The Fate of a Drop of Water

Blast Off: How Far Does It Go?

Grade Level 9 Subject: Aerodynamics & Aerospace Prepared By: Amr Safwat & Engineering Duratio n:

Materials Needed 2 Empty Soda bottles per group, Scotch Tape, Cardboard, balsawood, Styrofoam, Scissors, Pencils, Paper, calculators, bicycle pump, rocket launch pad, Styrofoam plates, Styrofoam boards, Pipe insulation tubes

Analyze Learners Overview & Purpose (STEMcinnati theme) Education Standards Addressed

Overview: During this lesson the students should understand the basic concepts of Science 9.13. Demonstrate that near Earth’s aerodynamics, center of mass, the functionality of wings. They also should understand surface an object’s gravitational potential energy how the size and shape of a wing influences the design process. Experience how airplanes need to have wings to fly and how rockets need fins for stability. By the end of depends upon its weight (mg where m is the this lesson the students should be able to identify the relationship between airplane object’s mass and g is the acceleration due to wings and rocket fins. gravity 9.23 Explain the movement of objects by applying Newton’s three laws of motion. ACS 9.21. Demonstrate that motion is a measurable quantity that depends on the observer’s frame of A: Aerodynamics is a broad term which covers basic knowledge about the behavior of reference and describe the object’s motion in a variety of engineering applications and is used to design different terms of position, velocity, acceleration and time. rockets, airplanes and space shuttles, bicycles and cars C: Aerospace engineers, mechanical engineers, marine engineers all use aerodynamics Math: 9c. Solve and graph linear equations and when designing airplanes, rockets, space shuttles, cars and submarines. inequalities. 9.3. Use the ratio of lengths in similar S: The enormous spread and progress of our industrial revolution depended on the fast transportation of goods and products around the world. All transportation two-dimensional figures or three-dimensional means were designed and build under the consideration of simple and objects to calculate the ratio of their areas or basic physical laws like Newton’s three laws of motion. Aerodynamics is volumes respectively. a typical discipline within physical science that demonstrates the practical 8.h Solve linear equations and inequalities application and how they affect our societies around the globe. symbolically, graphically and numerically. 7.4.a. Derive formulas for surface area and volume and STEM will be addressed during the following four days as follows: justify them using geometric models and common materials. Science: Newton’s three laws of motion and their application in aerospace engineering. Technology: Wing and fin designs. Propulsion methods for airplanes and rockets. Engineering: Aerospace engineering and material engineering as a practical example Information and Technology skills: identify when designing and building airfoil objects information problems and to design, develop and Math: The students will have to calculate areas, volumes. Solve and graph equations. evaluate information products and solutions. Measure distances, time and velocities.

Note: This lesson consists of two main activities. Each activity is a 2 class unit of 90 minutes each. Total of four classes of 90 minutes. Teachers could also use only one of the two activates for a two day lesson of 90 minutes each or 4 days of 45 minutes each.

DAY 1 – Designing and Building Airfoil Wings

Select Goals Teacher Guide Student Guide Assessment and Objectives Goals and Goals: Pre- and Post- assessment questions: Objectives Experience the practical List all parameters that we have to consider when designing an (Specify applications of aerodynamics airplane? skills/informatio What is the function of wings? Do airplanes need to have wings in n that will be Objectives: order to fly? learned.) 1. Compare a variety of inputs to see different Does the shape of an airplane influence its flying behavior? alternative flight Which physical law can be applied when designing airplanes and behaviors rockets? Do rockets have wings or something similar, reason 2. Identify the four forces your answer? What does dihedral stand for? on any airfoil/airplane

