NASA Out-of-School Learning Network

module
Rockets
Rock
Table of Contents

Introduction
NASA Out-of-School Learning Network ...................................................................... 2
Background Information for Facilitators ....................................................................... 4

Activities
Move It!......................................................................................................................... 7
Launch a Rocket from a Spinning Planet....................................................................11
Rocket Races ............................................................................................................. 19
Balloon Staging .......................................................................................................... 33
Foam Rocket .............................................................................................................. 39
The Nose Cone Experts ............................................................................................. 51
3...2...1...Puff! .............................................................................................................. 63
Pop! Rocket Launcher and Pop! Rockets .................................................................. 73

NASA Out-of-School Learning Network

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 NASA Out-of-School Learning Network

The NASA Out-of-School Learning (NOSL) Network is designed to offer inquiry-based

science, technology, engineering, and mathematics (STEM) learning experiences that
connect students with NASA scientists, engineers, and mission content related activities.
The NASA engineering design challenge: Parachuting Onto Mars has been paired with
the Rockets Rock Module and is located on the NOSL Web site. This engineering design
challenge allows students the opportunity to work through the engineering design process
used by NASA scientists.
The complete module is designed to provide the student with an understanding of
• Newton’s Third Law of Motion
• The engineering design process
• Forces and interactions

Scope and Sequence

The Rockets Rock module covers the following Next Generation Science Standards (NGSS)
for middle school students:

Next Generation Science Standards

Middle School Physical Science (MS–PS)

• MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion
depends on the sum of the forces on the object and the mass of the object.

Middle School Engineering Design (MS-ET)

• MS-ETS1-3. Analyze data from tests to determine similarities and differences among
several design solutions to identify the best characteristics of each that can be combined
into a new solution to better meet the criteria for success.
• MS-ETS1-4. Develop a model to generate data for iterative testing and modification
of a proposed object, tool, or process such that an optimal design can be achieved.

NASA Out-of-School Learning Network

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Disciplinary Core Ideas

• Forces and motion

• Types of interactions
• Developing possible solutions

Science and Engineering Practices

• Asking questions and defining problems

• Planning and carrying out investigations
• Constructing explanations and designing solutions

Crosscutting Concepts

• Cause and effect

• Systems and system models
• Stability and change

Connections to the Nature of Science

• Scientific knowledge is based on empirical evidence

Connections to Engineering, Technology, and the Applications of Science

• Influence of science, engineering, and technology on society and the natural world

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 BACKGROUND INFORMATION FOR FACILITATORS

Newton’s Three Laws of Motion

The activities in this module will demonstrate principles from Sir Isaac Newton’s three laws
of motion that are related to rocketry. The following background information is for instructors
who conduct these activities. Understanding how to successfully launch a rocket depends on
understanding the laws of motion that Newton developed based on earlier research by Galileo.

First Law of Motion

Objects at rest remain at rest and objects in motion remain in motion in a straight line
unless acted upon by an unbalanced force.
Second Law of Motion
Force equals mass times acceleration (f = ma)
Third Law of Motion
For every action there is an equal and opposite reaction.

Before looking at each of these laws in detail, a few terms should be explained:
Rest and Motion used in the first law can be confusing. Both terms mean rest or motion in
relation to the object’s surroundings.
When sitting in a chair a person is at rest. It doesn’t matter if the chair is in the cabin of a jet
plane while on a cross-country flight or if the plane is on the ground. Passengers (the objects)
are still considered to be at rest because the airplane cabin is moving with them. If they get up
from their seats on the airplane and walk down the aisle, they are in relative motion because
they are changing their positions inside the cabin.
Force used in the second law is a push or a pull exerted on an object. Force can be exerted
in many ways such as muscle power, movement of air, and electromagnetism. Force is usually
exerted on rocket by burning propellants that expand explosively.
Unbalanced force refers to motions that are in opposition
to each other. The forces on a soccer ball at rest on the Balanced
playing field are balanced. Give the ball a good kick, and Force
the forces become unbalanced (Fig. 1). Air drag (a force)
gradually slows the ball and gravity causes it to bounce
on the field. When the ball stops bouncing and rolling,
the forces are in balance again. Take the soccer ball into
deep space, far away from any star or other significant
gravitational field and give it a kick. The kick exerted on
the ball is an unbalanced force. Once the ball is no longer
in contact with the foot, the forces on the ball become
balanced again, and the ball will travel in a straight line
forever. The forces are balanced when the soccer ball is at Unbalanced
rest or when the ball is moving at a constant speed and in Force
a straight line in space. The forces are unbalanced when
the ball is accelerating or changing its direction.
Figure 1. Balanced and unbalanced forces.

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Mass refers only to the amount of matter contained in an object. Mass and weight are often
confused. They are not the same thing. Weight is a force and is the product of mass times the
acceleration of gravity.
The mass remains the same whether the object is on Earth, in Earth
orbit, or on the Moon unless it is changed in some way.
Acceleration relates to motion and describes a change in motion.
Usually, change refers to increasing speed, like what occurs when
you step on the accelerator pedal of a car. Acceleration can also be
changing direction.
This is what happens on a carousel. Even though the carousel is turning Figure 2. Top view of
at a constant rate, the continual change in direction of the horses and two riders on a carousel.
riders (circular motion) is an acceleration. The carousel platform exerts
unbalanced forces on the riders and prevents them from going in straight lines. The platform
continually accelerates the riders in a counterclockwise direction as shown in Figure 2.
Action used in the third law is the result of a force. When a cannon fires and the cannon
ball flies through the air, the movement of the cannon ball is considered an action. Air being
released from an inflated balloon is also considered an action.
Reaction is related to action. When a cannon fires, the cannon ball flies through the air, but the
cannon itself recoils backward and reacts. When the air rushes out of the balloon, the balloon
shoots the other way, another reaction.

Newton’s First Law of Motion

Newton’s first law of motion points out that an object at rest, such as a rocket on a launch pad,
needs the exertion of an unbalanced force to cause it to lift off.
The amount of the thrust (force) produced by the rocket engines has to be greater than the
force of gravity holding it down. As long as the thrust of the engines continues, the rocket
accelerates. When the rocket runs out of propellant, the forces become unbalanced again.
Gravity takes over and causes the rocket to fall back to Earth. After it lands the rocket is at rest
again and the forces are in balance.
One very interesting part of the first law has enormous implications for spaceflight. When a
rocket reaches space, atmospheric drag (friction) is greatly reduced or eliminated. Drag is an
unbalancing force within the Earth’s atmosphere yet is virtually absent in space.
A rocket traveling away from Earth at a speed greater than 11.186 kilometers per second (6.95
miles per second) or 40,270 kilometers per hour (25,023 mph) will eventually escape Earth’s
gravity. The rocket will slow down, but Earth’s gravity will never slow it down enough to cause
it to fall back to Earth. Ultimately, the rocket will travel to the stars. Because no additional
rocket thrust will be needed, the rocket’s inertia will cause it to continue to travel outward. Four
spacecraft are actually doing that as you read this. Pioneers 10 and 11 and Voyagers 1 and 2
are on journeys to the stars!

