APPLIED TECHNOLOGY & ENGINEERING Let’s Rock-et!

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APPLIED TECHNOLOGY & ENGINEERING

Name: ______________________________________

Date: __________________ Grade: ____ Section: ___

Let’s Rock-et!

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DESIGN CHALLENGEDESIGN CHALLENGE

Design and build a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.Design and build a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.

Criteria Constraints

Your rocket must...• be made from a 2- liter plastic soda bottle • have at least three fins attached to its body• fit on the launcher• be capable of multiple launches• have a recovery (parachute) systems

Your rocket must stay within these limitations:• fins cannot extend below the neck of the bottle (where it begins to narrow).•the rocket cannot have any parts that could cause injury

Approved Materials Key Points

• 2 liter plastic bottle• tape• cardboard• ping-pong balls• tennis balls• string• duct tape• masking tape• plastic bags• straws

NOTE: Keep track of and safeguard all materials. Points will be lost if replacement parts are needed.

• The bottle cannot be cut, punctured, or damaged in any way or the rocket will not hold the air pressure. Can you blow up a balloon that has a hole in it?



Key Terms



• Drag: the force that slows down or prevents an object from moving.

• Lift: the force that lifts an object from the ground• Thrust: the force that propels or pushes an object

forward.

Class CompetitionClass Competition

•Rockets will be judged on how high and straight it flies. Two spotters will measure altitude.•Water may be added to the rocket prior to launch. The amount is to be determined by he students.•Each team is responsible for getting its own data. A member of the student team that built the rocket must launch the rocket. •Rockets will fill with a maximum of 90 psi of air.

•Rockets will be judged on how high and straight it flies. Two spotters will measure altitude.•Water may be added to the rocket prior to launch. The amount is to be determined by he students.•Each team is responsible for getting its own data. A member of the student team that built the rocket must launch the rocket. •Rockets will fill with a maximum of 90 psi of air.

Let’s Rock-et Project

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The Cradle of Aviation Museum 5/09 BQ

2. Now cut out the fin. Use this first fin as a template for the other tail fins.

Decide if you would like 2, 3 or 4 fins and make that many fins.

3. Now we are going to attach the fins to the side of the rocket. Remember, the bottom of the bottle will become the top of the rocket so make sure the point end points toward the bottom of the bottle and flat end is toward the top of the bottle (see figure above). The fins should be closer to the bottom of the rocket than the top.

If you are using glue: Figure out where you would like to put your fin. Spread the extra sections on the fin out so that they are flush against the side of the bottle with the fin sticking out as in the figure below:

Fin

The bottom of the bottle

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Now put the glue on the tabs and place the fin back up against the side of the bottle. Repeat this step for every fin, spacing them evenly around the bottle. If you are using tape: Figure out where you would like to put your fin. Spread the extra sections on the fin out so that they are flush against the side of the bottle with the fin sticking out as in the figure above. Now use tape to adhere the tabs to the side of the bottle. Repeat this step for all your fins spacing them out evenly around the bottle.

4. Now take the card stock/thin cardboard and hold it sideways as demonstrated in the picture below:

Now take the top two corners (the corners pointed to in the picture) and bring them together. Overlap them a little bit but be careful because if you


Attach tabs to the bottle

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Now put the glue on the tabs and place the fin back up against the side of the bottle. Repeat this step for every fin, spacing them evenly around the bottle. If you are using tape: Figure out where you would like to put your fin. Spread the extra sections on the fin out so that they are flush against the side of the bottle with the fin sticking out as in the figure above. Now use tape to adhere the tabs to the side of the bottle. Repeat this step for all your fins spacing them out evenly around the bottle.

4. Now take the card stock/thin cardboard and hold it sideways as demonstrated in the picture below:

Now take the top two corners (the corners pointed to in the picture) and bring them together. Overlap them a little bit but be careful because if you


Attach tabs to the bottle

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overlap too much, the cone may not fit on the top of the rocket. You should now have a cone (Nose cones are used to help the rocket’s aerodynamics and allow it to move smoothly through the air). Tape or tape the cone from those corners to the peak. Take the scissors and cut around the base of the cone so that it is even.

