# Math 4-8 Rocket Balloon Trials

Document Sample

```					                EDT 300 MATH LESSON PLAN
STUDENT GUIDE
Target Content        Math
Area(s):
Unit Title            Averaging Data
Lesson Title          Rocket Balloons
Prerequisite Skills        Basic skills with computer functions (handling mouse)
 Understanding of how the average (mean) of three
numbers is calculated
 Ability to perform basic measurements with measuring
tape
Objectives                 Students will launch a balloon rocket and will measure
the distance traveled.
 Students will calculate the sum and average (mean) of
the three trials with a computer spreadsheet.
 Student teams will graph data and compare results to
other groups’ data.
Arizona State         Math:
Standards                  1M-E6. Recognize that the degree of precision needed
in calculating a number depends on how the results will
be used and the instruments used to generate the
measurements.
2M-E1. Construct, read, analyze and interpret tables,
charts, graphs and data plots.
 5M-E1. Estimate, make and use measurements (U.S.
customary and metric) to describe and make
comparisons.
Technology:
 1T-E1. Communicate about technology using
developmentally appropriate and accurate terminology
 3T-E2. Use a variety of technology tools for data
collection and analysis
 6T-E1. Determine when technology is useful and select
and use the appropriate tools and technology resources
to solve problem
Used                         on each computer
 One computer w/ CD-ROM drive per team of students
 Printer (optional)
Materials/Resources        30 student copies ―Rocket Balloon Trial Sheet‖
Needed                     Blank floppy disks (one per team)
 Materials for balloon rockets (one set per group of 3 to 5
persons):
piece of fishing line (11-12 ft.)
balloons of the same size (plus a few extra in
case one pops)
plastic, 3-inch straw segment
rolls of clear tape
measuring tape
permanent marker
large paper clip

Lesson Preparation:
 Collect rocket launch materials for the class and
assemble one of each item listed above in a Ziploc bag
 Choose a site for launching the rocket balloons
(classroom or outside). Students will need about 10 ft.
of ―launch space.‖ Tips for good launch sites: A place
to anchor the fish line (either by tying to a doorknob or
back of a chair, or by taping it to a wall). One other
option is tacking the fish line to a bulletin board, but this
can easily be pulled out.
computer from CD.

Note: If computer access or space is limited, set up the
following stations:

Launch station: students launch rocket balloons and
measure the distance traveled.

Computer Station A: for data calculation using the “Rocket
Balloon Spreadsheet Template.” Students should take their
results, enter them into the template, save it on floppy disk,
and take it to Station B.

Computer Station B: for compiling each group’s data into
Anticipatory Set      1. Blow up a balloon and ask students some leading
questions:
 What will happen if I let this balloon go?
 How far will it go?
 What makes the balloon go?
 Etc…
2. Ask: How can I get the balloon traveling on a straight
path? (solicit: put it on a string)
3. Ask: How am I going to attach the balloon to the
string? (solicit: use a straw, attach it to a straw)
4. Ask: How would I attach the balloon to a straw?
(solicit: use tape)
5. Ask: Would the size of the balloon matter? (solicit:
yes, the more air in the balloon, the further it will go).
6. Ask: How will we measure the distance traveled?
(solicit: use ruler, measuring tape). Tell students that
they will be conducting an experiment using a rocket
balloon in which they will collect data, enter the data
into a computer spreadsheet, and perform calculations
on this data using the spreadsheet application.
7. Explain that using a spreadsheet allows them to enter
numbers into an ―electronic‖ table and perform
automatic calculations with the numbers. It performs the
task of a calculator. In this case, they will measure
distances traveled by their rocket balloons and calculate
the sum and average of the three trials.
8. Tell them that they will calculate the sum and average
(mean) by using the pre-formatted formulas in the
spreadsheet template, as well as graph the trials of the
other groups so they can see who had the longest
rocket balloon launch.
9. OPTIONAL: Explain that a scientist, Isaac Newton,
predicted the behavior of the balloon that they observed
many years ago and he stated that there are three laws
that control all motion. This experiment relates to
Newton’s 3rd Law of Motion (for every action, there is
an equal and opposite reaction).

Lesson Procedure   Part I: Rocket Launch (approximately 20 minutes)

10. In a class discussion, develop ground rules for
launching rocket balloons so that all groups will have a
basis for comparison. Lead students to understand the
importance of controlling the experiment as much as
possible.

Ask: How will you ensure that all balloon sizes are
equal? (solicit: measure it, use string, etc.)

Ask: How should the fishing line be anchored? (solicit:
tie it, tape it, etc.).

Stipulate that the line will be parallel to the floor.