Select Interactive inquiry and Team work Essential question: Why do we need to learn about aerospace Instru student centered Misconceptions: Inertia is a situation engineering? ctional having no force. Strate (5 min) Catch: The teacher Two stopping objects have the same Formative assessment: What are the four variables that work on gies – should bring a balloon to inertia. an airplane? What are the main parameters when designing which he should have There may not be reaction force in airplanes? Informatio attached a ring. He will ask response to action force. n students to come and inflate The shape of a flying object doesn’t Forces on an any airfoil (Catch, give the balloon. The balloon influence the flying behavior. The four forces which affect the flight of an airplane: lift, drag, and/or should then be attached to The weight of an object doesn’t thrust and weight. Thrust is the forward motion created by demonstrate a string that is attached to influence the flying behavior. the propulsion system. The weight of the airplane acts in a necessary the ceiling. The teacher will Air which is divided by the leading wing information, direction towards the earth. Lift causes the airplane to rise in misconception ask the students to let the edge must be recombined at the trailing the air. Drag is the force caused by the resistance of air s, etc…) balloon go. The balloon will edge. against the body. Drag acts in the direction opposite to the take off and go all the way An airfoil can generate a lifting force flight path. up till all the air is out. The without causing a reaction force against teacher should discuss with the air? For information the students what this http://www.swe.org/iac/lp/wind_03.html happened and if we could compare this to a real life Airplane engines application. A jet engine does the same as the balloon engine it forces air out the back of the engine with such force that it generates a large enough amount of thrust to propel an aircraft or rocket forward.

Dihedral The dihedral is a wing with an upward angle. There are various types of dihedrals used, each with an advantage depending on the type of plane for which it is intended. Dihedral increases the flight stability. Commercial airlines tend to have positive dihedral whereas fighters tend to have a negative dihedral to increase the maneuverability. PowerPoint presentation Other Resources Utilize (e.g. Web, books, etc.) Technology with pictures and diagrams about different airplane http://www.proteacher.com/cgi-bin/outsidesite.cgi? designs: show includes id=4313&external=http://www.grc.nasa.gov/WWW/K- basics about aerodynamics, 12/airplane/bgmr.html&original=http://www.proteacher.com/11006 wing design and especially 8.shtml&title=NASA%20Rocket%20Classroom%20Activities what dihedral is and some http://www.apogeerockets.com/Education/educational_projects.asp pictures of commercial and military airplanes. http://www.sciencetoymaker.org/waterRocket/buildWaterRocketLauncher.htm http://polyplex.org/rockets/launcher/cable1.htm http://www.jamesyawn.com/modelrocket/fins/index.html http://www.experiencefestival.com/water_rocket_- _how_they_work Require (5 min) Pre-assessment Students need to focus on the different http://www.sciencebuddies.org/science-fair- Learne (5 min) Catch: Described parts of the given problem and they also projects/project_ideas/Aero_p035.shtml r under Instruction strategies. need to make decisions which Partici alternative they would go for. http://www.lnhs.org/hayhurst/rockets/ pation (70 minutes) Activity 1: Testing and Part two http://www.nerdsinc.com/products.aspx?cat=2 Activity understanding wing 1. Students should follow the (Describe the dihedral instructions given by the teacher Teacher will have to prepare cross bows which will be used as independent (25 min) Part one 2. Students will be given an airplane airplane launching stations. activity to  Split the class into without wings or tail wings. reinforce this 3. Students should launch the The lunch station will be setup in the hallway on a tripod. lesson) groups of three to four.  Tell students about airplanes in the hallway and write The teacher will have to make three to five marks on the activity 2 and ask each their observations down. launching rail with an indication of amount of force when student to bring in one 4. The students will show their designs stretching the string with the airplane up to this level. empty 2 liter soda bottle to the teacher, who will allow them  Each group will take two to go pick up their material build Styrofoam plates and assemble the airplane.  Students should experience how airplanes need wings to fly  Students will have to let 5. Ask students to clean the hallway and how different wing designs affect the flight behavior and the plate fall from a set and their desks ten minutes before speed of an airfoil. height (meter stick) the end of class.  Main wings should have a span width between 15cm to 30cm  Let the plate fall twice 6. Students need to clean up their (let the students determine how to measure the span width) on the floor with each stations and tables. time flip the sides. 7. Review with students what they  Let the students use a learned on that day. tape and bend the plate so it has a 30 - 45 angle  Let the plate fall with open angle upwards and one time with open angle downwards (45 min) Part two  Students will take a piece of insulation tube which is the body of the airplane and two or three new plates and use them as their wings  Attach the wings to the airplane  Students will predict the flight distance. (3 min) Clean up (3 min) Review: Discuss with students the importance of having wings and dihedral and the four forces applied on an Evaluate Pre- assessment Additional Notes (Asses questions: Ways to purchase http://www.ehobbies.com/est0804.html? sment) 1. List all parameters that utm_source=est0804&utm_medium=shopping we have to consider %2Bengine&utm_campaign=froogle (Steps to when designing an http://www.estesrockets.com/rockets.php?pid=000651 check for airplane? https://www.discountrocketry.com/model-rocket-engines-c-9.html student 2. What is the function of http://www.valuerockets.com/product_details.aspx? understanding) – See wings? Do airplanes pid=7&itemid=14 Objectives need to have wings to above fly? 3. Does the shape of an airplane influence its flying behavior? 4. Which physical law can be applied when designing airplanes? 5. Do rockets have wings or something similar, reason your answer? 6. What does dihedral stand for?

