Name: Vicenta Montoya

Grade Level: 3

Lesson: Investigating Thrust and its effect on Rocket Flight

Strawkets and Thrust - Activity - TeachEngineering Appendix J

I. Standards / Objectives

● NGSS Standard: 3-5-ETS1-1: Define a simple design problem reflecting a need or want
that includes specified criteria for success and constraints on materials, time, or cost.
● NGSS Standard: 3-5-ETS1-2: Generate and compare multiple possible solutions to a
problem based on how well each is likely to meet the criteria and constraints of the problem.
● NGSS Standard: 3-5- ETS1-3: Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of a model or prototype
that can be improved.
● CCSS.Math.Content.3.MD.B.3: Measurement and Data, Represent and interpret data.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two-step "how many more" and "how many less" problems
using information presented in scaled bar graphs.
● CCSS.ELA-Literacy.SL.3.4: Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
● MP.2 Reason abstractly and quantitatively.
Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyze and collect data and
work collaboratively.
Plan and conduct an
investigation collaboratively
to produce data to serve as the
basis for evidence, using fair
tests in which variables are
controlled and the number of
trials considered.
Test for failure points or
difficulties, test for the best
solutions
Forces and Motion- Pushes and
pulls can have different strengths
and directions.
Pushing or pulling on an object can
change the speed or direction of its
motion and can start or stop it.
Types of Interactions and
Relationship Between Energy and
Cause and Effect Cause and
effect relationships are
routinely identified and used
to explain change.
Improve existing
technologies, or develop
new ones to increase their
benefits, to decrease known
risks, and to meet societal
demands.
 Forces: A bigger push or pull
makes things speed up or slow
down more quickly.
Defining Engineering Problems: A
situation that people want to change
or create can be approached as a
problem to be solved through
engineering. Such problems may
have many acceptable solutions.
(secondary to 3-PS2-2)

Objectives

● Explore, and explain thrust and Newton’s Third Law of Motion. Using a KLEWS chart
students will explain what they know, what they learn, the evidence to support what they
learned and what they are wondering about thrust.
○ Students will return to the KLEWS chart at the conclusion of the lesson to record
what they learned and the evidence they have to support their findings. .
● Students will explore the concept of thrust through a demonstration of thrust on three
different objects of varying weights. Through a series of guided questions the students
will verbally explain and analyze what they see in order to develop a definition of thrust.
Students will thereafter be asked to provide examples of thrust in their daily lives.
Students will add thrust and Newton’s Third Law of Motion to their vocabulary list in
their science journal.
● Students will view a 4 minute video on thrust to reinforce their newly acquired
knowledge.
○ Students will take 5 minutes to complete a short quiz on thrust to demonstrate
their knowledge..
● Engage in constructing two paper rockets of differing nozzle diameters,
● Conduct experiments to evaluate and compare the distance traveled by each rocket.
○ Students will work in groups of six to construct and individualize their rockets
and observe each other's launches. Each student will record their results and
answer all questions on their Thrust Analysis Worksheet.
○ For students who have difficulty with manipulating paper and taping, two
prototypes with differing nozzle sizes will be provided to those students. The
other students can use the prototypes as models for designing their own rockets.
● Based on the analysis of data, students will determine which rocket nozzle design
provides greater thrust. Answer: the nozzle with the smaller diameter has greater thrust.
● While conducting launches students will observe other factors that may affect the success
of their rocket launch such as launching technique, tightness of the design, quality of
thrust, length of the straw.
● Students will predict what they can do to improve the design of their rockets.
Prerequisite learning and/or key concepts
● K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths
or different directions of pushes and pulls on the motion of an object
● K-PS2-1 Analyze data to determine if a design solution works as intended to change the
speed or direction of an object with a push or a pull.*
● PS3.C: A bigger push or pull makes things speed up or slow down more quickly
● K-2- ETS-1 Analyze data from test of two objects designed to solve the same problem to
compare the strengths and weaknesses of how each performs

II. Materials and/or Technology Resources

● Description, quantity
○ KLEW Chart
○ 19 science journals
○ 19 strips of paper with the definition of thrust and Newton's Third Law of Motion
○ 22 piece of letter-sized paper (8.5 x 11 inches), cut in half resulting in 44 pieces ( extras included)
○ 6 premade strawkets, 3 with a wider nozzle, 3 with a tighter , smaller nozzle
○ 19 pencils
○ 19 drinking straw
○ 20 cotton balls
○ 19 Thrust Quiz Appendix A
○ 19 Thrust Analysis Worksheet Appendix B
○ 19 Launch from the Earth Handout Appndix C
○ 2 packets of target pictures of each of the eight planets Appendices D &E
○ 6 clear tapes two per table
○ 6 glue sticks two per table
○ 1 roll of Masking tape to mark a starting line
○ 1 Measuring tape
○ Exit Ticket Appendix H