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 Newton’s Third Law of Motion
It is useful to jump to the third law and come back to the second law later.
The third law is the principle of action and reaction. In the case of rocket
engines, the action is the force produced by the expulsion of gas, smoke,
and flames from the nozzle end (Fig. 3). The reaction force propels the
rocket in the opposite direction.
When a rocket lifts off, the combustion products from the burning
propellants accelerate rapidly out of the engine while the rocket slowly
accelerates skyward. The action and reaction are equal, but the mass of
the gas, smoke, and flames being propelled by the engine is much less
than the mass of the rocket being propelled in the opposite direction.
Even though the force is equal on both the rocket and propellants, the
effects are different. Newton’s first law, the law of inertia, explains why.
Because it takes a force to change the motion of an object, the greater
the mass, the greater the force required to move it.

Figure 3. Action and reaction.

Newton’s Second Law of Motion

The second law of motion relates force, acceleration, and mass.
The law is often written as the equation f = ma
The force or thrust produced by a rocket engine is directly proportional to the mass of the
gas and particles produced by burning rocket propellant times the acceleration of those
combustion products out the back of the engine. This law applies only to what is actually
coming out of the engine at the moment and not the mass of the rocket propellant that will
be consumed later. The implication of this law for rocketry is that the more propellant (m)
consumed at the moment and the greater the acceleration (a) of the combustion products out
of the nozzle later, the greater the thrust (f).

Conclusion
In conclusion, Newton’s laws of motion explain just about everything you need to know to
become a rocket scientist. However, knowing the laws is not enough. You have to know how
to apply them, such as: How can you create enough thrust to exceed the weight of the rocket?
What structural materials and propellant combinations should you use?

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Move It!
Grades 6 to 8
INQUIRY-BASED ACTIVITY

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 activity

MOVE IT!
Grades: 6 to 8 Prep Time: 0.25 hour Activity Time: 0.5 hour

About This Activity

Materials
This activity, which was taken from the
NASA Adventures In Rocket Science Guide, • Balloons
illustrates how rockets and airplanes move
forward. • Balloon Thrust Experiment Log

Background
Engines (propulsion systems) provide a Next Generation Science
constant source of thrust to move vehicles Standards
forward and to overcome drag. In this
activity, balloons will move in the opposite MS-PS2-1. Apply Newton’s Third Law
direction of the flow of the released air of Motion to design a solution to a
(propulsion system) because every action problem involving the motion of two
has an opposite and equal reaction colliding objects.
(Newton’s third law). Since the air will be
released from one small hole, the release
Learning Objective
of the air will be in one direction.
Learners will
Procedure
• Conduct an experiment with a system
Step 1 that moves due to equal and opposite
actions and reactions
Ask students why an airplane is able to
move forward.
Step 2
Tell students they are going to conduct a
simple experiment to see how a jet or plane
moves forward.
Step 3
Distribute Balloon Thrust Experiment Log
and balloons. Let students know they should
follow the procedures on the handout and
remind them to use all of their senses.

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 MOVE IT!
Student Handout

Name:

Balloon Thrust Experiment Log

1. Fill the balloon with air.

2. Hold it so that no air gets out, but do not tie a knot.
3. Hold the balloon up with the opening facing to your left.
4. Let go of balloon. Write down your observation below.

5. Repeat steps 1 to 4 with the opening of the balloon facing to your right.
Write your observation below.

6. Repeat steps 1 to 4 with the opening of the balloon facing up.

Write your observation below.

7. Repeat steps 1 to 4 with the opening of the balloon facing the ground.
Write your observation below.

8. In general, describe what happens when you release the balloon.

Write your observation below.

9. What did you learn?

10. How did this activity relate to rockets and their motion?

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Launch a Rocket
From a Spinning Planet

Grades 6 to 8
INQUIRY-BASED ACTIVITY

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 activity

LAUNCH A ROCKET FROM A SPINNING PLANET

Grades: 6 to 8 Prep Time: 0.5 hour Activity Time: 1 hour

About This Activity

Materials
This activity, which was taken from NASA
Space Place, illustrates how difficult it is • Several small balls (for example,
for a rocket that is launched from the Earth tennis balls, softballs, whiffle balls,
(which is spinning on its axis) to meet the golf balls, or bean bags)
intended target.
• Two containers
Next Generation Science • Merry-go-round or any device
Standards that will allow you to turn around
MS-PS2-2. Plan an investigation to provide in a circle
evidence that the change in an object’s
motion depends on the sum of the forces
on the object and the mass of the object.

Learning Objective
Learners will

• Understand that rockets are launched

into space with precise timing in order to
meet their intended destinations

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 LAUNCH A ROCKET FROM A SPINNING PLANET

Background
Gravity is at work on Earth and in space. Because all objects are in constant motion orbiting
around something or moving toward or away from something, how do engineers aim a
spacecraft in order to meet its intended target? Not only do Earth and the target constantly
move in different orbits around the Sun, the Earth is spinning at about 1,670 kilometers per
hour (1,037 miles per hour).
In determining when to launch, NASA engineers and scientists have to consider things like
where the object they are aiming for will be when the rocket arrives. Because of the gravity
and motion of other objects, engineers and scientists are able to use these effects to provide
extra thrust to a rocket, which will save a lot of fuel and time in getting to a distant destination.
Figures 1, 2, and 3 show examples of these principles.

SPEED Direction of
LIMIT Earth’s orbit
66,000
mph around the
Sun

Figure 1. Earth goes around the Sun at a brisk

Sun 107,000 kilometers per hour (66,000 miles per
hour). If our interplanetary spacecraft is aimed
in the same direction Earth is already going, it
will get a big head start.

Earth

Rotational
Motion
Figure 2. Also, Earth rotates eastward on
its axis, one complete turn each day. At the
equator, Earth’s surface is rotating at 1,675
kilometers per hour (1,041 miles per hour). So
if we launch the rocket toward the east, it will
North get another big boost from Earth’s rotational
Pole motion.

Westward Eastward

Orbital
Motion Figure 3. Now, we launch eastward. We pick
the time of launch to give the rocket time to
accelerate as it goes partway around Earth.
Then, when the spacecraft is headed in the
same direction as Earth’s orbital motion
Launch at around the Sun, the rocket gives it a final
9:00 a.m. boost out of Earth orbit and on its way.

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 Procedure
Step 1
Gather up small balls such as tennis balls, softballs, whiffle balls, golf balls or bean bags.
Step 2
Put the balls in a container or bag to make them easy to carry. Use the second container
as the target each student will throw the balls into.
Step 3
Take materials to the nearest park or playground that has a merry-go-round. Note, not the kind
with horses, but the kind that is pushed around and hopped on to ride (Fig. 4). If there is no
access to a merry-go-round, any equipment that can turn in a complete circle can be used.
Step 4
Place the container on the ground about 3 or 4 meters (9 to 12 feet) from the merry-go-round.
Then have each student step up on the merry-go-round with the container of balls.
Step 5
Without moving the merry-go-round, have each student toss a few balls into the target
on the ground.
Step 6
Leaving the container of balls on the merry-go-round, have student hop off, push it to get it
going slowly, and have the student hop back on.
Step 7
Have each student try to toss the balls into the target on the ground as the merry-go-round
spins.
Step 8
Ask students how adding the turning motion affected hitting the target. Explain that timing is
everything in picking a time to launch. Space engineers and scientists have to consider quite
a number of things. Most of them have to do with getting the biggest boost possible from the
launch pad on Earth and determining how to have their spacecraft meet up with the target.

