Course Profile   Integrated Technologies, Grade 9 open, Public

 

Unit 1

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario

 

Acknowledgments

 

Public School Board Writing Team - Integrated Technologies

 

Lead Board

 

            Simcoe County District School Board

            Robert Emptage, Laura Featherstone, Project Managers

 

Course Profile Writing Team

 

Don Cook, Upper Canada District School Board

Sylvia Cook, Simcoe County District School Board

Lyn Cowieson, formerly Simcoe District School Board

Norman Emptage, Waterloo District School Board

David Fitt, Simcoe County District School Board

Paul Hannan, formerly Simcoe District School Board

Ann Marie Hill, Associate Professor, Technological Education, Queen’s University

Richard Hopkins, Limestone District School Board

John Rampelt, Waterloo District School Board

Margaret Ritchie, Simcoe County District School Board

Michael A. Scott, Ottawa Carleton Catholic District School Board

Robert Tigwell, Gateway Software Production

 

 

 

 

Unit #1: Transportation/Manufacturing Technologies

 

Activity 1 | Activity 2 | Activity 3

 

Time: 22 hours

 

Unit Developers: Richard Hopkins, Sylvia Cook, Norman Emptage, Robert Tigwell

Simcoe County District School Board: Lead Board

 

Development Date: April 1999

 

 

Unit Description

 

In this unit, students investigate four different activities covering many aspects of transportation and manufacturing technologies, as well as the integration of computers into various activities. These activities may be conducted in any order, but it is suggested that activity 2 and 3 be done sequentially as the principles of flight apply to both. During this unit, students have the opportunity to become aware of career opportunities, educational programs, and opportunities for cooperative education in the fields of transportation and manufacturing.

 

Strands and Expectations

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences.

 

Overall Expectations:    TFV.01X, TFV.02X, TFV.03X, SPV. 01X, SPV. 03X, SPV. 05X,

                                       ICV. 01X, ICV. 04X

 

Specific Expectations:   TFS.01X, TFS.02X, TFS.03X, TFS.04X, SPS.01X, SPS.02X,

                                       SPS.03X, SPS.05X, SPS.07X, SPS.08X, SPS.09X, ICS.01X,

                                       ICS.03X, ICS.05X, ICS.06X

 

Activity Titles

Activity One

Mousetrap Car

360 minutes

Activity Two

Styrofoam Glider

300 minutes

Activity Three

Compressed Air Powered Water Rocket

330 minutes

 

 

Unit Planning Note

 

This unit requires teachers to ensure all necessary references, equipment, and resources listed in each activity are available for students’ use. Materials for review, activities, and research may be obtained from a variety of sources including web site addresses (where provided), school libraries, and public libraries. Students and teachers benefit from contacting local businesses in the manufacturing and transportation sectors for support in conducting the various activities. These members of the community may also provide students with insight into career opportunities, educational requirements and potentially offer students cooperative education learning opportunities in grades 11 or 12.  Teachers need to perform the activity before implementation to familiarize themselves with all necessary safety considerations and to ensure that all facility, equipment, and material requirements are available.

 

Prior Knowledge Required

 

Students must demonstrate an understanding of the following: general safety techniques when using hand tools and powered equipment, measurement techniques, properties of air and mass, the design process, design features of products and structures, methods used to alter drag; design principles used to minimize the force of the earth's gravity, Bernoulli's principles of flight, effect of force on structures; evaluation of design of systems and identification of modifications; transformation of energy based on the mechanism used, factors to be considered in the design and making of products, and factors that contribute to the efficient operation of machinery.

 

Teaching/Learning Strategies

 

This unit incorporates a variety of teaching and learning strategies, including: teacher-directed activities, individual learning activities, group work, and co-operative learning strategies. The teacher should provide students with the information, resources, and guidance necessary to complete each task safely with maximum opportunity for success. Students should be provided with opportunities to work independently and in groups to perform the following tasks: problem solving, brainstorming, safely using hand and power tools, following various design procedures, collecting information, report writing, assessing and evaluating projects, and making classroom presentations. Activities should be modified to meet the needs of all learners by applying various accommodations, such as: allowing increased time for activities, enhancing or compacting content, assisting during evaluation processes, and facilitating peer – tutor assistance where possible. Teachers must supervise students’ operation of only those hand and power tools that they (the teachers) themselves are skilled at using safely. If a teacher is uncertain about the correct use of equipment, then an alternate activity should be selected for students.

 

Assessment/Evaluation

 

Methods of assessment and evaluation must include a wide variety of approaches to enhance the learning environment. Assessment methods may include: student-designed assessment criteria, performance assessments such as projects and skills demonstrations, personal communication assessment processes such as instructional questions and answers, conferences, classroom discussions, journals or log books, and standardized tests such as classroom tests or examinations. Each activity contains a sample rubric for assessment, which may be used by the teacher and/or students.

 

Resources

 

Resources required for this unit include: solid aluminum bar stock (if a metal lathe is available) or tire valves, basic hand tools, drill press, two-litre plastic bottle with cap, hot glue guns/sticks, Bristol board, paper tubes, paper, tape, low-density Styrofoam, thin wood for template, toothpicks, elastic bands, mousetraps (new), hanger wire, string, wheels, popsicle sticks, computers/computer software for research, problem-solving strategies, documentation, and presentations. Furthermore, each activity contains references to additional sources of information such as researched web site addresses.