● Distribution strategy
○ The pre-quiz will be passed out by the designated Distributor listed on the helper wall.
○ Students have science journals in their desks
○ I will compile a packet containing the following the materials which will be distributed
○ to each student by a student representative from each team Lions, Tigers, Bears:.
■ 2 pieces of paper
■ 1 straw,
■ Thrust analysis worksheet
■ Launch from the Earth Worksheet
○ The student representative will also take 2 tape dispensers and 2 glue sticks to the
team island.
 ○ The instructor will name 3 student helpers to lay out the flight path to the planets .
They will be given the masking tape, the measuring tape, eight planet disks. They
will use the Launch from Earth worksheet as a guide for laying out the flight
destinations.
○ After the final discussion the distributor will distribute AppendixH the Exit Ticket
● Collection strategy
○ Students will organize their packet of handout sheets and place them in the middle of their
islands for pickup by the instructor. The student representative from each table will collect the tap
● The students can retain their rockets and straws.

II. Procedures
Motivation/Engagement (3 minutes)
Congratulations class, today we are all scientists and engineers. NASA has contacted us to help
construct the best rocket to travel to Jupiter. Before we construct a rocket we need to review our
knowledge of thrust and Newton’s Third Law of Motion.

Let’s use our KLEW chart to explore what we know about thrust and Newton’s Third Law of
Motion. (Query students on KLE, record responses on the chart) I see from our KLEW chart
response that our class is wondering what is thrust and what is Newton’s Third Law of Motion.

Developmental Activity (Exploration, Explanation, Elaboration (7 minutes) I want

everyone to carefully observe while I conduct an experiment. I’m going to turn on this hair dryer
and I want you to tell me what happens when I place two different objects in front of the hair
dryer. What happened when I put a cotton ball in front of the dryer? What direction did the
cotton ball move? Was the direction the same or the opposite direction of the hair dryer? Why
do you think the cotton ball moved? Correct, that air push is called thrust. Thrust is a force or
a push. Emily said that when thrust was applied to the cotton ball that it moved in the opposite
direction. That explains Newton’s Third Law of Motion which is, for every action there is an
equal and opposite reaction. What will happen if I put a rock in front of the dryer? Will the rock
move? If I push the rock will the rock move? What did you observe about the power of the
strength needed to push the rock? What are some everyday examples of thrust that is all around
us. Those are some great examples. I will provide you with definition strips of thrust and
Newton’s Third Law of Motion that you need to paste into your science journals. At the end of
class we will come back to our KLEW chart and complete it.

As you saw with our experiment with the hair dryer large objects need a greater amount of thrust
in order to be moved. Heavy rockets need very powerful thrust to push them into space. As the
rocket engine pushes hot gases (mass) out of the rocket’s nozzle , the rocket pushes forward into
space. That forward push is thrust. The design of the shape of the rocket nozzle is very
important for the thrust of the rocket. The nozzle is the end of the rocket through which the
exhaust leaves the rocket. The size and shape of the nozzle affects how fast the exhaust will
leave the rocket as well as how much pressure it will have. We are the engineering team that will
design a nozzle that will create enough thrust to launch a rocket into space and hopefully land on
Jupiter.

Today, we will construct and design two paper rockets with different nozzle sizes. We will
launch our paper rockets by blowing air (gases) into the strawket with a straw and thrust the
strawlet forward. Safety is a concern when designing a rocket so we are putting a cotton ball on
its tip to protect it when it lands.

● Developmental Activity Initiating Procedures (9 min)