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 LAUNCH A ROCKET FROM A SPINNING PLANET

Suggestions for Differentiation

Below are additional strategies to differentiate instruction based on student readiness.
Support:
For students who are unable to participate on the merry-go-round, use a spinner from any
board game. Spin the spinner and have students roll a coin across the path of the spinner.
The spinner will deflect the coin towards another path. Have students repeat for a trial of three
times and record the path.
Complexity:
Have students redo the activity and change the variables in the activity. For example use lighter
or heavier balls to determine if this makes a difference, increase the distance of the target from
the merry-go-round, etc.

Figure 4

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 LAUNCH A ROCKET FROM A SPINNING PLANET
Student Handout

Name:

1. While standing on the merry-go-round without moving, make a prediction as to how

difficult it will be to toss balls into the target container provided while the merry-go-round
isn’t moving.

2. While standing on the merry-go-round without moving, toss a ball into the target your
instructor has provided three times. How difficult was it for you to make the target?

3. Were you able to make it all three times?

4. Predict how difficult it will be to toss balls into the target container provided while the
merry-go-round is moving.

5. Push the merry-go-round to get it going slowly, and then hop back on. As you spin
around, toss the balls three times into the target container. How difficult was it to make
the target container?

6. Were you able to make it all three times?

7. What did you have to change in order to hit the target?

8. What surprised you about this activity?

NASA Out-of-School Learning Network

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Rocket Races
Grades 6 to 8
INQUIRY-BASED ACTIVITY

NASA Out-of-School Learning Network

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 activity

ROCKET RACES
Grades: 6 to 8 Prep Time: 0.5 hour Activity Time: 1 hour

About This Activity

Materials
In this activity, which was taken from the
NASA Rockets Educator Guide, students • Styrofoam food trays
will construct racing cars from Styrofoam
food trays and power them with the • Small plastic stirrer straws,
thrust of an inflated balloon. Students will 2 per racer
measure the distance the racers travel
in three trials. Between trials, students • Sharp pencil
will redesign their racers to improve
performance and solve any mechanical • Scissors (optional)
problems that crop up. At the end of the
• Flexi-straws, 3 per racer
activity, students will submit a detailed
report on their racer designs and how • Ruler meter stick or metric
they performed. measuring tape for laying out
race course
Next Generation Science
Standards • Masking tape

MS-PS2-2. Plan an investigation to provide • Sandpaper (optional)

evidence that the change in an object’s
motion depends on the sum of the forces • One round balloon
on the object and the mass of the object. (4- or 5-inch when blown up)

• Student handouts
Learning Objective
Learners will

• Investigate Newton’s third law by

designing, testing and developing
solutions to construct a rocket racer
that meets the design requirements

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ound! Use sandpaper
R press them on a
hem.
ROCKET RACES

4. Slide the second wheel and axle through

Background the remaining straw and mount the
The rocket racer is anremaining wheel at its
excellent demonstration of opposite end.
Newton’s third law. Air is compressed
inside a balloon that is expanded. When the nozzle (outlet) is released, the balloon returns
e to its original uninflated size by propelling the air out the nozzle. The straw mounted to the
balloon extends the nozzle beyond the rear end of the car. The action force of the expelling air
produces a reaction force that pushes the racer in the opposite direction. The racer’s wheels
reduce friction with the floor and the racer should take off down the racecourse.
Although the rocket racer seems simple, there are many challenging complexities in its
operation. In principle, Newton’s second law, the less mass the car has, the greater its
acceleration will be. Generally, heavy rocket racers do not do as well as lighter racers. Smaller
n racers, however, are limited by other factors. Racers with short wheelbases tend to circle or
partially lift off the floor. Balance becomes a problem. The mass of the balloon may cause the
car to tilt nose down to the floor, causing a poor start.
The engineering design of the racer is very important. Many designs are possible, including
wide, narrow, and I-beam-shaped bodies and three, four, or even six wheels. Students will
have to review the5.tradeoffs
Blow upof their
thedesigns.
balloonForandexample,
then an
letextra-long body may provide a
the air out.
straighter path, but the car might travel a shorter distance as a result.
Next, slip the straw into the balloon as
shown. Use masking tape to seal the balloon
nozzle to the straw. Squeeze the tape tightly
to seal all holes. Test the seal by blowing up
o the size you want. the balloon again through the straw.
each other on the
dy at opposite ends.
through one of the
cond wheel on the

6. Mount the balloon and straw to the racer

with masking tape as shown. Be sure the
end of the straw (rocket nozzle) extends
off the end of the racer body.
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 Procedure
Step 1
Explain the activity to the students. Demonstrate the action-reaction principle by inserting a pin
through the straw and into a pencil eraser (Fig. 1). Inflate the balloon and observe it pinwheel
around the pencil as air rushes out. Compare this to the straight thrust produced by the
balloon in the rocket cars.
Step 2
Give students the How to Build a Rocket Racer handout (Fig. 2). Review the construction
steps and demonstrate how to snap out parts, mount the wheels, and attach the straw to the
balloon.
Step 3
Stress that the racer shown in the instructions is basic. Encourage students to think of various
original designs because many designs are possible. Have them draw their design on the
Rocket Racer Design Sheet.
Step 4
Give students the Rocket Racer Data Sheet. Explain what data to collect and how to fill out the
graphs. They will shade in the distance traveled by the racer in each trial. Explain that they will
make improvements between each trial and record the data.
Step 5
Distribute materials to students and measure the racer course.
Step 6
When students are ready to race, have one or two at a time inflate their balloons and pinch
off the end of the straws to keep the air inside. Have them place their racers just behind the
starting line and release the straws. Have students measure the distance along the straight line
that the racer traveled, regardless of how much their racers curved.
Step 7
Post distance records to motivate students and encourage them to modify their racers to set
new records.
Step 8
Stress to the students that they must
• Draw their design on the Rocket Racer Design Sheet, that many designs are possible and
that the one shown is just a basic design
• Run trial 1, then make improvements to their design, run trial 2, then make improvements
to their design, run trial 3
• Record their data on the Rocket Racer Data Sheet after each trial

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 ROCKET RACES

Suggestions for Differentiation

Below are additional strategies to differentiate instruction based on student readiness.
Support:
Cut out the pieces for a basic car design so that students can assemble and test.
Complexity:
Have students use a variety of materials like balsa wood or corrugated cardboard to construct
the racer.

Figure 1

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 ROCKET RACES
Student Handout
How to Build a Rocket Racer

1. Lay out your pattern on the Styrofoam tray.

You will need a racer body and wheels. Use
a pencil point to score the Styrofoam. Snap
out your pieces and smooth them. Make
sure your wheels are round! Use sandpaper
to round the wheels OR press them on a
hard surface and roll them.