 

 

Activity #1: Mousetrap Car

 

Time: 360 minutes

 

Description

 

By developing a mousetrap car, students will gain an understanding of the design process and the importance of safe and thoughtful construction techniques in successfully completing their vehicle. This project facilitates the practical exploration of forces, conservation of energy, and rotational motion. Students will better understand aspects of real-life vehicles using the concepts explored in building a mousetrap car.

 

Strands and Expectations

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences

 

Expectations:  TFV.01X, TFV.O2X, TFS.01X, TFS.02X, TFS.03X, SPV.01X, SPV.04X,

                         SPS.01X, SPS.02X, SPS.07X, SPS.08X, ICV.02X, ICV.05X, ICS.01X,    ICS.03X, ICS.05X, ICS.06X

 

 

Planning Notes

 

The following materials are required to complete this activity: a mousetrap, 70 centimetres of hanger wire, one piece of Bristol board (approximately 22 cm ´ 28 cm), two metres of string, four wheels, five hot glue sticks, ten popsicle sticks, and one individual ingredient (teacher approval required). Where possible, teachers should encourage students to search the Internet for web sites that will help them to develop designs (see Resources). Teachers should distribute to each student a concise, written description of the design challenge, including the problem statement, criteria/rules, assessment criteria, and the method of evaluation.

See Resources for a Sample Design Problem/Challenge Statement and Sample Criteria/Rules for the challenge.

 

Prior Knowledge Required

 

Students should have knowledge of structures and mechanisms, specifically in the following areas:

 

Grade 5 - Forces acting on structures and mechanisms

•   demonstrate an understanding of the effect of forces acting on different structures and mechanisms

•   evaluate the design of systems that include structures and mechanisms and identify modifications to improve their effectiveness

 

Grade 6 - Motion

•   design and make mechanical devices and investigate how mechanisms change one type of motion into another and transform energy from one form to another

•   identify modifications to improve the design and method of production of systems that have     mechanisms that move in different ways

 

Grade 7 - Structural Strength and Stability

•   demonstrate an understanding of the factors that must be considered in the designing and making of products that meet a specific need

 

Grade 8 - Mechanical Efficiency

•   demonstrate an understanding of the factors that contribute to the efficient operation of mechanisms and systems

 

Teaching/Learning Strategies

 

Students participate in a class demonstration and discussion of the mousetrap car challenge. The class will be asked to research different types of vehicles and submit reports that include sketches and drawings as well as technical design details. Where possible, teachers should reinforce the mathematical concepts/calculations and scientific principles students are applying while designing and analyzing their vehicles. Students will be required to work in small groups of two or three. Teachers must ensure that all group members make an important contribution to the final project by reinforcing co-operative group learning skills. Teachers must review all appropriate safety precautions before allowing students to use hand and power tools. For example:

1.   Mousetraps can be held open with tape or string while being worked on.

2.   Safety glasses must be worn while operating tools or equipment and while in the vicinity of operating equipment.

3.   The use of hot glue guns must be carefully supervised and they must never be used by students in a seated position.

4.   Horseplay is not acceptable in a technology lab at any time.

 

Activity Instructions

 

Running the Contest

1.   The racetrack may be on any smooth level floor, including a gymnasium or non-carpeted hallway.

2.   Each vehicle will be allowed three attempts. The vehicle that obtains the greatest distance on any one of the three attempts is the winner. Ties are decided by a single run-off between the tied vehicles.

3.   Prior to the operation of the vehicle, each group of students should develop the "race day" assessment criteria and then apply their criteria to determine the overall success of their vehicle. Each group’s individual criteria should align with the overall criteria for the challenge (see sample challenge in resources).

 

Assessment/Evaluation

 

 

Level 1

Level 2

Level 3

Level 4

Understanding of concepts

ICV 05X

•  demonstrates limited understanding of concepts such as: exploration of force, conservation of energy, rotational motion

•  demonstrates some understanding of concepts such as: exploration of force, conservation of energy, rotational motion

•  demonstrates considerable understanding of concepts such as: exploration of force, conservation of energy, rotational motion

•  demonstrates thorough and insightful understanding of concepts such as: exploration of force, conservation of energy, rotational motion

Thinking Skills

TFV 01X

TFS 02X

SPS 01X

•  uses thinking skills with limited effectiveness in the design process

•  uses thinking skills with moderate effectiveness in the design process

•  uses thinking skills with considerable effectiveness in the design process

•  uses thinking skills with a high degree of effectiveness in the design process

Communi-cation of information

TFS 03X

TFV 02X

•  communicates information, such as the technical drawing with limited clarity

•  communicates information, such as the technical drawing with moderate clarity

•  communicates information, such as the technical drawing with considerable clarity

•  communicates information, such as the technical drawing with a high degree of clarity and confidence

Applications of procedure, equipment and technology

SPV 01X

ICS 01X

ICS 03X

•  uses technical equipment safely and correctly only with supervision

•  uses technical equipment safely and correctly with some supervision

•  uses technical equipment safely and correctly

•  demonstrates and promotes safe and correct use of technical equipment

Making Connections

ICS 05X

ICS 06X

•  makes connections between a mousetrap– powered car and a real–life vehicle with limited effectiveness

•  makes connections between a mousetrap– powered car and a real–life vehicle with moderate effectiveness

•  makes connections between a mousetrap– powered car and a real–life vehicle with considerable effectiveness

•  makes connections between a mousetrap– powered car and a real–life vehicle with a high degree of effectiveness

 

 Accommodations

 

As an extension activity, students could redesign the challenge statement and the rules for the challenge by allowing the use of multiple mousetraps or by including an inclined ramp in the race course. Alternatively, students experiencing difficulty with an open-ended, problem-solving challenge could be provided with one or more prescribed vehicle specifications, (e.g., the closing action of the trap must pull a string wrapped around the axle of the vehicle.) In this case, the problem then becomes one of selecting the optimum pulley diameter to make the vehicle move the greatest distance.