Attach the inside of the cone to the top of the bottle using glue or tape.

Now you’re done! Feel free to play around with the design and add your own touches.


overlap too much, the cone may not fit on the top of the rocket. You should now have a cone (Nose cones are used to help the rocket’s aerodynamics and allow it to move smoothly through the air). Tape or tape the cone from those corners to the peak. Take the scissors and cut around the base of the cone so that it is even.

Attach the inside of the cone to the top of the bottle using glue or tape.

Now you’re done! Feel free to play around with the design and add your own touches.

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Cut tabs in an index card and glue or tape the card to the tube. This will hold the tube upright. Then tape the tabs onto the nose cone top.

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9

IDENTIFY THE PROBLEM

In your own words... state what you’ve been asked to do.

I have been asked to ___________________________________________________________ that will

_____________________________________________________________________________________

Look at the rubric for this project on the last page and then answer the next two questions.

1. Which goal do you think will be the most challenging? ____________________________________

2. What’s ONE strategy you can try to overcome it? ____________________________________________

_____________________________________________________________________________________

DEVELOP POSSIBLE SOLUTIONS

In the boxes below, draw six (6) different versions of what your design might look like. It’s very important to label the drawings to help me understand your thinking.

Prototype #1 Prototype #2



10

CHOOSE A SOLUTION

You need to create clear, specific and labeled drawings (using rulers and other drawing instruments) from three different views (front, top and side). Draw the designs in centimeters and label the dimensions. You will not be able to begin construction until this drawing is completed. Teacher’s initial are required for approval. Follow the examples below.

A - Place a point of origin 3 blocks over and 3 blocks up

B - Draw in the object line representing the overall length (3inches or 12 blocks)

C - Draw in the object line representing the overall height (2 inches or 8 blocks)

D - Finish drawing the object lines that represent the outside edges of the shape

E - Measure and draw any other object lines that represent more surfaces

LENGTH

HEIGHT

Front ViewD

D

LENGTH

HEIGHT

Front View

E

LENGTH

HEIGHT

Front ViewC

BA

A- CHEAT Transfer the length of the shape to the top view by drawing dotted lines

B - Draw in the object line representing the overall width (2 ½ inches or 10 blocks)

C - Finish drawing the object lines that represent the outside edges of the shape

D - Measure and draw any other object lines that represent more surfaces

LENGTH

HEIGHT

Top View

CHEAT

WIDTH

A

LENGTH

WIDTH

Top View

B

C

C

Width

Top View

D

STEP 1

STEP 2

1. Front View2. Top View3. Right Side View4. Dimensions5. Isometric View


1 1/2"

2”F

ro

t

n

T

p

o

Side

Rightn

t

Le

gh

Width

Heig

ht

2 1/2"

1”

3”

3-ViewDrawings Top View

Front View SideView

LENGTH






LENGTH

HEIGHT

Front ViewD

D

LENGTH

HEIGHT

Front View

E

LENGTH

HEIGHT

Front ViewC

BA





LENGTH

HEIGHT

Top View

CHEAT

WIDTH

A

LENGTH

WIDTH

Top View

B

C

C

Width

Top View

D

STEP 1

STEP 2



1 1/2"

2”F

ro

t

n

T

p

o

Side

Rightn

t

Le

gh

Width

Heig

ht

2 1/2"

1”

3”


Front View SideView

LENGTH






LENGTH

HEIGHT

Front ViewD

D

LENGTH

HEIGHT

Front View

E

LENGTH

HEIGHT

Front ViewC

BA





LENGTH

HEIGHT

Top View

CHEAT

WIDTH

A

LENGTH

WIDTH

Top View

B

C

C

Width

Top View

D

STEP 1

STEP 2



1 1/2"

2”F

ro

t

n

T

po

Side

Rightn

t

Le

gh

Width

Heig

ht

2 1/2"

1”

3”


Front View SideView

LENGTH

A - Dimension the overall length (either the front or top view)

B - Dimension the overall height (either the front or side view)

C - Dimension the overall width (either the top or side view)

D - Dimension any other edges, cut-outs, slants, holes, etc. (don’t over dimension, it only makes the drawing look messy)

A- Draw the side view of the shape in the bottom right corner of the sketch box (over one up one)

B - Starting at point #1, draw a diagonal line up to the left 5 intersections. (take your time and hit each diagonal intersection)

C - Repeat step B for points 2, 3, 4, and 5.