Discuss what that means and how they can achieve it.

Ask: How many trials are needed? (solicit, but keep in
mind 3 is a pretty good number)

Ask: How will the distances be measured to ensure as
much accuracy and consistency as possible? (solicit:
choose a consistent point on the straw as the start/finish
point, mark it on the line with permanent marker, and
measure the distance using measuring tape).

Ask: How should the balloon be anchored? (solicit:
tape it to straw.

NOTE: due to balloon’s center of gravity, straw needs
to be placed closer to the tied end than the round end.
You can give students this tip, or you can let them
discover this on their own by telling them to experiment
with the placement of the straw).

11. Distribute ―Rocket Balloon Trial Sheets‖ – one per
student.

Stress to students that we will be comparing the data
collected among the teams and it will be important that
the activity be performed in the same manner in all
groups. Review the design decisions made by the class

   The size off the balloon will be consistent per the
discussion.
   The materials to be used
   The configuration of the balloon apparatus
   How to anchor the string
   How to mark start and stop points
   Measurement techniques and units to be used.

   Demonstrate how to launch the rocket balloon.
Refer students to graphic on the Rocket Balloon
Trial Sheet. Put the string through the straw.

   Make sure that one end of the string is anchored (to
a wall, chair, door knob, etc.).
   Inflate the balloon and seal the end with a paper
clip.
   Tape the straw to the balloon.
   Mark your balloons starting point.
   Let it go!
   Have one team member mark the distance traveled.
   Measure and record the distance on the worksheet.
   Address the units to be used and the degree of
precision you expect. For example, when using
inches and round to the nearest quarter of an inch;
for centimeters, round to the nearest half.

NOTE: Have a few student volunteers assist in
demonstrating the launch process.

12. Discuss classroom management strategies and
behavior issues

   This is not a competition between teams.
   Specify how much time will be allowed. About 20
min. is sufficient.
   Assign students to teams of 3 or 4 according to:

Mixed abilities

Behavior issues

Random

Seating arrangements

   Assign jobs within each team:

Launcher Responsible for setting the balloon in place
and releasing it

Marker: Responsible for marking the furthest point
reached by the balloon

Measurer: Responsible for measuring the distance
traveled

Recorder: Responsible for recording the results on the
worksheet

Note: ”Inflator” may be an additional job assignment for
a fifth team member.

13. Tell students that they will conduct a test run. After the
test run, they can make any necessary adjustments to
the design of their rocket balloon (i.e. placement of
straw).
14. Direct students’ attention to the place on the worksheet
where they can record the distance their balloon
traveled.
15. Distribute materials for rocket balloon launch (one bag
per team).
16. Direct student teams to the Launch sites and set time to
return (approx. 20 minutes later).
17. Have students conduct three trials. They can enter the
distance values on the worksheet until they can be

Monitor groups’ progress and limit time allowed for data
collection.

Part II: Enter Data (Approximately 20 minutes)

18. Using projection system, show the students how to
enter data into the spreadsheet: (see ClarisWorks Job
aid for help).

 Demonstrate moving from cell to cell.
this case, show them what the formula is for averaging
the distance of their trial flights from their ―rocket
balloons‖.

―Average‖: =average (first cell in the calculation..last
cell in the calculation).

Example: =average(b6..d6)

 Demonstrate graphing option on the toolbar.

19. Have the students open the spreadsheet template on
their computer. The students can save the spreadsheet
with their ―rocket balloon‖ information to a disk or to a
student work folder.

   Step 1: save as ―your team name.‖
   Step 2: Identify the location where you want to save the
file (desktop folder, floppy disk, etc.).
   Step 3: enter data
   Step 4: save, save, save

Note: Caution them to save the template as their own file
first, then enter data.

20. Walk around the room and check to see if any students
need help with their rocket balloons or their

Part III: Graphing (approximately 20 minutes)

21. Reassemble students.
22. Tell students to follow directions on their worksheet for
producing a graph of their results. Explain that they will
have approximately 20 minutes for this part of the
activity.
23. Highlight the information that you want to graph. You
will be highlighting the labels ―Trial 1, 2, and 3‖ as well
as the distance data entered below each trial label.
24. Select the ―Options‖ option from the top tool bar and
select ―Make Chart‖. The box below will appear.

25. Select the appropriate type of graph— (top arrow in chart
options diagram).

Note: A bar graph is selected in this
case. However, you may want to
invite students to explore which graph
type best explains the data.