 

Resources

 

The following web sites on the Internet contain useful information for students and teachers engaged in this activity: http://www.mae.carleton.ca/course_info/39097.html

http://www.docfizzix.com/

http://www.blainehs.anoka.k12.mn.us/BlaineHS/students/projects/mousetrap/default.html

http://www.geocities.com/CapeCanaveral/5080/

http://quark.angelo.edu/sps/mouse.htm

 

Sample Design Problem/Challenge Statement:

Students will build a vehicle powered solely by the energy of one standard-sized (1" ´ 3") mousetrap that will travel the greatest distance in a straight line. For this challenge a vehicle is defined as a device with wheels used to carry something. Therefore, launching a ball from the mousetrap is inappropriate.

 

Sample Criteria/Rules:

1.   A single Victor brand mousetrap must power the device. Other devices may be used if permitted.

2.   The mousetrap cannot be physically altered except in the following ways: four holes may be drilled only to mount the mousetrap to the frame; the mousetrap spring can be removed only to adjust the length of its lever arm.

3.   The device cannot have any additional potential or kinetic energy at the start other than what can be stored in the mousetrap spring itself (this also means students cannot push start their vehicles).

4.   The spring from the mousetrap cannot be altered or heat-treated.

5.   The spring cannot be wound more than its normal travel distance of 180 degrees

6.   Vehicles must be self-starting. Students may not push vehicles in a forward or side direction.

7.   The vehicle must steer itself. Measurements of distance will not measure the total distance travelled, only the displacement distance.

8.   Distance will be measured from the front of the tape at the starting line to the point of the vehicle closest to the start line at the time of release.

9.   The teacher makes the final decision relating to the appropriateness of any additional item that students may use to construct the vehicle.

 

 

 

Activity #2: Styrofoam Glider

 

Time: 300 minutes

 

Description

 

Students acquire knowledge about the principles of flight. They apply this knowledge to create a glider using Styrofoam, and they use the design process to document the development of the glider. They learn and develop practical skills by using hot glue guns, scroll saws, and wire foam cutters, and computer skills by working with airfoil design software.

 

Strands and Expectations

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences

 

Expectations: SPV.01X, SPV.03X, SPS.01X, SPS.02X, SPS.04X, SPS.08X, TFS.04X

 

 

Planning Notes

 

Teachers will need to gather the following materials for this activity: a minimum of one standard 1219 mm ´ 2438 mm sheet of low-density Styrofoam per class of 24 students (If budget allows, the use of high-density foam and/or more Styrofoam to create larger scale gliders may be possible), thin wood for templates (scraps of panelling or plywood work well and are readily available at no cost), glue sticks, sandpaper, toothpicks, and elastic bands.

The following pieces of assembly equipment are required: foam cutters (easily constructed with

0.3 mm to 0.6 mm nichrome wire, a low-voltage, variable direct-current power supply, and bow for supporting the foam cutting wire a smaller hand-held version is useful for cutting the original pieces), scroll saw(s), a roll of two-inch wide clear packing tape, and hot glue guns. See the resources section for information on setting up a hot-wire cutting system. However, if it is not possible to set up and use a foam cutting hot wire, alternative materials can be used for the aircraft – from "new" foam meat trays to paper (e.g., White Wings). These alternate materials allow students to learn many of the principles in this unit but they provide a limited opportunity to investigate the effects of different airfoil shapes on the performance of an aircraft.

Teachers will need to ensure a computer and printer is available. An airfoil software program (see References) must be installed on the computer. The school gymnasium will need to be booked for half an hour on the expected end-of-project date to accommodate a flight test.

 

Prior Knowledge Required

 

The following Grade 6 expectations will provide a basis of knowledge as student’s progress through this activity.

- Demonstrate and explain how the shape of a surface over which air flows affects the role of lift (Bernoulli's principle) in overcoming gravity (e.g., changing the shape of airplane wings affects the air flow around them).

- Demonstrate an understanding of the properties of air (e.g., air and other gases have mass) and explain how these can be applied to the principles of flight.

- Investigate the principles of flight and determine the effect of the properties of air on materials when designing and constructing flying devices.

- Identify design features (of products or structures) that make use of the properties of air, and give examples of technological innovations that have helped inventors to create or improve flying devices.

- Demonstrate and describe methods used to alter drag in flying devices (e.g., flaps on a jet aircraft's wings).

- Explain the importance of minimizing the mass of an object when designing devices to overcome the force of the earth's gravity.

 

Teaching/Learning Strategies

 

This activity incorporates a variety of teaching and learning strategies, including: open-ended learning, teacher directed activities, individual learning activities and group work. These strategies are demonstrated while students problem solve in the area of aircraft design, test the effect of different airfoil shapes, safely use hand and power tools, collect information, write reports, and assess and evaluate aircraft performance. Teachers must review all appropriate safety precautions before allowing students use of hand and power tools. For example:

1.   A hot wire cutter requires good ventilation (if any odour or smoking is present, reduce the current/wire heat).

2.   Ensure the hot wire is on top of a solid wood table/work bench so no one can walk into the hot wire.

3.   Ensure the power source is CSA approved, such as a low-current battery charger or model train power transformer.

4.   Safety glasses must be worn while operating tools or equipment such as the scroll saw.

5.   The use of hot glue guns must be carefully supervised and hot glue guns must never be used by students who are in a seated position.