DAY 2 – Testing own Airfoil Wings

Teacher Guide Student Guide Assessment Select Goals and Objectives Goals and Goals: Formative assessment: How are Newton’s three laws and other Objectives Experience the practical Physical laws used in aerospace? How are these attributes (Specify applications of aerodynamics related to each other? skills/informatio n that will be Objectives: Summative assessment: Which parameters are essential to the learned.) 1. Understand and apply Newton’s three laws of flight behavior of an airfoil airplane? How can we improve our motion and discover their designs so the airplane has a better performance? What did you practical applications in learn during this activity? aerospace engineering.

Select Interactive inquiry and Team work Instru student centered ctional Strate Catch: Option 1: Teacher gies – will use an empty soda bottle and inflate it with air Informatio till it goes off. The teacher n will initiate a discussion. (Catch, give and/or Option 2: Show the students demonstrate a video about different wing necessary designs. information, misconception s, etc…)

PowerPoint slides showing Other Resources Utilize (e.g. Web, books, etc.) Technology a variety of airfoil designs and testing facilities. http://www.ehow.com/how_4813701_build-model-styrofoam- airplane.html Require (5 min) Catch: Described Students need to focus on the different Learne under Instruction strategies. parts of the given problem and they also r (3 min) Review: Review need to make decisions which Partici what the students did during alternative they would go for. pation the last lesson. 1. Students who didn’t finish building Activity (70 min) Activity 1, Part 2: their airplanes will have time during (Describe the  Make sure that all the this period to finish up their designs. independent groups have two 2. Students will have to test each activity to designs. design at least twice 1) the original reinforce this design 2) bend the wings more than lesson)  Students should only build on design after 10 degrees. discussing it with their 3. Each time the students should teacher. apply the same force and record the  Let the students go in distance and write down their the hallway and test observations. their designs 4. One student should measure the (3 min) Clean up distance and one student should (3 min) Review: Discuss stop the time it took (make sure the with students how dihedral students launches the airplane from effects the flight behavior of the same height every time) airplanes. Ask the students 5. The students should go back to the to finish their worksheets. classroom and plot the two measured points in a distance vs. force graph. 6. The students should evaluate their designs and come up with their own conclusions. 7. Review with the students the last two days

Evaluate (5 min) Summative Additional Notes (Asses Assessment: Ways to purchase sment) Make sure the students understand the goal of this (Steps to activity. check for The teacher should also student give them some hints to understanding) – See redirect the students. Objectives above

DAY 3 – Build Bottle Rockets and Design Rocket Fins Teacher Guide Student Guide Assessment Select Goals and Objectives

Goals and Goals: Formative assessment: How are Newton’s three laws and Objectives Experience the practical other Physical laws used in aerospace? What are the (Specify applications of aerodynamics main parameters when designing airplanes? How are skills/informatio these attributes related to each other? n that will be Objectives: learned.) 1. Determine and identify the variables that Review: vocabulary of the last two days influence a rocket, for The four aerodynamic forces. example CG (center of Lift, Weight, Thrust and Drag gravity) 2. Understand rocket propulsion. Airplane and rocket vocabulary Acceleration, Velocity, Inertia, Stability Select Inquiry and instruction Team work Instru based ctional Misconceptions: Rockets have the Strate Catch: Option 1: Teacher same flying behavior like airplanes. gies – will use an empty soda bottle and inflate it with air Informatio till it goes off. The teacher n will initiate a discussion. (Catch, give and/or Option 2: Show the students demonstrate a video about the launching necessary of space shuttles. information, misconception s, etc…)

