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Adventures in Aerospace: Lesson 2 Volunteer’s Guide

Key to Curriculum Formatting:

► Volunteer Directions ■ Volunteer Notes

♦ Volunteer-led Classroom Experiments

Lesson 2: YOU’RE LAUNCHING A ! ► Begin the presentation by telling the class that this is “Lesson 2: You’re Launching a Rocket!” If this is your second visit, reintroduce yourself and the program. Briefly review key concepts from the first lesson, “You’re Piloting a Plane!” If this is your first visit, here is a suggested personal introduction: “Hello, my name is ______, and I am a ______(position title) at Aerojet. I or another Aerojet volunteer will be visiting your class once over the few months to speak to you about and space travel. We will learn about the basics of aerodynamics, rocket , and to the space station, the moon, and future missions to Mars!” ► Answer any questions left over from the previous visit.

MATERIALS NEEDED • AiA Multimedia Presentation (AMP) • DVD-ROM

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• TV or projection screen • Handouts • Index cards ► See lesson to assess total equipment needs.

LESSON OUTLINE Introduction Lesson Concepts Vocabulary vs. Newton’s Laws • First Law • Second Law • Third Law What Type of Rocket Are You Launching? • Types of Comparing and Contrasting Engines and Motors Other Types of Rocket Engines Applying What We’ve Learned Experiment

INTRODUCTION Rocket launches have mesmerized audiences, often entire nations, for centuries. What kind of power does it take to propel out of the atmosphere and into the of space? This unit introduces you to rocket propulsion systems. Newton’s Laws will provide a basis for discussions of rocket engines, motors, propulsions, , launch vehicles and future rocket concepts.

LESSON CONCEPTS • Newton’s laws of motion • Rocket propulsions systems • Force and acceleration

VOCABULARY Acceleration: Change in an object’s velocity

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Air breathing engines: An engine that requires air for operation. Cryogenic fuels: Liquefied gas at very low temperature, such as liquid or . Hypergolic : Ignite and burn on contact. No required. Liquid rocket engines: An engine that utilizes liquid . Solid rocket motors: Rocket motors that burn solid . Liquid : A rocket engine that utilizes a catalyst bed to “burn” the liquid . Multi-stage rocket: A rocket consisting of two or more propulsion units (stages), stacked vertically to form the rocket structure, that in succession. Payload: All the cargo, including scientific equipment, carried into space by a rocket powered vehicle Oxidizer: A substance that provides the "air" to burn rocket fuel; can be a liquid or a solid material. Vector: A concept characterized by a magnitude and a direction.

ROCKETS VS. AIRPLANES ► Tell the class that today's session deals with rocket propulsion. Tell them you've brought some very simple rockets with you. Take a couple of balloons out of your supply bag, blow them up, and release them into the crowd. Explain to the class that the balloon is technically a rocket because the balloon contains all of the propellant, in this case compressed air, needed to propel the balloon (rocket). Introduce the following key rocket propulsion concept: Rockets operate in the vacuum of space and must therefore carry not only the rocket engine fuel, but also the "air" (oxidizer) needed to burn the fuel in the rocket engine or motor.

NEWTON'S LAWS

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♦ Newton’s Laws Experiment Experiment Concepts • Newton’s Laws of Motion Experiment Materials • 1 roller-skate Experiment Instructions 1. Introduce Isaac Newton's three laws of motion, developed more than 300 years ago (1687). Use a roller skate to illustrate.

First Law of Motion An object at rest will stay at rest until an external force acts upon the object (a roller skate will remain motionless until an external force acts upon it) and a moving object will travel at a constant speed in a straight line until acted upon by an external force. (A moving roller skate will stop when it runs into the wall or when the friction of floor and air cause it to slow down and stop.)

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Second Law of Motion Application of a force to a mass will cause it to accelerate. As long as a force is being applied, the mass will continue to accelerate. The defining mathematical expression is F=ma where F is the force applied, m is the mass of the object, and a is the object’s acceleration. F and a are vector quantities, which have both magnitude and direction.

Third Law of Motion Every action produces an equal and opposite reaction. (The air escaping from the balloon pushes the balloon in the opposite direction. Falling off a roller skate makes the skate go in one direction and the skater in another!) Experiment Explanation What do these laws have to do with rockets? ► Use the following information to explain to your students how Newton's laws relate to launching a rocket. First Law of Motion A rocket on a is an object at rest. The rocket engine is the force that will accelerate it into the atmosphere and on into space. Second Law of Motion The thrust of the rocket engine(s) and or motors provides the force (F) needed to accelerate (a)

Page 5 of 11 Adventures in Aerospace: Lesson 2 Volunteer’s Guide the massive rocket (m) off the launch pad. F=ma. Note: The thrust of the rocket engines must exceed the weight of the rocket or the rocket will not lift off the launch pad! Third Law of Motion When the ignites, gases are formed that rush out of the at the back of the rocket. The gases go in one direction and the rocket goes in the opposite direction (away from the earth.)

In summary, an unbalanced force must be exerted for a rocket to lift off from a launch pad or for a craft in space to change speed or direction (first law). The amount of thrust (force) produced by a rocket engine will be determined by the mass of rocket fuel that is burned and how fast the gas escapes the rocket (second law). The reaction, or motion, of the rocket is equal to and in the opposite direction of the action, or thrust, from the engine (third law).

► Perform the following experiment to illustrate Newton's 3rd law. ♦ Newton’s Third Law Experiment Experiment Concepts • Propellants • Newton’s third law of motion Experiment Materials • 1 large, empty plastic bottle • 1 cork (must fit snugly into the bottle opening) • Vinegar • Water • Baking Soda • 2X2 inch square of thin cloth or paper towel Experiment Instructions 1. Wrap baking soda in a napkin.