6.   Horseplay is not acceptable in a technology lab at any time.

 

Sequence of Activity

1. Review the Principles of Flight.

Teachers summarize the four forces involved in flight: thrust, drag, gravity, and lift. The main design considerations deal with decreasing drag and increasing lift. Thus, teachers should emphasize aerodynamics and Bernoulli's Principle.

To explain Bernoulli's Principle, teachers provide a variety of brief hands-on demonstrations such as blowing with a straw between two playing cards or suspending table tennis balls to observe the counter-intuitive result of movement toward the faster flow of air. Another activity could involve the following kinesthetic exercise: two groups of five students start at one side of the classroom and move in pairs to the other side. Students from the first group move directly across the front of the classroom, while students from the other group must go the long way around the back of the classroom. Pairs must arrive at the finish at the same time. This exercise gives a visual and kinesthetic understanding of why air must move faster across the curved section of an asymmetrical airfoil than across the flat section. Relating the spacing between students (and, by analogy, air particles) to the concept of density helps students understand why the faster moving air, which is less dense, provides lift. Students will develop a vocabulary list of necessary airplane parts and airfoil terms in their notebooks. Students will practise their understanding of the principles of flight and airplane parts by designing paper airplanes.

 

2. Plan material use.

Working in assigned groups of two, students cut a piece of Styrofoam 15 cm ´ 120 cm. The teacher will provide design parameters relating the dimensions of the glider components (wing, tail, and fuselage) to the chord length of 15 cm. A review of the concept of scale drawing may be necessary. As an enrichment activity, students may be provided the following criteria for aircraft design and allowed to experiment with different designs, if time permits, and report on the results.

Note: The following parameters will create a glider that flies quite well:

- aspect ratio for wing (chord length: span) 1:3 to 1:20 (e.g. span = 70 cm)

- horizontal stabilizer 20% to 50% of wing area (e.g. area = 30 ´ 10 square cm)

- vertical stabilizer 30% to 60% of horizontal stabilizer area (e.g. area = 10 ´ 10 square cm)

- fuselage mid-length (from centre of wing to centre of horizontal stabilizer) 30% to 60% of wing span (i.e. if the wing span takes 70 cm, 50 cm remain from the original length for the entire fuselage, allowing a mid-length of 28 cm and a nose of 10 cm.)

Students will create a scale drawing of their cutting layout, clearly showing the dimensions of the three components.

 

3. Airfoil for the rear wing (tail) component.

The teacher reviews the characteristics of asymmetrical and symmetrical airfoils and facilitate a class discussion focusing on the purpose of the two parts of the rear wing, namely the horizontal stabilizer (elevator) and vertical stabilizer (rudder). Students use the airfoil computer program to select and print out an appropriate (symmetrical) airfoil to be used for the rear wing (tail) pieces.

Note: Starting with the tail is helpful because it is the smallest of the components. This gives students the opportunity to practise cutting with wire cutters and templates. If unsuccessful the first time, students still have sufficient foam in their original piece to allow for another attempt, although their fuselage design may need modifying due to the fact that less material is available. Students will record their airfoil number and trace the airfoil shape. These items are added to their portfolio and will form part of their design report.

 

4. Create templates for cutting rear wing shape.

Students glue together two pieces of template material (the thin wood) that are 1 cm longer and wider than the paper airfoil pattern printed using the computer airfoil program.

Note: Students must use only two small drops of hot glue under the centre of the pattern so that the two pieces remain glued during cutting but can be easily separated later using the hot wire cutter to slice through the hot glue.

Students glue the paper airfoil pattern to the two joined pieces of wood. The entire "sandwich" of wood and paper is cut out around the paper airfoil pattern using the scroll saw. The joined templates should be sanded until all outer edges are smooth. With a pencil, students draw wire-cutting guide marks every centimetre around the outside of the joined templates. These marks may be numbered to assist in the hot-wire cutting process by acting as guide lines to ensure the cutting of the templates is  at the same rate by the hot wire (see step 5).

 

5. Cut the rear wing.

Students carefully separate the templates. Each template is lightly glued to one end of the rear wing foam piece. Care must be taken to ensure the template and piece is aligned the same way. Students work with their partner to guide the hot wire around the templates.

Note: A well cut wing is key to the success of the glider. Cutting is best performed as a two-person operation. Each person needs to make sure the wire is moving smoothly around the template at his or her end of the foam. The wire must also move at a constant speed across the foam, therefore one student should announce which mark he or she is currently passing and the other student should try to follow the pace.

 

6. Assemble the rear wing.

Note: The rear wing already cut will be further cut into two pieces, the vertical and horizontal stabilizers. Students then join these in the shape of an upside-down "T". Since the horizontal stabilizer has a curved upper surface, the vertical stabilizer must have a corresponding curve to its lower surface to sit flush on top. Students accomplish this by placing the template over the division mark and guiding the hot wire around to make the cut.

Students design the tail, referring to the parameters for vertical and horizontal stabilizers and cut the rear wing into two pieces. The smaller piece (the vertical stabilizer or rudder) is glued to the centre of the larger piece (the horizontal stabilizer or elevator).

 

7. Create the main wing.

Students repeat steps 3 to 5, substituting an asymmetrical airfoil shape.