Other Resources Utilize (e.g. Web, books, etc.) Technology http://www.proteacher.com/cgi-bin/outsidesite.cgi? id=4313&external=http://www.grc.nasa.gov/WWW/K- 12/airplane/bgmr.html&original=http://www.proteacher.com/11006 8.shtml&title=NASA%20Rocket%20Classroom%20Activities

http://www.apogeerockets.com/Education/educational_projects.asp

http://www.sciencetoymaker.org/waterRocket/buildWaterRocketLauncher.htm http://polyplex.org/rockets/launcher/cable1.htm http://www.jamesyawn.com/modelrocket/fins/index.html http://www.experiencefestival.com/water_rocket_- _how_they_work Require (5 min) Catch: Described Students need to focus on the different Option1: The teacher will have an aquarium and a model Learne under Instruction strategies. parts of the given problem and they also submarine that will float in the aquarium. The teacher will remove r need to discuss which alternative they the fins from that submarine and let it run in the aquarium, They Partici (70 min) Activity 2: would go for. should recognize that the submarine is rotating around its pation Building and testing a longitudinal axis. water bottle rocket 1. Students should follow the http://www.sciencebuddies.org/science-fair- Activity  The teacher will ask the instructions and build a bottle water projects/project_ideas/Aero_p035.shtml (Describe the students to figure out rocket. (will be attached) independent what and how the 2. Students should come up with two http://www.lnhs.org/hayhurst/rockets/ activity to center of gravity for a different designs for their fins. reinforce this 3. Students can pick between two http://www.nerdsinc.com/products.aspx?cat=2 lesson) rocket can be located.  Start a discussion about materials for their fins. the importance of fins 4. Students should figure out the three Alternative activity (A standardized cylinder should be used and for flight stability main parameters that will have an the students will be giving different materials to model their fins.  Divide the students into effect on their fin design. (Shape, They also have to decide on number, shape and material for each two groups let one weight and number of fins) fin. Each group gets to design, build and test their fins.) group build the rocket 5. They also should identify the center and other group design of gravity. and build the fins.  Students will have to assemble all parts and prepare a sketch  They should come up with an assumption on how high and stable their rocket will fly.  On their last day the students will go out and test their designs. Someone will need to keep track of the height. (3 min) Clean up (3 min) Review: Discuss with students why fins are needed for rockets. Evaluate Students should answer the teacher’s Additional Notes (Asses questions Ways to purchase http://www.ehobbies.com/est0804.html? sment) utm_source=est0804&utm_medium=shopping %2Bengine&utm_campaign=froogle (Steps to http://www.estesrockets.com/rockets.php?pid=000651 check for https://www.discountrocketry.com/model-rocket-engines-c-9.html student http://www.valuerockets.com/product_details.aspx? understanding) – See pid=7&itemid=14 Objectives above

DAY 4 – Blast Off: Which Rocket will fly higher?

Teacher Guide Student Guide Assessment Select Goals and Objectives Goals and Goals: Formative assessment: What are the main parameters when Objectives Experience the practical designing rockets? (Specify applications of aerodynamics skills/informatio n that will be Objectives: learned.) 1. Explore how water bottle rockets fly

Select Interactive inquiry and team work Instru questions ctional Strate gies –

Informatio n (Catch, give and/or demonstrate necessary information, misconception s, etc…)

Other Resources Utilize (e.g. Web, books, etc.) Technology http://www.proteacher.com/cgi-bin/outsidesite.cgi? id=4313&external=http://www.grc.nasa.gov/WWW/K- 12/airplane/bgmr.html&original=http://www.proteacher.com/11006 8.shtml&title=NASA%20Rocket%20Classroom%20Activities