2. Punch a small hole in 4. Slide the second wheel and axle through
the center of each the remaining straw and mount the
wheel with the pencil. remaining wheel at its opposite end.
Push the axle (stirrer
straw) through the hole
of one wheel so that it
extends 1 cm on the
other side. Pinch a
piece of masking tape
around the end of the
straw and smooth it on
to the wheel. Do the
same for the second
axle. Do not add
wheels to the other 5. Blow up the balloon and then let the air out.
ends yet! Next, slip the straw into the balloon as
shown. Use masking tape to seal the balloon
nozzle to the straw. Squeeze the tape tightly
to seal all holes. Test the seal by blowing up
3. Cut two large straws to the size you want. the balloon again through the straw.
Tape them parallel to each other on the
bottom of the racer body at opposite ends.
Slide a wheel and axle through one of the
straws and mount a second wheel on the
other end of the axle.

6. Mount the balloon and straw to the racer

with masking tape as shown. Be sure the
end of the straw (rocket nozzle) extends
off the end of the racer body.

Figure 2

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 ROCKET RACES

Wheel Patterns

Cut out the desired wheel size. Trace the wheel

outline on the Styrofoam. Punch the pencil point
through the cross to mark the center.

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 ROCKET RACES

Name:

Rocket Racer Design Sheet

Draw a diagram showing your best design for a rocket racer.

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 Name:

Rocket Racer Data Sheet

Shade in the graph showing how far your rocket racer traveled in centimeters.

TRIAL #1

0 100 200 300 400 500 600 700 800 900 1,000 cm
NASA Out-of-School Learning Network

Describe how your rocket racer ran (straight, curved, circles, stuck, etc.).

Did your racer perform as well as you hoped? Explain why or why not.

TRIAL #2

0 100 200 300 400 500 600 700 800 900 1,000 cm

How did you improve your rocket racer? Predict how far your racer will run. cm

Describe how your rocket racer ran.

Did your improvements work? Why or why not?

TRIAL #3

0 100 200 300 400 500 600 700 800 900 1,000 cm

How did you improve your rocket racer? Predict how far your racer will run. cm

Describe how your rocket racer ran.

Did your improvements work? Why or why not?

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Balloon Staging
Grades 6 to 8
INQUIRY-BASED ACTIVITY

NASA Out-of-School Learning Network

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 activity

BALLOON STAGING
Grades: 6 to 8 Prep Time: 0.5 hour Activity Time: 1 hour

About This Activity

Materials
This activity, which was taken from the
NASA Glenn Research Center Space Flight • 2 different colored long balloons
Systems Web site, simulates a multistage (round balloon will not work)
rocket launch.
• Nylon monofilament fishing line
Background (enough to cross the classroom)

Traveling into outer space takes • 2 plastic straws (milkshake size and
enormous amounts of energy. Much of unbendable)
that energy is used to lift the rocket and
• Styrofoam cup
propellants. To eliminate technological
problems and the cost of building giant • Masking tape
one-piece rockets to reach outer space,
NASA, as well as all other space agencies, • Scissors
uses a rocket technique that was invented
by a 16th-century fireworks maker named • Student handout
Johann Schmidlap. To reach higher
altitudes with his aerial displays, Schmidlap
attached smaller rockets to the top of
larger ones. When the larger rockets were
exhausted, the smaller rocket climbed to Next Generation Science
even higher altitudes. Schmidlap called his Standards
invention a step rocket.
MS-PS2-2. Plan an investigation to
NASA improved on Schmidlap’s invention provide evidence that the change in an
by multistaging rockets. Larger first stage object’s motion depends on the sum of
rockets carry the smaller upper stages for the forces on the object and the mass
the first few minutes of flight. When the first of the object.
stage is exhausted, it is released to return
to the Earth. In doing so, the upper stages
Learning Objective
become much more efficient and can
reach much higher attitudes because they Learners will
do not have to carry the expired engines
and empty propellant tanks that make up • Demonstrate how several stages
the first stage. Space rockets are often of a rocket operate in controlled
designed with three or four stages that release to propel a rocket to
each fire in turn to send payloads into orbit. a farther distance

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 BALLOON STAGING

Procedure
Step 1
Prepare the launch site by threading fishing line through two straws. Stretch the fishing line
straight across a room and secure the ends by taping or tying. Make sure the line is just high
enough for people to pass safely underneath.
Step 2
Discuss the background information with students. Place students in groups of two and
distribute the materials.
Step 3
Cut the cup in half around the circumference to form a continuous 2-inch ring (Fig. 1).
Step 4
Inflate the first balloon (balloon A) about 3/4 full of air and squeeze its opening (nozzle) tight.
Pull the nozzle through the Styrofoam ring and continue to pinch it. Have your group member
inflate the second balloon (balloon B). The front end of balloon B should extend through the
ring a short distance. As balloon B inflates it will press against the nozzle of balloon A and take
over the job of holding it shut. It may take a few attempts to get it to work correctly.
Step 5
Take your balloon assembly to one end of the fishing line and tape each balloon to the straw.
The balloons should be parallel to the fishing line.
Step 6
If you wish, do a rocket countdown and release balloon B. The escaping gas will propel both
balloons along the fishing line. When balloon B runs out of air, it will release balloon A to
continue the trip.

Suggestions for Differentiation

Below are additional strategies to differentiate instruction based on student readiness.
Support:
Assist students with the staging assembly.
Complexity:
Have students design and build staging balloons with three or four additional balloons to carry
a set payload from one of the fishing lines to the other.

A B

Styrofoam
cup
Figure 1

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 BALLOON STAGING
Student Handout

Name:

Directions

Step 1
Cut a Styrofoam cup around the circumference making sure that the open end is at least
2 inches wide.

Step 2
Loosen the balloons by inflating or stretching them. Inflate the first balloon about 3/4 full of air
and squeeze the nozzle tight. Pull the nozzle through the ring. While your partner assists you,
inflate the second balloon. The front end of the second balloon should extend through the ring
a short distance. As the second balloon inflates, it will press against the nozzle of the first
balloon and take over the job of holding it shut. It may take a bit of practice to achieve this.

Step 3
Take the balloons to one end of the fishing line your instructor has set up for you to use and
tape each balloon to a straw. The balloons should be pointed along the length of the fishing line.

Step 4
Count down and release the second balloon you inflated. The escaping gas will propel both
balloons along the fishing line. When the first balloon released runs out of air, it will release
the other balloon to continue the trip. After you have launched, answer the questions below
in complete sentences.