 

8. Design the fuselage.

Students create a minimum of four thumbnail sketches of their fuselage design, taking into account the amount of foam remaining from their original piece. Students choose a design from their thumbnail sketches to create a scale pattern for their fuselage. Choice should be based on their understanding of aerodynamics (reduced drag), the need for the glider to be nose-heavy, and the fact that longer fuselages generally produce a more "level" glide. Students transfer their pattern to the remaining foam piece and cut it with the hot wire cutter.

Note: Proper design of the fuselage can reduce or eliminate the need for adding a lot of weight to the nose later. Some students have been very successful in gluing foam pieces together for a multi-layer nose section.

 

9. Assemble the glider.

Students attach the main and rear wings to the fuselage, using elastic bands anchored to toothpicks pushed horizontally through the fuselage. The main and rear wing should initially be set at the same angle relative to the fuselage. Students add weights to the nose if necessary to ensure proper weighting. Students test fly their gliders, adjusting weights and wing angles as necessary.

When students locate the centre of gravity of the glider, one-third of the main wing chord length in from the leading edge of the wing, the weighting should not need further adjustment. The elastic band attachment system is very useful for allowing wing angle adjustments, using small pieces of foam to raise the leading or trailing edge. The elastic band also helps to absorb shock when the glider hits other objects (such as walls and floor) and thereby helps to lessen damage to the foam wings.

Students provide a finish to their glider using markers or other media.

 

Assessment/Evaluation Techniques

 

 

Level 1

Level 2

Level 3

Level 4

Knowledge of facts

TFS 04X

demonstrates limited knowledge of the principle of flight

demonstrates some knowledge of the principle of flight

demonstrates considerable knowledge of the principle of flight

demonstrates thorough knowledge of the principle of flight

Thinking skills

SPS02X

evaluates peer and self work with limited effectiveness

evaluates peer and self work with moderate effectiveness

evaluates peer and self work with considerable effectiveness

evaluates peer and self work with a high degree of effectiveness

Communica-tion of information

SPV 03X

SPS 01X

SPS 04X

documents the development of the glider with limited clarity

documents the development of the glider with moderated clarity

documents the development of the glider with considerable clarity

documents the development of the glider with a high degree of clarity and with confidence

Application of procedures, equipment and technology

SPV 01X

SPS 08X

uses procedures, equipment and technology safely and correctly only with supervision

uses procedures, equipment and technology safely and correctly with some supervision

uses procedures, equipment and technology safely and correctly

demonstrates and promotes the safe use of procedures, equipment and technology

 

Students peer– and self-evaluate the quality and amount of work done in the design process and on their aircraft by reflecting on the checklist of design and construction steps listed above. The teacher will provide quizzes about vocabulary and principles of flight. Students may also present the rationale for their design to the class, to a guest from a local flying club, or to an aircraft service/manufacturing facility. To assist students in evaluating their aircraft, each student will prepare a list of assessment criteria for evaluating the quality of construction (static test) and the aircraft’s performance on flight day, such as distance flown. Teachers should collect and comment on the submitted student design reports.

 

Accommodations

 

Activities should be modified to meet the needs of all learners by applying various accommodations, such as: increasing time allowed for activities, enhancing or compacting content, assisting during evaluation processes, and providing peer tutor assistance where possible. Groups can be chosen to balance different abilities within each pair. Teachers ensure all equipment is easily accessible. Enrichment opportunities may include extensions such as having students plot their own airfoils from printed coordinates

 

Resources

 

Instructions for constructing hot wire foam cutters are available at http://www.epicrc.com/ep00007.htm.

Sample airfoil coordinates and profiles, diagrams to assist with template construction, etc. are available using ModelCAD, a CAD system specifically designed for PC and scale modelers, or Wingmaster model wing designer software, available at hobby stores or via the Internet.

Additional information on model aircraft is available at:

http://www.maac.ca/

http://www.modelaircraft.org/.

http://www.aviation.nmstc.ca/e-home.htm

Guest speakers and videos on flight are available from local flying schools.

 

 

 

Activity #3: Compressed Air Bottle Rocket Activity

 

Time: 330 minutes

 

Description

 

Students are challenged to create a compressed the air powered water rocket that flies the highest and straightest. Student controlled variables affecting rocket performance include rocket nozzle diameter, volume of water, and aerodynamic shape. Nozzles are machined on an engine lathe. Students measure the launched rockets' angles of elevation and deviation from vertical. This activity incorporates manufacturing, transportation, and design components.

 

Strands and Expectations

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences

 

Expectations:   TFV.02X, TFV.03X, TFS.03X, SPV.01X, SPV.04X, SPV.05X, SPS.01X,

                         SPS.02X, SPS.08X, ICV.02X, ICS.01X, ICS.03X

 

 

Planning Notes

 

Teachers and students must pay particular attention to safety procedures when working with compressed air and high-pressure water. Participants and observers should remain at least five metres clear of the rocket launch area. If the body of the rocket (outside of plastic pop bottle) is scratched, kinked, permanently dented, or in any way damaged, it should not be used as it could rupture on pressurization.

The valve for the rocket can be manufactured or purchased – this depends on the equipment available. In manufacturing the rocket valve the following equipment is required: engine lathe with 3-jaw chuck, knurling tool, lathe turning tool bit, drill chuck for tailstock and drills, M14x1.5 metric tap and die or Imperial equivalent, hot glue gun, and hand shears. The following material is required:  two-litre PET (plastic) pop bottle with cap; hot glue sticks; Bristol board (one sheet per four rockets); cardboard tubes (from toilet paper, wax paper, or plastic wrap); paper; tape;  aluminum rods (20mm diameter by 40mm long per rocket) to manufacture nozzle assembly.  Alternately, a tire valve stem can be provided for students requiring a modified activity without lathe operation.

