Effervescent Rockets
Monte Hill
Introduction
Standards
Objectives
Activities
Assessment
Results
Resources
Student pages
 





Introduction
Students construct rockets using 35mm film cannisters. The rockets are then launched using the thrust generated by expanding gases from dissolving effervescent antacid talbets inside the cannisters. Students learn that energy, stored in the form of a solid fuel can be changed to a gas and used to produce motion.
Subject: Physical Science
Topic: Model Rocketry
Grade Level: 3
Student Lesson name and URL:
Standards Addressed

Third Grade
Science: Physical Sciences
Energy and Matter

1. Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept, students know:

e) Matter has three forms: solid, liquid, and gas.
b) Sources of energy take many forms, such as food, fuel, and batteries.
c) Machines and living things convert stored energy to motion and heat.
Instructional Objectives
    Students will be able to identify the three forms of matter.
    After building model rockets with effervescent tablets as fuel, students will recognize the tablets as a stored-energy fuel source.
    After launching their model rockets several times, students will determine that a launch represents a conversion of stored energy to motion.
    After launching their rockets and viewing Nova video, students will be able to explain that real rockets similarly rely on stored-energy fuel, which is converted to motion.
Student Activities

Introductory Activity
Students observe a demonstration of a baking soda and vinegar reaction in a sealed plastic bag. As the baking, a solid, is combined with the vinegar, a liquid, the reaction produces carbon dioxide, a gas. The gas expands, filling the bag and ultimately bursting the seal.

Enabling Activities
Students read about the three states of matter in Houghton Mifflin "Discovery Works" Unit 3. Examples of each are given, and discussion includes the tendency of gases to take more space than solids or liquids.

Working in pairs, students create rockets with 35mm film containers, using effervescing antacid tablets (Alka Seltzer) as fuel as follows:

  • Each pair is given a film container, a lid, three and a half tablets, and water (one cup is plenty). 
  • Outdoors and standing in a large circle, students are directed to fill the container one-third full with water. At a predetermined signal, and as quickly as possible, one tablet is placed in the container, the lid is sealed firmly, and the "rocket" is placed inverted on the ground.
  • The rocket is ready to launch, so students stand back, and in a few seconds, LIFTOFF.
  • The process is repeated in for two more rounds, as a half tablet and then two tablets of fuel are used in an effort to determine the optimum amount of fuel for the highest launch with the least waste. Some launches may exceed 20 feet.
Students read about forms of energy on pages 19-33 in Houghton Mifflin "Discovery Works." Class discussion connects the experimental rockets to the text, identifying a conversion of stored energy to energy of motion.

Students view NOVA "Apollo" video.
 
 

Culminating Activity
A culminating class discussion clarifies the reasons why the rockets worked. The expanding gas that blasted the rocket into flight is connected with the bursting plastic bag demonstration in the introduction. The effervescing tablets are identified as a solid form of stored energy, which is released as energy as the solid turns to a gas. As an extension, students compare their findings regarding the optimum quantity of fuel. Finally, comparisons are made with actual rocket launches like those seen in the "Apollo" video. Assessment

Students are assessed on a 50-point scale.

  • 46-50 points -- exemplary
  • 40-46 points -- proficient
  •   0-39 points -- below standard
Twenty-point quiz. Students write the names of the each of the three forms of matter--liquid, solid and gas--and give two examples of each. Five points for each identified state and its two examples. Students also list examples of stored-energy fuels, like gasoline or firewood. One point for each example, up to five. 

Fifteen-point diagram. Students draw and label a diagram of the effervescent rocket and its launch procedure. Five points for identification of each of the following: rocket, fuel, stored energy, motion.

Fifteen-point paragraph. Students write a paragraph describing real life applications of full-size rockets. The paragraph should include discussion of the following topics: practical applications of rockets, stored-energy fuels, conversion of stored energy to energy of motion. Up to five points for each topic.
 

Results
Pre-test
1. Name the three states of matter.
2. Rocket fuel represents stored
     a. water
     b. energy
     c. air
3. Rockets use fuel to create 
     a. air
     b. matter
     c. motion

Post-test
1. Name the three states of matter.
2. Rocket fuel, before it is burned, is an example of
     a. stored energy
     b. friction
     c. heat
3. During launch, the main purpose of rocket fuel is to convert stored energy to energy of
     a. light
     b. heat
     c. motion

Web Resources & Supplementary Materials

For information about the physics behind rocketry, go to
http://www.lerc.nasa.gov/Other_Groups/K-12/TRC/Rockets/rocket_principles.html

To learn more about model rocketry, try
http://www.webpak.net/~gngrbrd/rocketry/rcktstrt.htm
http://jadebox.com/rockets

And if you just love rockets and space
http://www.jpl.nasa.gov
 


Final presentation

Little Chico Creek Elementary School
Chico, CA
Monte Hillmchill61@hotmail.com
Last Revised: 06/07/2001