3…2…1…Blastoff!

Rocketry
Kady Paul
TBD
INTRODUCTION

From the beginning of the space program, rockets, spacecraft, spacesuits, launch platforms, and
much more have been built by contractors. The responsibility of the National Aeronautics and Space
Administration has been to manage the exploration of the atmosphere and space. When a particular
space mission is decided upon, requests for proposals are issued to American industry to build the
hardware. Corporate teams propose designs for rockets, space capsules, or whatever else NASA
needs for its mission. After a competitive process, the winning corporation is chosen and money is
awarded to begin construction. This contracting strategy has worked successfully for NASA for more
than 50 years. Now, NASA is looking to promote new space industries with the capabilities of
constructing, launching, and controlling their own rockets. NASA looks forward to contracting with
these companies to transport supplies and crew to the International Space Station, permitting NASA
to concentrate on the large missions that will push outward the frontiers of space.

TASK(S)

Teams of students will form “rocket companies” and compete to construct a rocket capable of putting
astronauts into Earth’s orbit. Through a strong interdisciplinary approach, balancing science with
technology, engineering, and mathematics, they will develop a budget, purchase construction
materials, and design the rocket. Then they will launch their rockets to see whose rocket achieves the
greatest altitude.
3…2…1…Blastoff!
Rocketry
Kady Paul
TBD
ACTIVITY/PROCESS
[Activities and Processes]

Objective
To apply rocket principles and design, construct, test, and launch a water rocket using a real-world
problem-solving simulation.

Before students begin their project they will be able to Skype with a NASA engineer and ask questions
about NASA careers, what NASA does, and a little about what is the best way to build a rocket.

1. Form a rocket company. Pick company officers. Brainstorm ideas for design and budget. Sketch a
preliminary rocket.

2. Using graph paper, draw side, top, and bottom views of your rocket to scale (1 square = 2 cm). If
you make changes during construction, your scale drawing and measurement sheet should reflect
them.

3. Develop a budget for the project and stay within the allotted funds.

4. Build a test rockets (each student will build a rocket) using the budget and plans developed by your
team.

5. Successfully launch all rockets within the formed company.

RESOURCES
NASA.gov

Materials: (supplies need to be available for each group but group can choose what they want to
use based on their budget).
2-liter soft drink bottle, scrap cardboard, poster board, and tag board, duct tape, masking tape,
glue stick, low-temperature glue gun, modeling clay, plastic grocery bag or garbage bag, and art
supplies.

(The following are needed for launch day.)
Water rocket launcher, Eye protection, and Water.

3…2…1…Blastoff!
Rocketry
Kady Paul
TBD
EVALUATION
[Project Evaluation]

Companies will be evaluated on:
 Documentation of budget and design (neatness, completeness, accuracy)
 Silhouette of rocket (neatness, completeness, creativity, etc.)
 Launch results (rocket altitude)

CONCLUSION

The responsibility of NASA has been to manage the exploration of the atmosphere and space. It
has enabled American astronauts to go to the Moon, conduct extensive scientific research in
space, and construct the International Space Station. NASA continues to use this very effective
process for its U.S. Space Exploration Policy that will establish a permanent presence on the
Moon and future human expeditions.

Students will be able to answer these questions after completing the rocket project:

 What did you learn about running a company?
 How might you have done things differently?
 What was the most difficult part of the three weeks?
 What do you understand now that you were not sure or aware of before?
 Why is NASA supporting the development of launch vehicles?