D - Now simply connect all 5 dots and your isometric view will be complete.

STEP 4

STEP 5

LENGTH

HEIGHT

Front View

3”

2” HEIGHT

Top View

2 1/2” 1”

3”

WidTH

HEIGHT

Side View

2 1/2"

1 1/2"

1” 2”

Length

Sketch

12345

A

B

Sketch

12345

A

C

Sketch

12345

A

D

C

D

D

DC

C

A- CHEAT Transfer the height of the shape to the side view by drawing dotted lines


C - Draw in the object line representing the overall height (2inches or 8 blocks, you also have a dot that represents the height)

D- Finish drawing the object lines that represent the outside edges of the shape

HEIGHT

WIDTHLENGTH

CH

EA

T

Front View Side View

A

WidTH

HEIGHT

Side View

C

B

WidTH

HEIGHT

Side View

D

D

STEP 3









STEP 4

STEP 5

LENGTH

HEIGHT

Front View

3”

2” HEIGHT

Top View2 1/2

”

1”3”

WidTH

HEIGHT

Side View

2 1/2"

1 1/2"

1” 2”

Length

Sketch

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B

Sketch

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HEIGHT

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A

WidTH

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Side View

C

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Side View

D

D

STEP 3









STEP 4

STEP 5

LENGTH

HEIGHT

Front View

3”

2” HEIGHT

Top View

2 1/2” 1”

3”

WidTH

HEIGHT

Side View

2 1/2"

1 1/2"

1” 2”

Length

Sketch

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B

Sketch

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C

Sketch

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A

D

C

D

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C





HEIGHT

WIDTHLENGTH

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EA

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A

WidTH

HEIGHT

Side View

C

B

WidTH

HEIGHT

Side View

D

D

STEP 3

Production DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction Drawings

Front ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront View

Top ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop View

Materials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials Needed

Tools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools Needed

Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View

11

CHOOSE A SOLUTION

Identify which prototype you’ve chosen to make and explain why. If you really can’t describe it to me and tell

me why this prototype is insanely great, you shouldn’t be building it.

CHOOSE A SOLUTION

A paragraph has a beginning a middle and

an end.The beginning, or the topic sentence, states what the paragraph is about.

The middle develops the idea in detail by giving specific support & details

for it (usually 3 - 5).

The end (conclusion) restates the main idea in the topic sentence.

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12

ENGINEERING YOUR PROTOTYPE

All transportation vehicles have sub-systems or parts that work together to make them go. The scooter on the right has a motor for PROPULSION, a handle bar for GUIDANCE, a hand brake for CONTROL and a wheel for SUSPENSION.

A) Identify each of the same sub-systems parts in your prototype

PROPULSION: ______________________________________

GUIDANCE: ________________________________________

CONTROL: _________________________________________

SUSPENSION: ______________________________________

DRAG the force that slows down or prevents an object from moving.

B) Which of the vehicles below will likely produce the least drag? _____

C) How are you going to reduce drag in the design and building of your prototype? (Complete sent.)

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13

BUILD YOUR PROTOTYPE

Describe what you did today. Mention any problems you had, design changes or questions.

Make a labeled sketch that shows what you did.

LOG #1 Date: _________________

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YES I used complete sentences to describe my progress

YES My description is neatly written and legible

YES I used key terms when possible

YES My drawing is large enough and centered in the space

YES My line quality is sharp and precise (no smudges)

YES Labels and dimensions are OUTSIDE the drawing

EXAMPLE

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LOG #2 Date: _________________

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LOG #3 Date: _________________

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LOG #4 Date: _________________

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Describe what you did today. Mention any problems you had, design changes or questions..