A B

Styrofoam
Questions cup

1. Which one of Newton’s laws does this demonstrate? Explain what the law means.

2. What force is involved when the air is released from balloon B?

3. Describe what happened when balloon B ran out of air and how that impacted balloon A.

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Foam Rocket
Grades 6 to 8
INQUIRY-BASED ACTIVITY

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 activity

FOAM ROCKET
Grades: 6 to 8 Prep Time: 0.5 hour Activity Time: 1.5 hours

About This Activity

Materials
In this activity, which was taken from the
NASA Rockets Educator Guide, students • Rubber band (size 64)
will construct rockets made from pipe
insulating foam and use them to investigate • Scissors
the relationship between launch angle
(trajectory) and distance. • Quadrant plans printed on cardstock

• Washer or nut
Next Generation Science
Standards • Rocket construction instructions

MS-ETS1-3. Analyze data from tests to • Launch record sheet

determine similarities and differences
among several design solutions to identify • 1 Tape measure
the best characteristics of each that can
be combined into a new solution to better • Styrofoam food tray, cardboard, or
meet the criteria for success. stiff poster board

• 30 cm-long piece of 1/2-inch

Learning Objective polyethylene foam pipe insulation
Learners will • Duct tape
• Gain an understanding of rocket stability • Meter stick
and trajectory by constructing and using
rubber-band-powered foam rockets • Push tack

• Safety goggles

• Experiment data sheet

• Masking tape

• Student handouts

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 FOAM ROCKET

Background
The launch of a foam rocket is a good demonstration of Newton’s third law. The contraction
of the rubber band produces an action force that propels the rocket forward while exerting an
opposite and equal force on the launcher.
When the rocket is released, the rubber band will quickly return to its original length and launch
the foam rocket in the process. On real rockets, thrust typically continues for several seconds
or minutes, causing continuous acceleration, until propellants are exhausted whereas the foam
rocket gets a quick pull and then coasts. Also real rockets consume propellants and their total
mass diminishes whereas the mass of foam rockets do not change in flight. Nevertheless, the
flight of foam rockets is similar to that of real rockets because their motion and course are
affected by gravity and by drag or friction with the atmosphere.
Like feathers on an arrow, fins keep the rocket pointed in the desired direction. If launched
straight up, the foam rocket will climb until its momentum is overcome by gravity and air drag.
At the very top of the flight the rocket momentarily becomes unstable and flops over as the fins
catch air. The rocket becomes stable again when it falls back to the ground.
When the foam rocket is launched at an angle of less than 90°, its path (arc) is determined by
the launch angle. For high launch angles, the arc is steep, and for low angles, the arc is wider.
When a real rocket is launched straight up (neglecting air currents) the rocket will fall straight
back to its launch site. If the rocket is launched at an angle of less than 90°, it will land at some
distance from the launch site. The distance from the launch site depends on gravity, launch
angle, initial velocity, and atmospheric drag.
Gravity causes the rocket to decelerate as it climbs upward and then causes it to accelerate as
it falls back to the ground. The launch angle works with gravity to shape the flight path. Initial
velocity and drag affect the flight time.
In the investigation, students will compare the launch angle to the range, or horizontal distance
the foam rocket lands from the launch site. Gravity can be ignored because the acceleration of
gravity will remain the same for all flight tests. Atmospheric drag can also be ignored because
the same rocket will be flown repeatedly. Although students will not know the initial velocity,
they will control for it by stretching the rubber band the same amount for each flight.
Assuming students carefully control launch angles and stretching the rubber band, they will
observe that 45° angle launches will produce their
farthest flights. They will also observe that launches
of 30° will produce the same range as launches of
60°, and 20° will produce the same result as 70°, etc.
Note: Ranges, (horizontal distances) will not be exact
because of slight differences in launching even when
teams are very careful to be consistent. However,
launches can be averaged to more closely agree
with Figure 1.
Figure 1. Launch angle vs. range for rockets
with the same initial launch velocity.

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 Procedure
Step 1
Select a room with a high ceiling for the launch range, such as a cafeteria or gymnasium.
Place markers on the floor at 1 meter intervals starting at 5 meters and going to 20 meters.
If it is a calm day, the investigation can be conducted outside. Although the rockets can
be launched outside on windy days, the wind becomes an uncontrolled variable that may
invalidate the results.
Step 2
Make a few sample rocket fins to show how they are constructed (Figs. 2 to 4). Refer to
the construction page for details. Before beginning the investigation, review the concept of
control. For this investigation, how much the rubber band is stretched when launching the
rockets will be the control. The experimental variable will be the angle of launch. Students will
compare the launch angle with the distance the rocket travels.
Step 3
Organize students into teams of three. One student will be the launcher, the second will
confirm the launch angle and gives the launch command, and the third will measure the launch
distance, record it, and return the rocket to the launch site for the next flight. Have students
repeat the experiment two more times and switch student roles. Teams will try different angles
and determine what the best launch angle should be to obtain the greatest distance from
the launch site. Teams will also calculate the average distances flown on the Rocket Range
Experiment student handout.
Step 4
Constructing a Foam Rocket
Pass out materials and How to Build a Foam Rocket handout.
a. Cut one 30 cm length of pipe foam for each team.
b. Cut four 12-cm-long slits at one end of the tube and space them equally for the fins
to be mounted.
c. Cut a 12-cm-long piece of duct tape down the middle to make two pieces. Place one
piece over the other, sticky to shiny side, to make the tape twice as strong.
d. Slip a rubber band over the tape and press the tape around the nose end of the rocket
(opposite the end with the slits). Press the tape tightly and reinforce it with by wrapping
another piece of tape around the tube.
e. Cut fin pairs from the foam food tray or stiff cardboard. Notch both fin pairs so that
they can slide together. Different fin shapes can be used, but they should still slide
or nest together.
f. Slide the nested fins into the slits. To finish the rocket, close off the slits with a piece
of duct tape wrapped around the foam tube.

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 FOAM ROCKET

Figure 2. Cut slots the same width

as the thickness of the fin stock.
Figure 3. Different fin Figure 4. Nest fins
shapes can be used. together.

Step 5
Making and Using the Launcher (Fig. 5)
a. Print the quadrant pattern on cardstock paper.
b. Cut out the pattern and fold it on the dashed line.
c. Tape the quadrant to the meter stick so that the black dot lies directly over
the 60-cm mark.
d. Press a push tack into the black dot.
e. Tie a string to the push tack and hang a small weight, such as a nut
or a washer, on the string. The weight should swing freely.
f. Loop the rubber band over the launcher end. Pull on the
fin end of the rocket until the nose cone lines up with
the 30-cm mark.
g. Tilt the launcher up at the angle indicated with
the string and weight on the quadrant.
h. The rocket is ready to launch.

Figure 5. Launcher ready for

k a 45° angle launch.
s t ic
er
et
m

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 Suggestions for Differentiation
Below are additional strategies to differentiate instruction based on student readiness.
Support:
Assemble the foam rocket in advance and have students construct their own fin designs.
Complexity:
For advanced students, use the equation below to estimate range assuming the ground is level
and there is no air resistance. Students will have to determine the initial velocity. If available, an
electronic photo gate (science lab probeware) with timer can be used for determining the initial
velocity. Otherwise, challenge students to devise a method for estimating initial velocity. One
approach might be to launch the rocket from a tabletop and measure the horizontal distance
the rocket travels before it falls to the floor. Using a stopwatch, measure the time the rocket
takes to reach the floor. If the rocket takes 0.25 seconds and traveled 3 meters horizontally,
multiply 3 meters by 4 to get an initial velocity of 12 meters per second. Students should
repeat the launch several times to improve their accuracy and average the data. This method
assumes the rocket does not slow down in flight because of air drag.

initial velocity
9.8 meters/second2
launch angle

(g is the acceleration of gravity on Earth)

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 FOAM ROCKET
Student Handout
How to Build a Foam Rocket
Cut four slits 12 cm long 90 degrees apart.

30 cm

Cut 12 cm strip of duct tape

in half lengthwise. Place one
strip on top of other.

