Summary

In this lab, students will have the opportunity to construct a rocket. They will design it and prepare a chemical reaction for its “fuel” to propel the rocket as high as possible. Students will investigate available materials, quantities and ratios during their planning and testing phases. Student will record their plans, modifications and designs during the process. The lab will culminate with a competition to see whose rocket will go the highest.

Grade Level

Elementary or middle school

NGSS Standards

• 4-PS3-4: Apply scientific ideas to design, test and refine a device that converts energy from one form to another.
  
• 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• 3-5-ETS1-3: Plan and carry out fair tests to which the variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
• MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
  
• MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well the meet the criteria and constraints of the problem.
  
• MS-ETS1-1: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• Scientific and Engineering Practices:
  • Using Mathematics and Computational Thinking
    
  • Analyzing and Interpreting Data
    
  • Planning and Carrying Out Investigations

Objectives

By the end of this lab, students should be able to

• Understand indicators of a chemical reaction.
• Recognize that the law of conservation of mass applies to all chemical reactions.
• Understand that the quantity and ratio of reactants used in a reaction can impact the quantity and ratio of products produced in the reaction.
• Identify that gas can be produced in a chemical reaction.
• Realize that the particles in a gas have more space between them than the particles in a solid and a liquid.

Chemistry Topics

This lab supports students’ understanding of

• Chemical Reactions
• Indicators of Chemical Change
• Law of Conservation of Matter
• Gases
• Science and Engineering Practices

Time

Teacher Preparation: 30 minutes

Lesson: 2-2.5 hours (possibly spread over two class meetings)

Materials

Per partner group

• 1-2 Film canister with lid

Materials to choose from during design process:

• Alka-Seltzer tablets (plan for multiple per student)
• Water
• Baking soda (several boxes)
• Vinegar (several containers)
• Ziploc baggies (several boxes)
• Measuring devices (teaspoons, tablespoons, cups, graduated cylinders, etc.)
• Construction Paper
• Tape
• Scissors

Safety

• Always wear safety goggles when handling chemicals in the lab.
• The launching of the rockets should be conducted outdoors, in a large space such as a field or park.
• When students complete the lab, instruct them how to clean up their materials and dispose of any chemicals.
  
• Students should wash their hands thoroughly before leaving the lab.

Teacher Notes

• This works best with students in pairs. Allow students to choose their partner, or assign them.
• There are two reactions for students to choose from, or students may decide to combine the reactions, or portions of each:
  • A reaction of sodium bicarbonate (baking soda) and acetic acid (vinegar) produces carbon dioxide gas, water and sodium acetate (soluble in water). The carbon dioxide gas can originally be seen as bubbles in the solution, but will quickly be released from the solution. The amount of carbon dioxide gas produced will pop the lid off of the canister and propel the rocket through the air.
  • An Alka-Seltzer tablet contains aspirin, citric acid and sodium bicarbonate. When mixed with water, it will also produce carbon dioxide gas which can originally be seen as bubbles in the solution, but will quickly be released from the solution. The amount of carbon dioxide gas produced will pop the lid off of the canister and propel the rocket through the air.
• Also emphasize that students should consider the design of their rocket. Using construction paper to secure to the film canister could help the rocket be more aerodynamic. Students should consider this during their planning. Some examples for construction are below (make sure to remind students that the lid of the canister needs to be at the bottom of the rocket):

• To start, explain the challenge and walk students through the student handout.
• Next, begin the brainstorming session. This should be approximately 20-30 minutes. During the initial brainstorming session student should be given 1 or 2 film canisters (teacher’s choice – two will allow the groups to investigate more original ideas). Students should record their initial ideas for the contents of their rocket. Near the end of the session, allow students to collect their materials for a testing session outside (**It could be helpful for students to plan/conduct for more than one trial of their original idea). Encourage all students to participate in the first testing session, even if they aren’t certain about their original idea.
• In order to launch the rocket, you must quickly add the fuel ingredients to the film canister and seal it will the lid. Place the canister on the ground, standing upright on its lid and wait for it to launch! Be sure to tell students to move out of the way of any launching rocket.
• Allow for a second 20-30 minute brainstorming, rewriting/planning session. Students will work, alter their original plan etc. Make sure students are documenting their changes. If students have not considered their rocket design yet, encourage them to do so. Remind students that they will have one additional testing session before the final competition! Again, allow students to begin collecting their materials near the end of the session.
• After the second testing session, students will need to create their final written procedures. Tell students that they must document all steps, quantities, as well as the rocket design elements that will be used for the competition. Teachers may want to have students submit these for review prior to the competition!
• When ready (this may need to occur on a second day), all teams should collect, and measure their necessary materials according to their written final procedures.
• During the competition teachers may want to let teams launch their rockets one by one, and compare heights achieved. Or, teachers may want to have students vote about which rocket went the highest.
• Differentiation
  • For younger students, or students who will be more successful with a written procedure teachers should try the Alka-Seltzer Rockets lab in the AACT resource library.