
- Developing an Investigable Question
- Conducting an Investigation
- Collecting, Displaying and Defending Data
- Vocabulary: Friction, Gravity, Force, Balance, Unbalance, Pressure, Speed, Acceleration
Context for Use
This investigation will need to take place outside, on several different days, over the course of several weeks. Most students entering the middle school have few skills in science. Because sixth graders are so young, they need to be taught basic skills in scientific inquiry. Starting the rocket project with observations allows time to teach students how to use their science notebooks and make quality observations. Once the students have made some quality observations about the rockets, questions will naturally be posed.
Several rocket launchers are helpful, although one launcher is sufficient. Most launchers are very cost effective and easily found in a science supply catalog. The students will be able to provide the two liter pop bottles. Be sure to ask for them empty and clean!
The purpose of this activity is not only to teach basic concepts of forces, speed, point of reference, and acceleration, but also to move the students through the inquiry cycle.
Several rocket launchers are helpful, although one launcher is sufficient. Most launchers are very cost effective and easily found in a science supply catalog. The students will be able to provide the two liter pop bottles. Be sure to ask for them empty and clean!
The purpose of this activity is not only to teach basic concepts of forces, speed, point of reference, and acceleration, but also to move the students through the inquiry cycle.
Description and Teaching Materials
Materials: Science Notebook, Pop Bottle Rocket Launcher, 2 liter pop bottles, water, bicycle pump (pressure gauge is helpful), tape measures, stop watches, cardboard, tape, glue, graph paper, poster paper, markers, and anything else kids would need to make a rocket, and display their data.
Step One: Take the students outside. Teach students about making quality observations using their science notebooks (do this before the initial rocket launch). Launch a variety of pop bottle rockets. Vary the size, amount of water, amount of air pressure. Let the kids tell you what to change. The students need to make a lot of observations of what they see. Students discuss/share questions they have about what they saw.
Step Two: Students work in groups of three. They will create their own rocket, launch it, and make observations about it. Students will develop an investigable question from their observations. Students will design an investigation around their question.
Step Three: Students will conduct their investigation (this may involve re-designing the rocket). They will create a display containing their question, data, analysis, and anything else they want to share. Staff and parents will be invited to attend class on the final day.
This entire investigation will occur intermittently over the course of several weeks. The students will be 'discovering' things about forces during other labs and activities as the unit progresses.
Step One: Take the students outside. Teach students about making quality observations using their science notebooks (do this before the initial rocket launch). Launch a variety of pop bottle rockets. Vary the size, amount of water, amount of air pressure. Let the kids tell you what to change. The students need to make a lot of observations of what they see. Students discuss/share questions they have about what they saw.
Step Two: Students work in groups of three. They will create their own rocket, launch it, and make observations about it. Students will develop an investigable question from their observations. Students will design an investigation around their question.
Step Three: Students will conduct their investigation (this may involve re-designing the rocket). They will create a display containing their question, data, analysis, and anything else they want to share. Staff and parents will be invited to attend class on the final day.
This entire investigation will occur intermittently over the course of several weeks. The students will be 'discovering' things about forces during other labs and activities as the unit progresses.
Assessment
Formative: Science Notebook
Summative: Presentation of student designed investigation.
Summative: Presentation of student designed investigation.
Standards
6.I.A.2
6.I.B.1,2,3,4
6.II.D. 1&3
6.I.B.1,2,3,4
6.II.D. 1&3