Unit: The Solar System

Lesson 7: Making Rocket fuel

Experiment

Grade 3

MST State Standards:

• Standard 1: Analysis, Inquiry and Design

1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing creative process.

o Ask “why” questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

o Question the explanations they hear from other or read about, seeking clarification and comparing them with their own observations and understandings.

· Standard 4: Science- Physical Setting (intermediate)

3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

o Observe and describe properties of materials, such as density, conductivity and solubility.

o Distinguish between chemical and physical change.

o Develop their own mental models to explain common chemical reactions and changes in state of matter.

Unifying Idea(s) or Dimension(s):

• Cause and Effect
• Science as Inquiry
• Science as Technology

Objectives: SWBA to…

• State and explain Newton’s laws of motion
• Explain the chemical reaction between sodium bicarbonate and vinegar
• Demonstrate Newton’s laws of motion

Aim:

• Can we make effective rocket fuel?

Materials:

• Smartboard
• Poster of laws of motion
• One 16.9 fl. oz. (500 mL) plastic water bottle
• A cork to fit the bottle opening
• A dozen round-barreled pencils
• Baking soda (sodium bicarbonate)
• Vinegar
• Measuring cup
• Lose leaf paper for students’ final responses

Safety Procedures:

• Students will wear goggles while viewing the experiment.
• In order to avoid any incidents, students will stand at a safe distance from the experiment while it is taking place.

Assessment:

• Students will be informally assessed based on their knowledge and understanding when they are asked to explain the rocket’s chemical reaction using Newton’s laws of motion on a separate piece of paper to be collected. They will also be assessed during the final discussion of the laws.

Procedure (5-E Cycle):

Engage and Explore:

1. The teacher will start a dialogue about rockets; and then show a diagram of a rocket from NASA’s website: http://exploration.grc.nasa.gov/education.rocket/rockpart.html and discuss rocket parts.
2. Using a poster of Newton’s Laws of Motion, or on the smartboard, the teacher will demonstrate each law by using common objects. Have students take notes in their notebooks for future referencing and studying.
3. Next, engage children in a discussion about how Newton’s Laws of Motion apply to rocket flight.
4. Ask the children how they think a rocket flies? What makes it soar through the air so fast?
5. (To avoid a mess, the experiment is best performed outside.) Line the pencils up parallel to one another, about one inch apart.
6. Using a paper cone as a funnel, pour ¼ cup of baking soda into the bottle.
7. Stand to one side of the pencils, pour ¼ cup of vinegar in the bottle and quickly place the cork in it.
8. Immediately place the bottle on the pencils and stand back. Notice the action which takes place. The vinegar and baking soda mix chemically, creating the gas carbon dioxide.

Explain:

9. Many rocket engines rely on mixing two chemicals to produce oxygen which is then used to burn the fuel and create expanding gases that will propel the rocket. Have students tell what they saw happen.

Expand:

10. Now that students have the knowledge of the chemical reactions that take place in rockets, perform steps 5-8 again so students get another look at it.

Evaluate:

11. After performing the experiment for the second time, have students explain the reaction using Newton’s Laws of Motion. Students should write their responses on a separate piece of paper for the teacher to collect to view for students’ understanding.
12. After collecting the responses, generate a discussion regarding an explanation using the laws.

Key Questions:

• How do rockets fly?
• What makes rockets soar through the air so fast?
• What keeps an object in motion?
• How do vinegar and baking soda react?
• Why do these two chemicals react this way?

Adaptations for Special Need & enrichment differentiation:

• Having the poster clearly written out to describe Newton’s laws of motion will help because they can copy it into their notes, which benefits those students whom need to write things down for themselves. However, the demonstration of each law using everyday objects will be greatly beneficial, particularly for visual and hands on learners.

Follow-up Assignments:

• Also for homework, students should still be continuing their Phases of the Moon calendar.

Reflection and Revision:

• In future lessons, depending on the students, I may have them attempt the experiment themselves in small groups. However, I think this experiment is a little dangerous for third graders.