LOG #5 Date: _________________

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Things that worked or went well

1. _____________________________________

2. _____________________________________

3. ____________________________________

Things that did not work or go well

1. _____________________________________

2. _____________________________________

3. _____________________________________

Things that I redesigned (changed)

1. _____________________________________

2. _____________________________________

3. ____________________________________

What the changes did

1. _____________________________________

2. _____________________________________

3. _____________________________________

Things I’d do differently next time

1. _____________________________________

2. _____________________________________

3. ____________________________________

What these might do

1. _____________________________________

2. _____________________________________

3. _____________________________________

ROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATATrial Altitude

(m)Pressure

(psi.)Amount of water

(ml)

Flew straight w/o

tumbling or wobbling

Rocket tumbled or

wobbled; did not fly straight

Parachute deployed for a “soft” landing

Rocket or parachute did not function

correctly

1

2

3

4

5

17

GOAL #1: I CAN use and follow the engineering design process in my design brief to solve problems about transportation technology.





This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...

a. I will make a collection of concept drawings t h a t s h o w s d i f f e r e n t w a y s t o s o l v e a transportation problem.





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b. I will make three-view drawings of my “best idea” with measurements & labels that others can follow.





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c. I will have an explanation for my “best idea” with specific reasons and supporting details.c. I will have an explanation for my “best idea” with specific reasons and supporting details.c. I will have an explanation for my “best idea” with specific reasons and supporting details.c. I will have an explanation for my “best idea” with specific reasons and supporting details.c. I will have an explanation for my “best idea” with specific reasons and supporting details.

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d. I will create a written response to an open response question about transportation technology.d. I will create a written response to an open response question about transportation technology.d. I will create a written response to an open response question about transportation technology.d. I will create a written response to an open response question about transportation technology.d. I will create a written response to an open response question about transportation technology.

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e. I will keep track of my progress and design changes by completing engineering logs during the project.





Engineering Log #1Engineering Log #1Engineering Log #1Engineering Log #1Engineering Log #1

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f. I will collect and display data about my prototype and use it to evaluate how well it worked.f. I will collect and display data about my prototype and use it to evaluate how well it worked.f. I will collect and display data about my prototype and use it to evaluate how well it worked.f. I will collect and display data about my prototype and use it to evaluate how well it worked.f. I will collect and display data about my prototype and use it to evaluate how well it worked.

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Final ScoreFinal ScoreFinal ScoreFinal Score

GOAL#2: I CAN choose, use and keep track of tools and materials and have good reasons for using them.






a. I will wear safety goggles and follow all safety procedures in the workshop.a. I will wear safety goggles and follow all safety procedures in the workshop.a. I will wear safety goggles and follow all safety procedures in the workshop.a. I will wear safety goggles and follow all safety procedures in the workshop.a. I will wear safety goggles and follow all safety procedures in the workshop.

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b. I’ll keep track of my materials and not need any replacement parts.b. I’ll keep track of my materials and not need any replacement parts.b. I’ll keep track of my materials and not need any replacement parts.b. I’ll keep track of my materials and not need any replacement parts.b. I’ll keep track of my materials and not need any replacement parts.

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c. I will clean up my work space and put tools and materials back where they belong.c. I will clean up my work space and put tools and materials back where they belong.c. I will clean up my work space and put tools and materials back where they belong.c. I will clean up my work space and put tools and materials back where they belong.c. I will clean up my work space and put tools and materials back where they belong.

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GOAL#3: I CAN use tools and materials to build a prototype that works.GOAL#3: I CAN use tools and materials to build a prototype that works.GOAL#3: I CAN use tools and materials to build a prototype that works.GOAL#3: I CAN use tools and materials to build a prototype that works.GOAL#3: I CAN use tools and materials to build a prototype that works.


a. I will follow my building guide and make a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.





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b. I will build a prototype that looks like a f in ished product wi thout any loose parts , damaged or rough surfaces, dents, gouges or globs of glue.





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c. I will build, test and demonstrate a prototype that is sturdy, holds together and doesn’t need repairs between multiple uses.





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APPLIED TECHNOLOGY & ENGINEERING

Bottle Rocket Project

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APPLIED TECHNOLOGY & ENGINEERING Let’s Rock-et!