A number of setup safety procedures must be followed. Teachers and students may design nozzle test stands and rocket launch platforms or this may be done in advance by teachers during training or in-service sessions. The launch platform must allow the person launching the rocket to remotely release the rocket from a minimum distance of five metres. Preferably, the rockets are contained in a protective shield (e.g. large plastic pail or plastic pipe) while being pressurized.

Rockets should be pressured to a maximum of 90 pounds per square inch, air over water. Teachers and students need to design a rocket clamp and release mechanism, a source of compressed air and air pressure regulator, a rubber stopper drilled with a 1/16 in. diameter hole, an air line with needle valve fitting, a needle fill valve, and two elevation and two deviation angle measurement tools made from large chalk board protractors.

 

Prior Knowledge Required

 

Students require some knowledge of techniques for measuring pressure, force, volume, angles, lengths, and diameters, as well as experience with a variety of measuring tools, including a pressure gauge, spring scale, tape measure, vernier and steel rule. Students should be familiar with engine lathe operation, specifically with respect to general safety precautions. Some experience with the design process and knowledge of drafting, including scale drawings, is recommended. Students should know how to operate a hot glue gun. Awareness of safe practices relating to compressed air and tool operation is a necessity. As well, students require an understanding of technology laboratory routines.

 

Teaching/Learning Strategies

 

This activity challenges students to achieve the highest altitude rocket flight they can. Team building, pride in achievements, and responsibility for assigned roles are emphasized as students form rocket teams and assume positions such as Chief Design Engineer, Chief Tool and Die Maker, and Chief Testing and Evaluation Technologist. Each team member is assigned a job description and specific tasks. Teachers use whole-class lessons to provide safety instruction, introduce the challenge, and present activity phases and specific expectations (who does what and what is produced). Detail tasking is facilitated through small group instruction and demonstrations relevant to specific job descriptions. Everybody works – all team members’ use their team designs to manufacture and integrate their own complete rocket. Teachers must review all appropriate safety precautions before allowing students to use hand and power tools. For example:

1.   If the body of the rocket (outside of plastic pop bottle) is scratched, kinked, permanently dented, or in any way damaged, it should not be used as it could rupture on pressurization.

2.   Rockets should be pressured to a maximum of 90 psi air over water (therefore only used a regulated air source).

3.   The rockets must be contained in a protective shield (e.g. large plastic pail or plastic pipe) while being pressurized.

4.   The rockets must never be pressurized indoors.

5.   The operator of a rocket requires safety goggles and may only release the rocket remotely from a distance no less than five metres.

6.   Students must never attempt to operate any equipment without detailed and thorough safety instruction from the teacher, especially power tools such as the drill press or lathe.

7.   Horseplay is not acceptable in a technology lab at any time.

 

 Activity Instructions

 

1. Introduction (Conception Phase): The teacher begins the rocket activity by introducing the two-litre pop bottle rocket challenge activity. The teacher also provides a non-flying demonstration of the rocket launch and the clamp, and also demonstrate the release mechanism and the tools used to measure rocket performance.

Note: The following activity instructions are not intended to be a sequential set of formal lessons. The rocket challenge is a group activity for teams of two to four students, with an optimum number of three students to a group. The teacher provides demonstrations and small group lessons to students with specific job functions. For example: a lathe setup demonstration is provided to students acting as Chief Tool and Die Makers. Safety aspects such as the correct handling of compressed air and correct tool operation must be taught to all students and reinforced in smaller student groupings.

To ensure the rocket is built in a timely and successful manner, the teacher helps students understand and practise project management. Students learn how to schedule and complete several overlapping sub-tasks within the overall project schedule. The rocket creation follows a multi-path engineering design and manufacturing development cycle in which all students will be involved. The overall project creation and completion of this manufacture, transportation, and design activity is provided to students in the following chart form to help track project phase activities and list responsibilities.

 

Project Phase/ Activities/ Responsibility/ Due Date

Conception     – challenge overview, team formation, charting project overlapping phases,

                        introductory video.

Design           – planning, prototype scale model, sketch, nozzle detail drawings, aerodynamics.

Manufacture  – full-scale bottle rocket fins and nose cone, nozzle, and nozzle nut.

Integration     – aerodynamic fins, nose and body, nozzle assembly and sealing.

Test               – prototype aerodynamic scale model drop test, nozzle thrust test, rocket launch.

Completion     – elevation calculation, technical drawings and final report, individual and group

                        evaluations.

 

2. Rocket Design (Design Phase): Students will use the experimental method to design the rocket by constructing a free-fall scale model rocket and machining three or four test nozzles. Each student is expected to build for homework a free-fall scale model rocket or at least gather material to construct one. Each student machines, with the assistance of student Chief Tool and Die Makers, one test nozzle and knurled nut for evaluation by the teams' Chief Testing and Evaluation Technologists.

 

3. Rocket Nozzle Manufacture (Manufacture Phase): Students will manufacture a simple nozzle and nut on the engine lathe (caution - prior safety and machine instruction is required). The nozzle starts with a 20mm diameter aluminum rod that students have end-faced and drill- and counter-sunk on one end. About 30mm is turned down to 14mm diameter and threaded for a M14x1.5 nut. Students will drill a nozzle hole 2mm to 8mm in diameter. Parting the machined end to a 35mm finished length completes the nozzle. The finished nozzle is left with a 20mm diameter by 5mm wide shoulder.