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2. Insert the napkin in a bottle. 3. Add vinegar. 4. Cork loosely and shake mixture. 5. Lay bottle quickly on its side on several round pencils or wooden dowels. 6. Observe the reaction as the cork is popped out.

WHAT TYPE OF ROCKET ARE YOU LAUNCHING?

Types of Engines The most common type of rocket propulsion systems are liquid or solid fueled. The following presentation video will help students see the difference between different types of rockets.

► Show the presentation video and the images of various solid and liquid rockets. Tell the students that we'll talk later about the advantages of each different kind of propellants. 1. Solid This rocket propulsion system uses a mixture of solid oxidizer and . The fuel and oxidizer of the solid rocket motor feels like a hard rubber eraser and is usually dark in color. This mixture of fuel and oxidizer is called the solid propellant. There can be several other materials in the solid propellant besides the fuel and oxidizer (for example - binder, the material that holds the fuel and oxidizer together.) A high temperature flame is needed to

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start the solid propellant burning. It continues to burn until all the solid propellant is consumed — you can't easily turn off a solid rocket motor once it starts! ► Show the class the sample of inert solid propellant (dog bone). Explain that these samples are used to test certain physical properties such as tensile strength. The fuel and the oxidizer have been left out of this sample so it will not ignite. The solid propellant is often poured into a case as thick liquid which then hardens. The shape of this solid propellant (a grain) determines how the trust will change while the propellant burns. ► Show pictures of solid rocket motor grains and discuss how they produce varying thrust levels. 2. Liquid The most common types of liquid propellants we use in liquid rocket engines are called 1. Hypergolic This is a word of Greek origin. It means two materials that ignite on contact without any external aid (like a spark). For the , Aerojet produces two kinds of engines that use hypergolic fuels. The Orbital Maneuvering Subsystem (OMS) engines help propel the shuttle into orbit, adjust the orbit as required, and slow the shuttle to allow for reentry and landing. The shuttle engines are used for on orbit . 2. Cryogenic This is a word of Greek origin (kryos) meaning "cold." The three main engines of the space shuttle use (fuel) and (oxidizer), both kept very cold so they will remain liquid. They are both "cryogenic" propellants. 3. Monopropellant. A monopropellant contains both fuel and oxidizer within the same . When the monopropellant flows over certain materials called catalysts, it decomposes. When it decomposes, hot gas is produced which flows out the rocket engine producing thrust. One of the biggest problems with liquid rockets is keeping them cool. For example, the Space Shuttle Main Engine (called SSME) burns liquid oxygen and liquid hydrogen. The temperature in the chamber is about 6,000°F which is higher than the of steel. The SSME contains a significant amount of steel. Why doesn't it melt when exposed to temperatures of 6000 degrees Fahrenheit? Let's do an experiment to show how many rocket engines are cooled so they don't melt.

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► Talk briefly about the extreme temperatures present in a rocket engine. Then perform the following experiment. ♦ Regenerative Cooling Demonstration Experiment Concepts • Rocket propulsion systems Experiment Materials • Candle • Matches • Plate or candle holder • Paper (or plastic) bag or paper cup Experiment Instructions 1. Light the candle 2. Put 1.5 inches of water into the bottom of a bag or cup 3. Put the bag or cup directly over the lit candle 4. Watch what doesn’t happen! Experiment Explanation This experiment illustrates (in principle) how many liquid rocket engines are kept from melting, as the temperatures inside many liquid rocket engines during combustion are much higher than the melting temperatures of many of the materials used to make the engine. One or both of the rocket engine propellants (fuel or oxidizer) flows through passages in the hottest parts of the rocket engine. The propellant absorbs the heat, keeping the rocket engine itself cool. The propellant is then burned in the . Because the propellant is hot from the regenerative (regen) cooling, it reacts more readily in the combustion chamber.

COMPARING AND CONTRASTING LIQUID ENGINES AND SOLID MOTORS Now that we know something about liquid rocket engines and solid rocket motors, how do they compare? ► Talk with the students about the following properties of liquid rocket engines and solid rocket motors. Liquid propellant rocket engine facts: • Liquid engines are more complicated than solid rocket motors. They contain many more parts. • They contain many moving parts in their turbo pumps, valves, and gearboxes. • Can start and stop multiple times during one . • Higher specific than solid propellant. This means that the propellant has a better

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“gas mileage” rating. • Liquid engines can be throttled to increase or decrease thrust as required. Solid propellant rocket motor facts: • Solid propellant rocket motors typically ignite once and burn until solid propellant is consumed in the reaction • Simpler and cheaper to produce. No moving parts. • Thrust profile can be tailored to meet mission requirements by varying grain cross section design.

OTHER TYPES OF ROCKET ENGINES Hybrid engine Uses a mix of solid fuel and liquid oxidizer Nuclear engine Specific impulses (SI) of 1,000 or more Electric engines SI of 10,000 or more Photon (light) fusion rockets SI of 100,000 or more Matter/ engine Higher SI than all others. Used on shows like Trek!

APPLYING WHAT WE’VE LEARNED

QUIZ THE TEACHER (Q & A) ► Hand out index cards to the class and ask them to write down one or two questions for you. Ask for a volunteer to collect the cards. Read some the questions aloud and answer them for the entire class.

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LET’S LOOK AHEAD

► If you and your teacher have set a meeting for the next presentation, let students know what they will be exploring next session: “In the next session, ‘You’re Going to the Moon!,’ your class will learn about past and current moon missions, as well as what life would be like on the moon.”

► Thank class.

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