Tape launcher rubber band

to nose end of rocket.

Add tape strip around

the nose to strengthen
the attachment.

Cut out fins with notches.

Slide fins together.

Slide fins
into slits.

Close fin slits with narrow strip of duct tape.

Ready for flight!

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 Fold on dashed line. Lay fold on upper edge of meter stick and
wrap paper around the other side. The black dot of the protractor
should be placed on the 60-cm mark of the stick. Tape ends to
hold the protractor in place.
60 cm (or 24 inches)

Pattern
Launcher Quadrant
FOAM ROCKET

47
 FOAM ROCKET
Student Handout

Names:

Rocket Range Experiment

1. In groups of three, assign the Launch Director, Launcher, and Range Officer positions
to members of your team. Team members will switch jobs later.
• Launch Director will check to make sure the launch angle is correct and will give the
launch command
• Launcher pulls the string and launches the rocket
• Range Officer makes sure the range is clear to launch, records the data in the tables,
and retrieves the launched rocket
2. Attach the rocket to the launcher and pull back on the string until its tail reaches the
60-cm mark. Tilt the launcher until it points up at the angle needed. Release the rocket
when the Launch Director gives the command.
3. Have the Range Officer measure the distance the rocket traveled and pick up the
launched rocket.
4. Repeat the procedures four more times using the different angles listed in the table below.
5. Switch duties and repeat the five-launch experiment two more times using the same launch
angles as in the first set of launches.
6. Average the data for the three trials across each angle and answer the questions on the
back of this handout.

Launch Trial 1 Trial 2 Trial 3 Average

Angle Distance Distance Distance Distance

15°

30°

45°

60°

75°

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 Questions

1. What launch angle achieved the greatest distance from the launch site?

2. Why didn’t the instructions ask you to test at 0° and 90°?

3. Did you notice anything interesting about the distances achieved at the various angles?

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The Nose Cone
Experts
Grades 6 to 8
INQUIRY-BASED ACTIVITY

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 activity

THE NOSE CONE EXPERTS

Grades: 6 to 8 Prep Time: 0.5 hour Activity Time: 1 hour

About This Activity

Materials
This activity, which was taken from the
NASA Adventures in Rocket Science • Nose Cone Data Table
educator guide, is designed to give
students an understanding of how design • Books to make a path
elements are important to the overall • Tape
function of a device.
• Paper towel tube
Background • Nose cone patterns worksheet

Aerodynamics is the branch of science • Yard stick or meter stick

that deals with the motion of air and the • Leaf blower or vacuum (set to blow
forces on bodies moving through the air. not vacuum)
The four forces that act on a rocket are lift,
drag, weight, and thrust (Fig. 1). • Long hall or open area
• Modeling clay
Drag is a force that opposes the upward
movement of the rocket and is generated • Several 2-liter plastic soft drink bottles
by every part of the rocket. Drag is a
sort of aerodynamic friction between the • Cardstock
surface of the rocket and the air. Factors • Student handouts
that affect drag include the rocket size
and shape, the velocity, the inclination
of flow, the mass, and viscosity and
compressibility of the air. Next Generation Science
Standards
MS-ETS1-4. Develop a model to
generate data for iterative testing and
modification of a proposed object, tool,
or process such that an optimal design
can be achieved.
Lift
Learning Objective
Weight
Drag
Learners will

• Experiment with different nose cone

Thrust shapes to determine the advantages
and disadvantages of each type.
Conic, parabolic, and flat nose cones
will be tested to determine which is
Figure 1. Forces on a rocket.
most aerodynamic.

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 THE NOSE CONE EXPERTS

Procedure
Step 1
Form students into groups of two members and have them build on their past experiences
with aerodynamics by completing the Nose Cone Expert Group Questions and Procedures
handout.
Step 2
Students will construct nose cones by cutting out three different shapes on cardstock. The first
two patterns are shown in Figures 3 and 4. The third nose cone should be made from a piece
of paper that is glued or taped to the paper towel tube. They will then attach the nose cones
onto paper towel tubes. Modeling clay can be used inside the nose cone to provide mass.
Step 3
Use a leaf blower or a vacuum cleaner with the airflow reversed to blow the rocket backwards.
This should be done on a narrow track to keep the rocket in line with the wind (books may be
lined up to make this track).
Step 4
Students should measure the distance the rocket traveled backwards, record their results, and
complete the Nose Cone Data Table handout.

Suggestions for Differentiation

Below are additional strategies to differentiate instruction based on student readiness.
Support:
Precut and assemble nose cones.
Complexity:
Have students cut out fins and test for resistance forces.

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 THE NOSE CONE EXPERTS
Student Handout

Names:

Group Questions and Procedures

In your group, complete the following:

1. What is the first thing you think of when you hear the word aerodynamic and where did you
hear the term before?

2. Using the resources on the Internet or at your library, find information on aerodynamics and
the importance of the use of wind tunnels. Give several examples.

3. What is drag as it relates to aerodynamics?

a. What are some things that can be done to an object to decrease its drag?

b. What are the parts of a rocket that may cause drag?

4. Cut out three different nose cone shapes on cardstock using the nose cone patterns.
Assemble the nose cones using tape or glue, and tape to the paper towel tubes.
5. List the variables that need to be controlled in this activity. (Things that must be the same
in each test.)

6. Use the provided blower to force the rocket backwards.

This should be done on a narrow track to keep the
rocket in line with the wind. (Books may be lined up to
make this track.) Place the nose cone design in front of
a leaf blower, as shown in Figure 2. Turn the blower on
until the nose cone stops moving.
7. Measure the distance the rocket traveled backwards.
8. Record results on the Nose Cone Data Table handout.
Figure 2

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 THE NOSE CONE EXPERTS

Cone Pattern
Cones can be any size!
O
ve
rla
p
th
is
ed
ge
to
fo
rm
co
ne

Figure 3

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 THE NOSE CONE EXPERTS

Cut along the lines. Tape the sides of the triangles together starting with the smaller triangles.

Figure 4

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 THE NOSE CONE EXPERTS

Name:

Nose Cone Data Table

Nose Cone Distance Traveled

Shape Trial 1 Trial 2 Trial 3 Average

Questions

1. Which design do you think caused the least amount of drag? Why do you think this?

2. What data do you have to support your conclusion?

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3...2...1...Puff!
Grades 6 to 8
INQUIRY-BASED ACTIVITY

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 activity

3...2...1...PUFF!
Grades: 6 to 8 Prep Time: 0.5 hour Activity Time: 1 hour

About This Activity

Materials
In this activity, which was taken from the
NASA Rockets Educator Guide, students • 8.5 x 11 paper (white or colored)
will construct paper rockets, determine their
flight stability, and launch them by blowing • Transparent tape
air through a drinking straw.
• Scissors
Next Generation Science • Ruler
Standards
• Meter stick or tape measure
MS-PS2-2. Plan an investigation to provide
evidence that the change in an object’s • Fat round pencil or dowel
motion depends on the sum of the forces
on the object and the mass of the object. • Safety goggles

• Drinking straws
Learning Objective
• Student handouts
Learners will

• Construct and fly small paper rockets

and understand how to stabilize their
rockets as they fly

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 3...2...1...PUFF!