Students will machine the nozzle nut from a length of knurled 20mm diameter aluminum rod. They will drill the knurled rod to 12.5mm diameter, then thread it to M14x1.5. By parting the threaded end, students will produce a knurled nut of 10mm. Several knurled nuts may be produced from one length of 20mm diameter aluminum rod.

 

4. Rocket Assembly (Integration Phase): Students will put a 15mm hole into the two-litre bottle cap by drilling in a fixture made from a cut-off bottleneck. The nozzle is fitted into the two-litre bottle cap and secured with the knurled nut. Students will then screw the nozzle assembly on the bottle. Students will cut full-scale fins and nose cone from Bristol board. The nose cone is formed and glued to the previously designed and tested nose cone shape. Students will complete the rocket by gluing the fins and nose cone to the bottle.

 

5. (a) Rocket Aerodynamic Shape and Control – Free-Fall Scale Model (Test Phase): Students will build an approximate one-third-scale paper tube rocket with nose cone and fins. Dropping the scale model rockets from a safe platform to a one-meter diameter target will test designs. The best aerodynamic design will hit target centre.

    (b) Rocket Nozzle Hole Diameter versus Thrust and Mass Flow Rate (Test Phase): Students will mount their nozzles in the test stand (review instructions regarding safety with high-pressure water and compressed air). The air is turned on and the force – the water rocket thrust generated – is measured directly in kilograms with a spring mass scale. Students will conduct a second nozzle test relating to the time to expel a given mass. Using a known volume of water (two litres/two kilograms), students will measure the time to eject, or empty, the water. Students will use both mass and time to determine the rate of mass ejection per second (kilograms per second). Students will calculate the mass flow rated, or the rate water is ejected in kilograms per second, by dividing the total mass of water ejected by the total time taken to expel the water.

    (c) Deviation and Elevation Angle Measurements and Altitude Calculation: The design and manufacture of the necessary angle measurement tools should be a bonus student activity. All rocket launch measurements are done simultaneously at 50m from the launch point. Four measurement sites are located at 90 degrees from each other around the launch site.

Students will measure the angle of deviation by first aligning a horizontal protractor to point 90 degrees at the rocket launch site. When the rocket is launched, students should slide the perpendicular deviation sight about the deviation protractor to align the sight with the maximum rocket off vertical deviation.

Students will measure the angle of elevation by first aligning a vertical protractor to point along the 0-180 degree line at the rocket launch site. When the rocket is launched, students should slide the elevation sight about the elevation protractor to align the sight with the maximum rocket altitude. Students can then calculate the elevation using simple trigonometry: Height = 50m * cotangent (angle of elevation).

 

6. Final Report and Assessment (Completion Phase): Students will complete their final project report and hand in their personal project notes and logs. They will also perform group and self-assessments. The class may organize a celebration party during which the teacher will present rocket awards. 

 

Assessment/Evaluation Techniques

 

Level 1

Level 2

Level 3

Level 4

Understanding of concepts

SPV 04X

demonstrates limited understanding between relationship of production methods and, material

demonstrates some understanding between relationship of production methods and material

demonstrates considerable understanding between relationship of production methods and material

demonstrates thorough and insightful understanding between relationship of production methods and material

Thinking skills

TFV 03X

SPV 05X

SPS 01X

understands project with relation to identified specifications with limited effectiveness

understands project with relation to identified specifications with moderate effectiveness

understands project with relation to identified specifications with considerable effectiveness

understands project with relation to identified specifications with a high degree of effectiveness

Communication of information

TFV 02X

TFS 03X

SPS 02X

communicates design and research ideas with limited clarity

communicates design and research ideas with moderate clarity

communicates design and research ideas with considerable clarity

communicates design and research ideas with a high degree of clarity and with confidence

Use of language symbols and visuals

SPS 01X

produces technical drawing with limited accuracy and effectiveness

produces technical drawing with some accuracy and effectiveness

produces technical drawing with considerable accuracy and effectiveness

produces technical drawing with a high degree of accuracy and effectiveness

Application of procedures, equipment and technology

SPV 01X

SPS 08X

uses equipment and technology safely and correctly only with supervision

uses equipment and technology safely and correctly with some supervision

uses equipment and technology safely and correctly

demonstrates and promotes safe and correct use of equipment and technology

 

Teachers will evaluate students on initiative, work ethic, and finished quality of the rockets and design reports. As well, teachers will assess the students’ presentation of finished projects. Daily work ethics marks are determined by student demonstrations of safe work habits, initiative in research and production, and teamwork. This may be tracked by means of a journal or logbook. Each student design team will establish and apply a set of assessment criteria to determine how well the rocket was designed for the flight and how well it performed on "launch day".

 

Accommodations

 

Accommodations for alternate and enrichment activities are noted in the Activity Appendix. Special Education and ESL, ELD students will build a simplified rocket omitting lathe manufacture and detailed testing of the nozzle. Exceptional student enrichment is provided by having students use rocket formulas and design measurement tools to achieve higher levels of understanding.