Explanation/evaluation
Before we design our rocket we will view a short, 4 minute video that will
demonstrate the kind of rocket we will be designing and review what we have
learned about thrust. Pay close attention to the steps taken as it includes the
instructions for constructing the strawket we will be making. After the video we
will take 5 minutes to complete a short quiz to see how well we understand thrust.
○ View video (4) minutes Strawkets and Thrust Appendix I
○ Distribute the Thrust Quiz and students will be given 5 minutes to complete it.
○ Distribute packet
○ Select three students Mark a starting line on the floor with tape or string.
○ Lay out the planet targets on the floor beyond the starting line using the Launch
from the Earth pattern sheet .
Designing the Rocket Explanation/ Exploration Students are given generalized
instruction but are allowed to work together and determine their own construction and
design.I will circulate and observe and listen as students interact and manipulate materials.
If necessary I’ll ask probing questions to redirect students explorations
1. Students wrap one half-sheet of paper around a pencil, starting from the eraser end and
working up to the graphite tip. When wrapping, spiral the paper to make a cone shape;
hold it tighter at the eraser end and wrap upward.
2. Students tape the paper tube near each end so it keeps its shape. Remove the pencil. The
final length of paper tubing needs to be at least a few centimeters shorter than the straws;
otherwise, students will have nothing to hold onto for the launch. If necessary, cut the
paper tube shorter.
3. Students pinch and fold the smaller end of the tube over and tape it so it is airtight. This
end is the "nose" of the strawket.
4. For safety measures students tape a cotton ball to the nose of each strawket, only use as
much cotton as necessary to provide some protective padding.
5. Students should personalize their strawkets. This helps identify each strawket.
6. Students sketch their strawket on their worksheets.
7. Students are ready for launch after one strawjet is constructed.
 Blast Off Procedure Exploration / Evaluation/ Elaboration
I will encourage the students to work together to observe the best launches and
analyze why one rocket is better than another and encourage them to apply the concepts
learned to design a better rocket. I will encourage the students to share data and ideas with
their fellow students.
1. Students form a line and launch from the starting line which represents Earth.
2. Before launching, each student predicts where their strawket will land. The students
insert their straws into their strawkets, While holding only the straw the student aims at a
planet, and blows hard into the straw.
3. The student records the distance traveled and retrieves their strawket.
4. After retrieving their strawkets, students answer the three worksheet questions for the
strawket they just launched.
5. Next, students make a new personalized strawket. which has a tighter, narrow tube more
even in diameter along the length of the tube. A slight cone-shape is acceptable as long
as the tube is tighter than their first designs. Display Appendix F
6. Repeat steps 1 and 2.
7. Students share the data recorded on their worksheets. Based on their observations and
data, Students discuss what factors make one strawket perform better than another?
What can be done to have a more successful flight? How does the size of the nozzle
affect the flight? ( Answer: Many factors, including: mass, acceleration, nozzle shape,
strawket body shape, air leaks in the strawket, launch angle, and friction between the
straw and paper cone can affect a flight. A tighter nozzle creates more thrust.)
8. Distribute and Complete Appendix H Exit ticket

Accommodation, modifications and differentiations for diverse learners

Accommodations provided to my Ell, Tier I and Tier II students include a video which
explains thrust and models making a strawket. These students are encouraged to
complete the written assessment however credit will be given for correct oral
discussion, observations.In addition I am able to transcribe the information for my ELL
students and I can provide materials in Spanish. My ELL, Tier II, and Tier III students
are also paired with higher level students. Those students who have difficulty with
coordination and manipulating materials will be provided with premade strawkets but will
be encouraged to construct their own strawket with the assistance of another. All
students will be asked what can be done to improve our rockets so they can travel farther and
with more accuracy. I will introduce the use of fins, wings and weight as other factors for future
experimentation, and observation in the search for a better strawket. Display Appendix K

Formative/Summative assessment the learning objective of this lesson is

● Describe thrust and what factors can affect it.

 ● Identify factors engineers consider when designing real rockets.
The assessment tools include the rocket design, does one rocket have a wide nozzle and the
other a narrow? Are the three questions on appendix B, Thrust Analysis Worksheet completed?
Did the student contribute to the oral discussion?Three correct answers on the Exit ticket
demonstrates the student has achieved the stated objectives. Completion of KLEW chart will
demonstrate how far the students have advanced in their knowledge.
Appendix

A. Strawkets and Thrust Activity – Thrust Quiz

B . Thrust Worksheet
https://www.teachengineering.org/content/cub_/activities/cub_rockets/cub_rockets_lesso
n03_activity1_thrust_worksheet.pdf

C. Strawkets and Thrust Activity – Launch from the Earth Handout

D. Strawkets and Thrust Activity – Target Planets - Inner

E. Strawkets and Thrust Activity – Target Planets - Outer

F. Comparison photo of wide and narrow nozzle

G.Vocabulary Definitions

H. Exit Ticket

I. Strawkets and Thrust Video

J. Strawkets and Thrust - Activity - TeachEngineering

K. Drawing of a strawket with fins

Appendix F

Strawket design comparison.

copyrightf
Appendix G

Vocabulary Definitions
Newton's third law of motion: for every
action there is an equal and opposite reaction.
Thrust: to push someone or something with
force.
Appendix H

Name_________________________________________________ Date ___________

Exit Ticket

What is thrust?______________________________________________________________
__________________________________________________________________________

What are two factors that can affect the distance a rocket can fly? ______________________
___________________________________________________________________________

What does a rocket need to propel into space? ______________________________________

___________________________________________________________________________

How does the size of the nozzle affect the flight of a rocket? ___________________________
____________________________________________________________________________
____________________________________________________________________________
Appendix K