1. Using Straw Rockets to Launch into Engineering Design
Alicen Adkins
Moorefield Middle School
Abstract
Project Description
Evaluate/Reflect
Students were asked to design a straw rocket that would travel the farthest distance when launched by a PITSCO straw rocket launcher when given the constraints of time, launch angle, and materials. Students were tasked with evaluating and redesigning their model to improve the flight distance achieved by their rocket.
Things That Went Well:
Highly engaging: Students really loved doing this project. They worked hard on their designs and took pride in them.
Excellent formative assessment of basic metric measurement skills.
The graphic organizer was a good scaffold for their first true experience with the engineering design process.
Students understood the value of modeling, testing, and redesigning. It really promoted critical thinking at an evaluation level of understanding.
This project will be an excellent point of reference when discussing space travel, Newton’s Laws, and basic aerodynamics later in the year. I would like to have them re-do this project after learning about these concepts and compare their designs from earlier in the year.
Things to Improve/ Future Considerations:
While the constraints were discussed, the kids were not specifically asked to define and record them. Next time I will have students do this prior to beginning the initial design.
The time it took for students to physically manipulate the materials, take measurements, and test the designs was longer than planned. Thus the 2 day project turned into a 4 day project- even with time constraints given. Next time, I will allow a whole week for this project.
While originally intended as a partner project, students were so excited they asked to do it independently. I allowed it, but in the future I will go back to my intentions of working with a partner for logistical and cooperative learning purposes.
Students had a very difficult time putting their changes into words or describing why they chose certain features. Next time, I will provide examples or sentence starters to help facilitate this, and provide time to conference with students about what should be written.
After this project was complete we discussed the steps of the engineering design process and related it back to the straw rocket project. I may explore presenting the steps of the engineering design process first, then having students identify them when the project is presented. Suggestions on this idea are welcome.
While the timing of this project was meant to lead into a unit on measurement (and it did so nicely), I feel it would do better at the start and/or conclusion of a unit on motion.
Instead of having one launcher that I use for testing, I would allow multiple launchers that students use, especially for the 1st design. Some of my students were really embarrassed as the whole class watched their designs “fail”. This would also help logistically, and may decrease the number of instructional days needed for the project.
Students were given a challenge to create a straw rocket. The builders of the straw rocket that flew the farthest when launched with a PITSCO straw rocket launcher would receive a 1 Day HW Pass. Students were given a graphic organizer style challenge worksheet to use as a guide for the project. This also served as the assessment for the project. Students were given the same materials to use: Plastic straw, modeling clay, paper, and tape, although they could choose any amount or shape they wished.
First, students were asked to sketch a design and describe the reasoning for their selection of key features. Students then built their initial design and took measurements of their build. Students then launched their design 3 times and calculated an average. After this initial iteration, students were asked to improve upon their design and retest. Students followed the same aforementioned steps for this redesign. When the project was complete, students were asked to compare their designs and describe why they thought the redesign was better or worse than the initial.
This project was then followed by a mini-lesson on the steps of the Engineering Design Process, and students discussed how each step of the straw rocket challenge matched the steps of this process.
WV NxGen Standards
S. 6-8.ETS.2: evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem
S. 6-8.ETS.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
S. 6-8.ETS.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.
Front of Challenge Worksheet
Project Photos
Project Timeline
This project lasted for four class periods, 45 minutes each.
Day 1
Introduce project
Sketch 1st design
Begin 1st build
Day 2
Finish 1st design build
Take measurements
Begin testing of 1st design
Day 3
Finish 1st design testing
Sketch 2nd design
Build 2nd design
Day 4
Testing of 2nd design
Evaluation Questions
Back of Challenge Worksheet
Assessment of Project
Each part of the graphic organizer challenge WS shown above was worth 1 point. Each part had to be complete and correct to receive the point. 22 points possible.
The analysis questions were worth 4 points each. Students were given 1-4 points based on the quality of the answer. 8 points possible.
Total: 30 point assignment
Acknowledgements
Thanks to all the students and staff
at MMS, ESS Passport, FSU,
GBO, and the NASA ERC for your
endless inspiration and support.
Special thanks to the late Pam Casto, who first introduced me to the use of straw rocket launchers in the classroom.