http://www.apogeerockets.com/Education/educational_projects.asp

http://www.sciencetoymaker.org/waterRocket/buildWaterRocketLauncher.htm http://polyplex.org/rockets/launcher/cable1.htm http://www.jamesyawn.com/modelrocket/fins/index.html http://www.experiencefestival.com/water_rocket_- _how_they_work Require (5 min) Catch: Use a  Students have to follow the The teacher will have an aquarium and a model submarine that Learne balloon powered rocket to student’s instruction all the time will float in the aquarium. The teacher will remove the fins from r demonstrate an alternative while being outside the classroom. that submarine and let it run in the aquarium, The should Partici way to launch a model  Allow only one student from each recognize that the submarine is rotating around its longitudinal pation rocket. group to apply the air to the rocket. axis.  When he/she is done they should http://www.sciencebuddies.org/science-fair- Activity (70 min) Activity 2: walk 15 feet away from the launch projects/project_ideas/Aero_p035.shtml (Describe the  Teacher should give pad independent students who didn’t  If nobody is nearby the launching http://www.lnhs.org/hayhurst/rockets/ activity to finish building their pad they are allowed to launch the reinforce this http://www.nerdsinc.com/products.aspx?cat=2 lesson) rockets some time to rocket. finish up their designs.  Ones student of each group should  When every group is record the flight behavior and the (A standardized cylinder should be used and the students will be ready, take all the elapsed time till the rocket land on giving different materials to model their fins. They also have to students outside to the the ground. The time is an indirect decide on number, shape and material for each fin. Each group sport field to test the (not accurate) methods to gets to design, build and test their fins.) water bottle rockets. determine the approximate height of  Make sure to ask the rocket. students who will launch the rockets to wear safety glasses and to follow all the instructions (safety instruction included) (5min) Review: Back in the classroom ask the students what they observed while testing their rockets and what improvements they would do for next time. Evaluate (5 min) Post-Assessment: Students should answer all the question Additional Notes (Asses Let the students fill out the on the assessment sheet. Ways to purchase sment) post-assessment sheets. Most of the material for the rockets can be purchased from any 1. List all parameters that office supply store and/or home improvement store like HOME (Steps to we have to consider DEPOT or LOEW’S check for when designing an student airplane? The rocket launcher can be purchased online from understanding) – See 2. What is the function of http://water-rocket-launcher.com/buy-rocketpad.html Objectives wings? Do airplanes above need to have wings to fly? 3. Does the shape of an airplane influence its flying behavior? 4. Which physical law can be applied when designing airplanes? 5. Do rockets have wings or something similar, reason your answer?

Activity 2: Instructions to build a bottle rocket

First day of activity 2 Background Rockets work on under Newton’s 3rd Law of Motion which states: For every action there is an equal and opposite reaction. On a very basic level, a rocket is a pressurized gas chamber. As gas escapes through a small opening at one end, the rocket must be propelled in the opposite direction as stated by Newton’s 3rd Law. The force that propels the rocket is called thrust. The model rockets will be made out of empty plastic soda bottles Each group will need to have or bring in two empty soda bottles.

Materials  2 empty soda bottles for each group  1 bicycle pump (with pressure gauge if available)  1 or 2 rocket launch pads  rubber stoppers for the soda bottles  1 measuring cup marked off in mL  stop watches (or wrist watches with seconds)

Instruction on building the rocket Detailed instruction on how to build the rocket bottle can be found online. Please, disregard the instructions of how build the fins, since this is part of design class. The ideas here is not to let the students just follow instruction but to let them come up with their own ideas and designs.

Here are some links: http://www.geocities.com/masterbaiter2005/rockets2.html http://www.lnhs.org/hayhurst/rockets/

Instruction on building the fins For this part the students will have to work on their own come up with one or two different fin designs. Once the students have designed and build their fins and got approval from the teacher they will can go ahead and attach the fins to the rocket.

Second day of activity 2

Testing the finished model rockets outside the classroom.

1. Take students the students outside to an area with plenty of space. 2. Make sure to bring enough water. 3. Let each group fill their bottle with some water. Each group should record the amount of used water, since this has an effect on the flight behavior of each model. 4. To prepare for launching the rocket, let only one student apply the air to the bottle. He has to insert the bicycle pump needle into the cork of the first bottle rocket. (You may need to make a small hole with a nail or tack first.) 5. Place the rocket on the rocket launch pad with the bottleneck facing down. 6. One student should be assigned to stop the time it takes from the rocket’s take off till it lands on the ground. 7. Make sure that nobody is standing close to the launching pad while applying air and take off. 8. Remind the students to stick to the safety precautions all the time.

Reflections:

This lesson was well received by the students and the STEP teachers. Most students enjoyed wing design activity. One of the most inspiring parts of this lesson was to watch how the students tried to modify their wings to improve the flight behavior, Some of the students who typically are not very motivated in class were enthusiastic and were looking forward to come back to improve and test their wings. A few students started to ask some in-depth questions right from the start. The vast majority of the students were motivated and exited because this project was more “hand-on” and they got to build their own designs. A few students were very creative but some were frustrated when the airplane still didn’t have a steady flight behavior. .