 

Resources

 

Information on rockets and limited information on bottle rockets is available through multiple web sites in the Internet, including the following sample listing.

http://www.physics.umanitoba.ca/CAP/aop/96c2n07.html

http://teacherlink.ed.usu.edu/nasa/rockets/index.html

http://www.lerc.nasa.gov/WWW/K-12/TRC/Rockets/RocketActivitiesHome.html

http://members.aol.com/StanDCmr/rocket.html

 

Rocket Theory and Hints and Teachers Notes

 

Principles of Rocket Flight

The three main principles of rocket flight are: (a) thrust (b) aerodynamics, and (c) control. The principles of rocket flight may be taught in various ways to address different student capabilities. For example, some students will find formulas difficult while others require further formula challenges through enrichment activities. Activities such as viewing a short video on rockets and visiting several pre-selected web sites may be used to introduce the principles of rocket flight. Students should make notes of these principles during these activities.

 

Principles of Rocket Flight - Thrust

By examining what occurs with the rocket nozzle, students will gain an understanding of the rocket thrust principle. Mass (water in this activity's bottle rocket or burning hot gas in most rockets) is ejected at high velocity (meters per second). The faster (or higher rate) that the mass (water) is ejected, the greater the thrust. Together the velocity of the expelled material (water velocity relative to the rocket) and the rate at which the mass is expelled (big or little stream of water) imparts momentum (mass ´ velocity) on the rocket. The magnitude of the rocket thrust in newtons is the relative velocity of the ejected mass times the rate that the mass is expelled. Simply stated, the higher the velocity of the ejected water stream, the higher the bottle rocket's thrust, and the higher the rate of expelled water in the stream, the higher the bottle rocket's thrust.

The following physics description of rocket thrust is provided as a mathematically based explanation for the university-bound student. The physics of rocket thrust (or push) is described by Classical Newtonian mechanics. The thrust of a rocket engine is also called a reaction force. Reaction force is the rate at which momentum (mass ´ velocity) is transferred out of (or into) a system (rocket) by the mass that the system has ejected (or collected). The physics equation for rocket thrust is:

F = vrel * dM/dt

Where;

* = multiply

/ = divide

d = change in

M = mass (kilograms)

t = time (seconds)

Thrust = F [newtons]

Velocity ejected mass relative to rocket = vrel [meters per second]

Rate mass is ejected = mass expelled per unit time = dM/dt [kilograms per second]

The rocket engine designers' challenge is to obtain the largest thrust for the longest period of time with a given amount of propellant (two litres of water and 90 psi compressed air). A very small and very fast stream of water could last for minutes but would not have enough thrust to lift the bottle rocket off the ground. Alternately, a very large stream of water would lift off in a blast but empty the propellant in a fraction of second, thus giving very little momentum to the bottle rocket and hence very little altitude. The best design will be one that gives a thrust high enough to lift the rocket up and provides a maximum period of thrust to yield the greatest altitude.

Students may view a short two-minute video clip of a real rocket launch to observe the slow start and the rapid final velocity of the rocket. The teacher will also explain the rocket engine designers' challenge of optimizing thrust versus time to students in Chief Design Engineer positions.

 

Principles of Rocket Flight – Aerodynamics

Students will quickly discern several obvious points of rocket aerodynamic design by accessing related information in books, CD encyclopedias, and pictures or videos of modern rockets. The rockets are round long cylinders (tubes) with blunt rounded forward ends and fins on the tail end. The teacher will ask student groups to formulate their thoughts on the best bottle rocket design to reduce air resistance. The teacher will tabulate suggested design parameters and assist students in understanding minimum air resistance. Teams will test their thoughts by building scale models, keeping in mind the following observations: round and long objects slide easily through air like a javelin, pointed yet blunt nose cones spread the flowing air gently around the rocket, tail fins keep the nose pointed in the correct direction (control) and help the body to fly in a straight line like an arrow, and the rocket motor at the tail end (which provides control) provides push in exactly the opposite direction that the rocket is to go.

 

Principles of Rocket Flight - Control

The bottle rocket has three means of control. An aerodynamic control is created as tail fins direct the rocket's flight through air. A second type of control is provided a through rocket motor, as the rocket will go in a direction opposite to the thrust (expelled stream of water). A third form of control is the direction in which the rocket motor is pointed. All three of these control factors determine whether the rocket flies in a straight line or along a curved path.

 

Calculation of Rocket Propellant Velocity from Test Measurements

The teacher may provide an enrichment activity by asking students to calculate relative water velocity with two measurements: water rocket thrust and the time to eject or empty the water. Students calculate the relative velocity of the ejected water using the formula – relative velocity is equal to measured thrust multiplied by time divided by the total mass of water expelled, or
vrel = F * t / M

 

Rocket Launch Setup

For the rocket launch setup, teacher/students must conduct a thorough safety inspection of rockets. High pressure can explode damaged bottles so all rocket bottles must be inspected for cracks, scratches, or other signs of damage, and any damaged bottles must be rejected.

The water-charged rocket is clamped to the launch platform with a quick release mechanism. The nozzle is forced securely onto a rubber stopper. A small diameter air-fill tube protrudes through the stopper. The bottle is filled to the maximum launch pressure of 90 psi. The bottle is released when the area is safe.

 

Launch Field Duties

Duties are arranged to keep everyone involved. The teacher organizes four measuring stations with two students each or eight students in total. Flight timers record flight times during three flights and then average the times. A rocket filling station is the responsibility of two students. At the launch site, one student assumes responsibility for compressed air charging, one student assumes clamp and release duty, one student is launch site controller, and one student is assigned to be range safety officer. The teacher can provide at least 16 designated launch duties. Students are assessed and evaluated on the basis of how well they perform assigned launch site tasks including safety precautions such as wearing safety glasses.

 

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