Gold Seal Lesson:
Components Of Flight

Copernicus Education Gateway

Subject:

Science

Grade:

9-12

ICLE Standards:

Mathematics: Apply trigonometry to problem situations involving triangles

Science: Develop an understanding of forces and motion.

Performance Task:

Wile E. Coyote wants to launch an Acme Rocket at the Road Runner as he eats free bird seed. To do so he must determine the rocket's range at different angles of launch. Wile E. Coyote cannot decide if he needs to launch his rocket at a 60  or 30  angle to achieve maximum distance.

This task will provide you with the knowledge and skill to help Wile make his decision. Part I will be done as a class. Part II will be done individually.

Wile E. Coyote, Acme, and the Roadrunner are trademarks of Warner Brothers

Materials Needed:

• stop watch
• water
• large chalkboard protractor
• meter tape
• water rocket, pump, and launch pad
• graduated cylinder

Part I
Note to the teacher: Students should be assigned to roles such as "launch controller," "timekeeper," and "launch technicians."

1. Set a launch area up outdoors by assembling the rocket and launch pad as directed by the manufacturer. Stretch a meter tape from the launch pad down range approximately 50 meters.
2. The rocket's flight characteristics are determined by doing a practice launch before the actual data are to be taken. The launch technicians should remove the parachute and prime the rocket for lift off. It is important to use the same mass of water and the same number of pumps to charge the rocket for every launch. Record the amount of water and the number of primer pumps.
3. The timekeeper announces a 10-second count down, and upon his/her command, the launch controller launches the rocket. The timekeeper starts the stopwatch upon liftoff and stops the clock upon landing.
4. The launch controller angles the launch pad at 60 degrees from the horizontal using a blackboard compass.
5. The launch controller will lunch the rocket using the directions given for the trial launch in step 2.
6. Record the time of flight and the horizontal distance that the rocket traveled in the chart below as Mission 2.
7. Repeat this procedure at 60  for Mission 2 and Mission 3.
8. Compute the average time and horizontal distance for the three missions.
9. Divide the average distance by the average time to find the horizontal velocity.
10. The launch controller will set the launch pad at 30  and repeat steps 5-8, recording the data as Missions 4, 5, and 6.

• 60  Launch Horizontal Distance Time
• Mission 1 
• Mission 2 
• Mission 3 Average 
  
  
• 60  Launch Horizontal Distance Time
• Mission 4 
• Mission 5 
• Mission 6 
• Average 

Part II

1. Draw a diagram of the average 60-degree mission using an isosceles triangle. The base of the triangle has a length equal to the average horizontal velocity and the base angles will each have a measure equal to the launch angle. Draw a perpendicular line from the vertex of the isosceles triangle to its base, forming two right triangles that represent the rocket's trajectory. (See diagram.)
2. The line segment from the vertex to the base of the isosceles triangle is the vertical velocity. The equal sides of the original isosceles triangle represent the actual or resultant velocity of the rocket. It is the resultant of the horizontal and vertical velocities. Use trigonometric ratios in a right triangle to find the vertical and resultant velocities.
3. Given that the rocket spends equal time traveling up as it does traveling down, the average time of flight will be divided by 2 and used in the formula d = 1/2gt2, where g = 9.8m/s2, to find the maximum altitude achieved by the rocket.
4. Repeat steps 1-3 for the 30  launch.
5. Compare the average distances traveled by the rocket launched at 60  and the rocket launched at 30 . Then predict the relationship between the ranges of rockets launched at 70  and 20 .
6. Make a hypothesis concerning why rockets are launched as close to the equator as possible, and why they are always launched to the east and not to the west.
7. Make a written report on the results of the launchings.

Optional: Construct a scale model of a rocket used by NASA as a launch vehicle.

Note to the teacher: This activity may be used to integrate trigonometry and physical science. The activity is best done out of doors on a calm day with little wind. This activity requires students to use trigonometric functions to resolve the components of flight. Students will need to know the distance formula for a freely falling body, d = 1/2 gt2, g = 9.8 m/s2. Upon completion of this activity, students should have an understanding of the vertical and horizontal components of an object's velocity and how to use these components to predict ranges of projectiles.

Knowledge / Skills:

Plan and apply real or hypothetical models and constructions to facilitate investigation and learning and the solution to practical problems.  (xs2)

Understand the best procedures for statistical data collection, organization, and display.  (m5)

Understand the characteristics of measures of central tendency (i.e., mean, median, and mode).  (m15)

Understand the properties and classification triangles by sides (i.e., scalene, isosceles, and equilateral).  (m16)

Use the Pythagorean theorem to compute side lengths of right triangles.  (m21)

Use the technique of dimensional analysis to convert units of measure (e.g., convert km/hr to m/min).  (m33)

Perform multiplication of polynomials by understanding the meaning of a positive, integral exponent, and using exponents correctly when multiplying powers with like bases.  (m41)

Measure properties of the environment using dimensional quantities such as time, length, mass, pressure, volume, acceleration, etc. Compare quantities and consider the error involved with measuring environmental properties.  (s23)

Understand and apply kinematics (i.e., the mathematical methods of describing motion without regard to the forces that produce it, such as velocity, acceleration and deceleration, and displacement).  (s77)

Follow written directions carefully and accurately.  (ela6)

Use writing as a tool for learning in formats such as learning logs, laboratory reports, note-taking, and journals.  (ela40)

Rubric:

(Material in parentheses refers tot he optional part of the task.)

3 Points  =  The student accurately records data, finds velocity based on two variables, uses trigonometric functions, and draws and labels the diagrams properly. He/she explains the relationship between the ranges of objects launched at complementary angles. The student can explain the reason for launching vehicles as close to the equator as possible and to the east. His/her paper is well written and shows understanding of the resolution of the components of flight. (The model is drawn to scale and is accurate.)

2 Points  =  The student has difficulty with the calculations, but is successful with coaching. His/her paper demonstrates that he/she understands the relationship of the ranges of objects launched at complementary angles. The student demonstrates little ability in applying this knowledge to the equator question. (The student's model shows little effort.)

1 Point  =  The student does not complete the assignment. The data table is not complete and the components are not resolved. His/her paper shows little effort and demonstrates little understanding of the concept of complementary angles. (No attempt is made to construct the model.)

0 Points  =  The student does not complete the task and shows little, if any, understanding of the science and math concepts in this activity. Little effort is applied and the student shows no ability to apply the concepts to the equator question.  (No attempt is made to construct the model.)

Keywords:

PHYSICS
KINETIC THEORY
MOTION

CHEMISTRY
LAB EXPERIMENTS
SCIENTIFIC PROCESS

Grades:

Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [] - 6 [] - 7 [] - 8 [] - 9 [X] - 10 [X] - 11 [X] - 12 [X]

ICLE Application:

D

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