Background
Rocket stability is an important issue for rocket scientists. If a future NASA Space Launch
System (SLS) rocket gets into the wrong orbit in space, it may not have enough fuel or supplies
to rendezvous with the International Space Station or an asteroid.
Stability means making sure the rocket follows a smooth path in flight. If the rocket wobbles,
the ride will be rough and extra fuel will be burned to get back on course. If the rocket tumbles,
it will be time to push the destruct button, because a rocket out of control is dangerous. It is
relatively easy to ensure stability when traveling through the atmosphere if the rocket’s center
of mass (COM) and center of pressure (COP) are kept in mind.
COM is the balance point of a rocket and is easy to demonstrate. Think of it like balancing a
meter stick on an outstretched finger. If the stick rests horizontally, the COM is directly over
your finger. If the stick tips to the right, the COM is to the right of your finger. If the stick tips to
the left, the COM is to the left of your finger.
When an object is tossed into the air, it rotates around its COM. Rockets also try to rotate
around their COMs while in flight. When rockets rotate they become unstable. This is where
COP comes to the rescue.
COP also deals with balance. It is the point where the pressure exerted on the rocket surface
by air molecules strikes it as it flies through the air. The COP is a midpoint for the air pressure
on the rocket body. On a stable rocket, the COP is located towards the rear and the COM is
located towards the front. To understand why the rocket is stable, let’s take a look at a couple
of devices that also depend on COM and COP.
A weather vane pivots on a vertical axle (COM) when the wind blows. One end of the vane is
pointed and the other end is wide. When the wind blows, the wide end of the vane catches
more air (more air pressure) and is blown downwind. Less pressure is exerted on the narrow
end of the vane and it points into the wind.

COM
COP Figure 1. The positions of COM (red dot)
and COP (blue +) are shown for a weather
vane, arrow, and rocket. The center of
pressure is to the rear of the center.

One end of an arrow is tapered to a point, while the other end is not tapered and has large
feathers or plastic fins attached to it. In flight, greater air pressure is exerted on the end with
feathers or fins than on the end with point. This keeps the arrow from tumbling around its COM
and on course to its target.
In both examples, there is more surface area on one side of the COM than on the other. Both
devices are stable. Stability of a rocket is the same thing.

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 Procedure
Step 1 Rolling Rocket Tubes
Measure out a launch range for students Use 4 x 28 cm strips of paper.
to launch their rockets.
Step 2
Demonstrate the construction technique for
making the paper rockets as shown in Figures
2 to 4. Print out the How to Build a Paper Tape and trim ends.

Rocket handout and give to students.

Figure 2
a. Cut a strip of paper for the rocket body
(about 4 cm wide by 28 cm long).

b. Use a pencil as a form and roll the strip Making Nose Cones
of paper around the pencil but not too
tight that the pencil cannot come out.

c. Tape the paper at the ends to hold the OR OR

tube together, and remove the pencil.

d. Close off one end to make a nose cone

and tape shut.
Fold end Gather end Cut crown points
e. Cut out three or four fins. Tape the over and tape. and tape.
fins to the open (lower) end of the and tape.
rocket. Bend them outward to space
them equally. Figure 3

Making and Attaching Fins

Fold paper
Cut tabs and spread. square.
Tape tabs to rocket tube. Cut out fins.
Spread fins
and tape to
rocket tube.
Bend fin tips
outward.

Figure 4

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 3...2...1...PUFF!

Step 3
After students construct their rockets, demonstrate how to perform drop tests to check for
stability. Hold the rocket horizontally at eye level and drop it to the floor. If the nose of the
rocket hits the floor first, the rocket is stable and ready for flight. If the rocket falls horizontally
or the fin end hits first, the rocket is unstable.
Larger fins may be needed to stabilize the rocket. Have students perform their own stability
tests and make adjustments to their rockets.
Step 4
Demonstrate the rocket launch procedure. Stand at one end of the launch range. Insert a straw
into the rocket body. Aim the rocket down range and blow forcefully into the straw. Liftoff!
Step 5
Have students put on their safety glasses, then discuss safety and the importance of wearing
safety glasses. Explain that no other students should be launching when rockets are being
retrieved from launch range.
Step 6
Have students hold distance trials to improve their rocket design. Students will launch their
rocket three times and calculate the average distance the rocket traveled. They will then try
to improve their design to get greater distance. The 3...2...1...Puff! Paper Rocket Data Sheet
handout outlines the procedures and provide space to jot down and analyze data.

Suggestions for Differentiation

Below are additional strategies to differentiate instruction based on student readiness.
Support:
Pre-cut the fins.
Complexity:
Have students experiment with changing fin shapes and sizes to investigate the effects on their
rockets performance.

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Name:
3...2...1...PUFF!
Student Handout
Paper Rocket Data Sheet
1. Launch your rocket three times at the same launch angle. Measure how far it flew each time and
record measurements in the data table below under the space labeled “Rocket 1.” Calculate the
average distance for the three flights.
2. What can you do to improve the distance your rocket travels? (Answer in the notes section.) Design
and build a new rocket. Predict how far it will fly, record under “Rocket 2.” Launch second rocket
three times and measure distance traveled and record data. Calculate difference between predicted
and actual distance? Did Rocket 2 fly farther than Rocket 1? Write answers below in the notes section.
3. Design and build a third rocket. Fly it the same way you did for Rockets 1 and 2. Did Rocket 3 fly
farther than Rocket 2? Write answers below in the notes section.
4. On the back of this paper, write a short paragraph describing the improvements made to your rockets,
how well they flew, and what you can conclude from your experiments. Draw pictures to illustrate how
each rocket looked.

Rocket 1 Make notes about the flight here.

Flight Distance (in cm)

Flight 1

Flight 2

Flight 3

Average Distance

Rocket 2 Make notes about the flight here.

Flight Distance (in cm)
Flight Distance
Prediction (in cm)

Flight 1

Flight 2

Difference between prediction

Flight 3
and average flight distance
Rocket 3 Make notes about the flight here.
Flight Distance (in cm)
Flight Distance
Prediction (in cm)

Flight 1

Flight 2

Difference between prediction

Flight 3
and average flight distance

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 3...2...1...PUFF!

How to Build a Paper Rocket

Follow the arrows to build your rocket.

Roll paper strip

around pencil.

h
4
st by

c
rip 28

n
of ce
pa nt

u
pe im
r ete

a
r

L
Blow through straw
Tape tube in 3 places. to launch.

Fold over upper end

and tape shut. Insert straw.

Cut out fins in any

shape you like.

Remove the pencil.

Cut off ends.

Fold out tabs and

tape fins to tube.

