amined or launched in the classroom. Ask students how the study of rockets is accomplished, guiding them to the topic of models.
Possible discussion questions include:
- In general, what is the purpose of a model?
- With what models (other than rockets) are you familiar?
- What are the limitations of a model?
- What are the benefits/advantages of a model?
Focus the discussion back on model rockets, and on the idea that they have to rely on a model rocket that was designed with a specific audience in mind (i.e., high-school teachers and students). When the rocket was designed, thought had to be given to how the model would be manufactured, operated, maintained, replaced, and disposed of and who would sell, operate, and take care of it.
The Beginner's Guide to Model Rockets, part of Glenn Learning Technologies, a NASA website, contains background information that may be helpful for you and/or your students. It contains information on model rockets, including specific information on rocket parts and flight.
Next, show the students the model rocket that will be launched, and ask them to focus on general characteristics.
- How is it similar to a real rocket?
- How is it different?
Focus the discussion on the constraints associated with designing this model, keeping in mind, "What questions did the design team need to ask themselves in order to construct this rocket?"
Discussion questions could include:
- For whom is the rocket designed?
- Where will it be launched?
- Will it withstand several launches?
- How often will it be launched?
- Can parts be replaced or exchanged?
- Can one person operate it?
- How easy is it to launch?
- How many steps are involved?
- What safety issues were taken into consideration?
- How far is it designed to go?
- What type of location is needed in order to launch the rocket?
After the design of the rocket is analyzed, move students outside to watch the launching of it. Show students the rocket once again before launching, asking them to pay close attention to the basic form and condition of it.
Launch the rocket several times while having students pay attention to how you operate the launch, the flight of the rocket, and the condition of the rocket after each recovery.
Possible monitoring questions include:
- How am I igniting the rocket?
- What did you observe of the rocket's flight?
- How could it have flown better?
- How did the rocket come back down?
- Where did the rocket come back down compared to where it took off?
- What is the condition of the rocket?
- Will this affect the next flight? How? Why?
- How was this flight different from the one before?
- Do you think the condition of the rocket had any effect on that flight? Why?
After launching the rocket, ask students how it was similar to and different from the launching of a real rocket, and to what they expected. Again, continue to focus the discussion on how the model was designed with certain constraints in mind.
Possible questions include:
- What would have made the launch more successful?
- Which of the external components contributed to the success or failure of the launch?
- Which of the external components were necessary, and which, if any, were purely for show? Why do you think these particular components were selected for this model?
- How could the design of the rocket have been modified? Do you think these modifications would be possible considering the constraints of designing it for use in a high school classroom?
Note: If information on the model rocket used in this lesson is available (e.g., information on the Internet, a catalog description), students could use this to inform their discussions and analysis of the rocket design throughout the lesson.
Because students have considered the thought processes that may have gone into the design of the model rocket, and have witnessed the launching of it, they could write an advertisement for this particular model. As alluded to in the context, this will have to be specific in order for it to be worthwhile and substantive.
The advertisement should address things such as:
- The c