26. Click labels button. Give the graph a title (see bottom arrow).
27. Click axes button. Label the two axes (see middle arrow).
28. OPTIONAL: Groups that finish early can collect the trial
averages from the other groups and enter them in the
spreadsheet in the same column under their own
average.

Assessment Activity      1. Have the students save and print their spreadsheets
and graphs using their team name as the file name.

Closure              1. Regain students’ attention.
2. Using projection system from teacher computer, open
―Class Results‖ Spreadsheet Template from the CD.
3. Ask each group to tell you their average of the three
trials.
4. Enter as each group reports.

Class Results
Team Name                Average Distance

5. Graph the results.
6.          While the graph is displayed, ask the following
questions:

Ask: What can you tell by looking at the graph?

describe how they set up the trial)

Ask: What are the differences? How do you account for
them?

Ask: How does the graph help us see the results?

experiment? (solicit: angle of fish line, size of balloon,

Extensions           For the purpose of expanding the notion of student lead
inquiry, challenge students to develop new questions to
explore regarding the balloon rockets. Each team can
design, implement, and summarize an experiment which
might answer one such question. For example:

   How does the angle of the fishing line (with respect to
the floor) affect distance traveled?
   What needs to happen to increase speed (or distance)
of the rocket?
   What can be done to increase the mass and maintain
the distance traveled?
Objectives:
 Enter number and word data into a table
 Calculate sums and averages
 Graph data

What You Need

Balloon                                      plastic straw
10 feet of fishing line or kite string       1 computer per team
measuring tape                               Clarisworks 4.0 or better.

Rocket Balloon                       Straw

Tape

Balloon
What Happens?

In this activity, an untied balloon releases air and races across the room
along a string. The air escapes from the balloon because the air around the
balloon pushes against it. As air escapes, the balloon is pushed backward
(Newton’s Second Law of Motion). A string through a straw keeps the balloon
rocket on a straight course.

Practice:

1. Put the string through the straw.
2. Make sure that one end of the string is anchored to a wall, chair,
doorknob, etc.
3.   Inflate the balloon and seal the end with a paper clip.
4.   Tape the straw to the balloon.
5.   Mark your balloons starting point on the string.
6.   Let it go!
7.   Have one team member mark the furthest distance traveled.
8.   Measure and record the distance.

Our Practice Distance Was: ______________

The Experiment:

1. Repeat the above steps three times
2. Record the measurements in the table below:

Trials                 Distance Traveled
1
2
3

results. It should be named ―Rocket Balloon Spreadsheet Template‖.

2. Enter your ―team name‖ in the cell beneath the label ―Team Name‖.

Team Name           Trial #1       Trial #2        Trial #3

3. Enter the distance data under the labels ―Trial 1, Trial 2 and Trial 3‖.

Team Name            Trial #1      Trial #2       Trial #3

4. In the cell directly after the cell labeled ―Trial 3‖, type in ―Sum‖—the cell
beneath this one will calculate the total of each of the trials.

Team Name               Trial #1       Trial #2       Trial #3
5. Insert the formula into the cell beneath the cell labeled ―Sum‖: =sum(first
cell in the calculation..last cell in the calculation).

Example: =sum(b6..d6)

Team Name                 Trial #1        Trial #2        Trial #3       Sum

6. In the cell directly after the cell labeled ―Sum‖, type ―Average‖—the cell
beneath this one will calculate the average the trials.

Team Name      Trial #1        Trial #2        Trial #3     Sum

7. Insert the formula into the cell beneath the cell labeled ―Average‖:
=average(first cell in the calculation..last cell in the calculation).

Example: =average(b6..d6)

Trial #1     Trial #2        Trial #3        Sum             Average

Graphing:

1. Highlight the information that you want to graph. You will be highlighting
the labels ―Trial 1, 2, and 3‖ as well as the distance data entered below
each trial label.

Trial #1     Trial #2        Trial #3        Sum             Average
(data)       (data)          (data)

2. Select the ―Options‖ button from the top tool bar and select ―Make Chart‖.
The screen below will appear.
3.   Select the appropriate type of graph. For this lesson, select Bar Graph
4.   Click Labels to give the graph a title
5.   Click Axes to label the X and Y axes.
6.   Save the graph as your ―team name‖ and print.

Try Other Data!

Enter the trials for other groups in the class. Graph your average trial distance
and their average trial distance. Which group had the farthest traveling rocket
balloon?

Class Results
Team Name                   Average Distance

Discussion

```
DOCUMENT INFO
Shared By:
Categories:
Stats:
 views: 79 posted: 8/28/2010 language: English pages: 12