71
Pop! Rocket Launcher
and Pop! Rockets

Grades 6 to 8
INQUIRY-BASED ACTIVITY

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 activity

POP! ROCKET LAUNCHER AND POP! ROCKETS

Grades: 6 to 8 Prep Time: 2 hours Activity Time: 1.5 hours

About This Activity

Materials
In this activity, which was taken from the
NASA Rockets Educator Guide, students • Empty and rinsed 2-liter plastic
will stomp or jump on an empty 2-liter soft soft drink bottle
drink (“pop”) bottle and force the inside
air out through connected plastic pipes to • Two ½-in. PVC tee connectors
propel a paper rocket.
• One ½-in. PVC connector

Next Generation Science • Two ½-in. PVC caps

Standards
• One 6 ft length of ½-in.-diameter
MS-ETS1-3. Analyze data from tests to PVC pipe
determine similarities and differences
among several design solutions to identify • Duct tape
the best characteristics of each that can
• Ruler
be combined into a new solution to better
meet the criteria for success. • Eye protection for anyone near
launcher
Learning Objective
• Cardstock paper
Learners will
• Glue stick
• Design, construct, and launch
paper rockets • Transparent tape

• Scissors

• Crayons or colored markers

• Ruler

• Pop! Rocket Launcher Pattern

• Penny

• Measuring tape or rulers

• Student handouts

• Optional: PVC cutter

• Optional: Computer with an

illustration program and printer

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 POP! ROCKET LAUNCHER AND POP! ROCKETS

Background
About the Launcher
Obtain all the PVC parts and use a fine-tooth saw or a PVC cutter to cut into the correct
lengths. When putting the pieces together, no glue is needed because friction will hold the
parts with occasional adjustments. Leave the label on the bottle. This gives students a target
to aim for when stomping. If the end of the bottle is accidentally squashed, the bottle becomes
difficult to reinflate and has to be replaced. Aim the launch rod at different angles by tilting to
one side or another. Rotating the entire launcher horizontally changes its direction.
About the Rocket
A rocket with a triangular cross section is made from three rocket-shaped strips of cardstock
paper and launched with the Pop! Rocket Launcher. Students can customize their rocket fin
shapes and decorate the rockets. An alternative single-piece Pop! Rocket is also explained.

Procedure
Step 1—Constructing the Launcher
a. Obtain all materials listed on the materials list.
b. Cut the PVC pipe as follows: 4 pieces 12" long and 3 pieces 6" long.
c. Insert the end of one 12" pipe a few inches into the neck of the bottle and tape it securely
with duct tape. There will be an extra 12" pipe to construct a second stomp section
for convenience.
d. Assemble the launcher as shown in Figure 1.

12 12" pipe
" p ip Connector
e (Launch Rod)

12
" p ip
e Cap

6" e
p ip p ip
Launcher Assembly Tee e 6"

e Tee
p ip
6"
Cap Figure 1

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 Step 2—Using the Pop! Rocket Launcher
a. In an open space, place the launcher on the ground, tilt the launch rod in the desired
direction, and slide the rocket onto the launcher. If there is a light wind, aim in the direction
of the wind. If shooting at targets, have each student aim the launcher for his or her flight.
b. Make sure the landing zone is clear of anyone who might be hit by the rocket.
c. Have the launching student or any students near the launcher put on eye protection and
count down to zero.
d. Have the student stomp or jump on the label of the bottle. This will force most of the inside
air out of the bottle through the tubes and launch the rocket.
e. While the student is retrieving the rocket, reinflate the 2-liter bottle. Separate the bottle
from the launcher by pulling it from the connector. Wrap your hand around the pipe end
to make a loose fist and blow through the opening into the pipe to keep your lips from
touching the pipe. When you reconnect the bottle to the launcher, it is ready to go again.
f. When the landing zone is clear, have the next student put on the goggles, slide the rocket
onto the launcher, aim the launcher, count down, and stomp on the bottle.

Step 3—Construction Directions

a. Demonstrate the construction procedures for the three-piece and one-piece
rocket templates provided.
b. Have each student construct either the three-piece or one-piece rocket from
the templates.
c. Have students test their rocket twice, and add data to their student handout sheets.
d. Have students design and
construct their own rocket.
Completed Ideas for different
e. Students should test their three-piece fin shapes
design at least twice and Pop! Rocket
add data to their student
handout sheets.
f. Have students make one
revision to their rocket design
and retest twice.

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 POP! ROCKET LAUNCHER AND POP! ROCKETS

Step 4—Three-Piece Pop! Rocket Construction

a. Give each student the three-piece rocket pattern on cardstock paper. Students can add
decorations to their rockets.
b. Cut out the three pieces and press the edge of a ruler to the fold lines for the fins and
nose cone to get a straight fold. Fold the fins outward.
c. Tape a penny securely to the inside of one of the nose cone triangles.
d. Slide the pieces together and match up the sides of the rocket body. Run a strip of tape
along the seams. Do not tape the fins or nose cone pieces yet.
e. Pick up the rocket, bring the two side pieces together, and tape the seam. It may be
helpful to insert the PVC pipe into the rocket before taping.
f. Use glue stick or tape to join adjacent fins pieces together to make three fins. If desired,
make six fins by not taping the fins.
g. Push the PVC pipe inside the rocket body up to the nose cone. Fold the three triangles
inward and tape the seams.
h. The rocket is ready for launch.

1. Lay the three rocket sides

next to each other (with 4. Tape penny to
fins bent upward) and tape inside of one triangle.
the two middle seams.

5. Bend nose cone

2. Fold sides to form triangles inward
triangular prism shape and tape closed.
and tape third seam.

3. After folding,
tape or glue the
fins together.

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 Step 5—One-Piece Pop! Rocket Construction
a. Print the pattern for the one-piece rocket on cardstock paper.
b. Use a ruler and the edge of a penny to score the fold lines by placing the ruler along a
dashed line and running the edge of the penny (held at an angle) across the paper to
make a small groove. The groove will ensure that the fold line is accurate and straight.
c. Cut out the pattern on the solid lines.
d. Tape a penny to the inside of one of the
nose cone triangles. Penny
e. Fold the three rectangles into a triangular on inside
prism shape with the large tab inside.
Tape the seam.
f. Fold the triangles inward to form the nose
cone. The tabs should be inside. They will
provide support for taping.
g. Bend the fins outward. The rocket is
ready for launch.

One-piece Pop! Rocket

with single taped seam
and fins folded outward.

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 POP! ROCKET LAUNCHER AND POP! ROCKETS
Student Handout

Name:

Directions

1. Follow the directions provided by your instructor to make a one-piece or a three-piece

Pop! Rocket.
2. Test your rocket twice and record the distance flown in the chart below.
3. Design and construct another rocket using information you’ve learned from constructing the
first rockets. Your goal is to have your rocket fly the farthest. Draw your design below.
4. Test your design and record the distance in the table below.
5. Revise your design and launch it twice. Record the distance in the table below.

Distance Flown Distance Flown

Rocket Type
Trial 1 Trial 2
Pop! Rocket

Your Rocket Design

Your Revised Design

Your Rocket Design

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 1. What changes did you make to your second design? Write or draw below.

2. Of the three rockets, which rocket flew the farthest?

3. What design elements influenced the distance of the rocket?

4. If you could redesign your rocket again, what changes would you make to improve
its performance?

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Three-piece
Pop! Rocket

81
One-piece
Pop! Rocket

Fold dashed lines.

Cut on solid lines.

Fold fins outward. All

other folds inward.

Fin Fin Fin

83
National Aeronautics and Space Administration
Glenn Research Center
21000 Brookpark Road
Cleveland, OH 44135

www.nasa.gov

NP-2016-08-034-GRC