Assignment 3: Solving Problems and Issues

Problem Issue
The media stimuli for this assignment is from an online news site: The
world ( Read as a class)
http://theworldlink.com/lifestyles/go/virgin-galactic-gets-back-on-tracktoward-space-tourism/article_913a2a6c-779d-5b18-8b9147491a2f1c44.html
Problem issue development
What force would be needed to launch a rocket into space? Would you only
need 1 rocket? How has it been achieved in the past? How will it change in
the future?
Heading into space is back on the world agenda with many countries being
able to not only launch their own rockets but have a hand in the global
communities desire for space exploration. This can be seen with the
deployment of the Hubble space telescope used to explore our galaxy and
beyond also the Mars rover and Mars pathfinder probe landing on Mars,
transmitting data and pictures of the red planet combined with the first
private manned space flight by Pilot Mike Melvill on June 21 2004
(Science.nationalgeographic.com.au, 2015).
To better appreciate peoples desire to explore space this timeline gives a
graphic image of Mans journey in exploring space from the 1950 to
modern day.
http://science.nationalgeographic.com.au/science/space/space-exploration/
In just over 60 years it is incredible the advances both technological and
scientific that have occurred. Becoming an astronaut and traveling into
space will soon become a reality for many people. Virgin Galactic has
developing the first user pays system in being able to visit space.
This video depicts Virgin Galactic mission in developing that system. Please
watch: https://www.youtube.com/watch?v=BM5RQITpfgA . While watching
the video what problem/ issue do you think they have encountered in
getting to this stage. What would have they had to overcome? How do they
get the rocket plane into the right position to make that final push into
space? What forces may they encounter? How many stages are there in
getting into space?

The issue with space exploration is there must be some type of force to
propel or push (thrust) the rocket into outer space. Force can be explained
using Newtons Three Laws of Motion
Newtons first law of motion: An objects speed will only change if a force is
applied. Usually act in pairs (Rader, 2015)
Newtons second law of motion: Speed or acceleration is proportional to the
force which gives us an exact relationship between force, mass and
acceleration and is measured by Newtons = Force = mass x acceleration.
(Teachertech.rice.edu, 2015)
Newtons Third law of motion states For every action there is an equal and
opposite re-action (Teachertech.rice.edu, 2015). Which means that for
every force this is a reaction force equal in size, but opposite in direction.
Now it is your turn to develop a two stage rocket using balloons, straws and
fishing line.

Curriculum Links
Year 7
Year 7 Level Description
The Science Inquiry Skills and Science as a Human Endeavour strands are
described across a two-year band. In their planning, schools and teachers
refer to the expectations outlined in the Achievement Standards and also to
the content of the Science Understanding strand for the relevant year level
to ensure that these two strands are addressed over the two-year period.
Science Understanding
Physical sciences
2

Change to an objects motion is caused by unbalanced forces acting on the

object (ACSSU117)
Elaborations
investigating the effects of applying different forces to familiar objects
investigating common situations where forces are balanced, such as
stationary objects, and unbalanced, such as falling objects
Science Inquiry Skills
Questioning and predicting
Identify questions and problems that can be investigated scientifically and
make predictions based on scientific knowledge (ACSIS124)
Planning and conducting
Collaboratively and individually plan and conduct a range of investigation
types, including fieldwork and experiments, ensuring safety and ethical
guidelines are followed (ACSIS125)
In fair tests, measure and control variables, and select equipment to collect
data with accuracy appropriate to the task (ACSIS126)
Processing and analysing data and information
Construct and use a range of representations, including graphs, keys and
models to represent and analyse patterns or relationships, including using
digital technologies as appropriate (ACSIS129)
Summarise data, from students own investigations and secondary sources,
and use scientific understanding to identify relationships and draw
conclusions (ACSIS130)

Evaluating
Reflect on the method used to investigate a question or solve a problem,
including evaluating the quality of the data collected, and identify
improvements to the method (ACSIS131)
Use scientific knowledge and findings from investigations to evaluate
claims (ACSIS132)
3

Communicating
Communicate ideas, findings and solutions to problems using scientific
language and representations using digital technologies as appropriate
(ACSIS133)

Year 7 Achievement Standard

By the end of Year 7, students describe techniques to separate pure
substances from mixtures. They represent and predict the effects of
unbalanced forces, including Earths gravity, on motion. They explain how
the relative positions of the Earth, sun and moon affect phenomena on
Earth. They analyse how the sustainable use of resources depends on the
way they are formed and cycle through Earth systems. They predict the
effect of environmental changes on feeding relationships and classify and
organise diverse organisms based on observable differences. Students
describe situations where scientific knowledge from different science
disciplines has been used to solve a real-world problem. They explain how
the solution was viewed by, and impacted on, different groups in society.
Students identify questions that can be investigated scientifically. They
plan fair experimental methods, identifying variables to be changed and
measured. They select equipment that improves fairness and accuracy and
describe how they considered safety. Students draw on evidence to support
their conclusions. They summarise data from different sources, describe
trends and refer to the quality of their data when suggesting improvements
to their methods. They communicate their ideas, methods and findings
using scientific language and appropriate representations.

Mathematics
Number and Algebra
Number and place value
Compare, order, add and subtract integers (ACMNA280)
4

Real Numbers
Round decimals to a specified number of decimal places (ACMNA156)
Patterns and algebra
Create algebraic expressions and evaluate them by substituting a given
value for each variable (ACMNA176)

Statistics and Probability

Data representation and interpretation
Identify and investigate issues involving numerical data collected from
primary and secondary sources (ACMSP169)
Construct and compare a range of data displays including stem-and-leaf
plots and dot plots (ACMSP170)

Describe and interpret data displays using median, mean and range
(ACMSP172)

Year 7 Achievement Standard

By the end of Year 7, students solve problems involving the
comparison, addition and subtraction of integers. They make the
connections between whole numbers and index notation and the
relationship between perfect squares and square roots. They solve
problems involving percentages and all four operations with
fractions and decimals. They compare the cost of items to make
financial decisions. Students represent numbers using variables.
They connect the laws and properties for numbers to algebra.
They interpret simple linear representations and model authentic
information. Students describe different views of threedimensional objects. They represent transformations in the
5

Cartesian plane. They solve simple numerical problems involving

angles formed by a transversal crossing two parallel lines.
Students identify issues involving the collection of continuous
data. They describe the relationship between the median and
mean in data displays.
Students use fractions, decimals and percentages, and their
equivalences. They express one quantity as a fraction or
percentage of another. Students solve simple linear equations and
evaluate algebraic expressions after numerical substitution

Learning Outcomes:
Students will have an understanding and be able to articulate the
following scientific concepts:
Potential energy is energy that is stored within an object, not in
motion but capable of becoming active.
Kinetic energy is energy that a body possesses as a result of motion.
Force is an action that causes a mass to accelerate
Newtons three laws of motion
Students will be able to conduct an investigation including
experiments and fieldwork
Students will be able to test, measure and control variables of an
investigation
Students will be able to predict scientific outcomes associated with
motion (trials)
Students will be able to summarize measurable data and make
hypothesis and draw on evidence to support their conclusions
Students will be able to table results from measured trials
Students will be able to calculate outcomes from trial data using
mathematical equations and algebra
6

 Students will be able to solve problems using mathematical

computation

Common Student Misconceptions:

Children identify force with living things there is some intention
involved.
Objects in constant motion need a constant force to keep them
moving in the same way (confusion with momentum).
An object that is not moving has no forces acting on it
A moving body has a force acting on it in the direction of motion
(confusion with momentum).
Moving objects come to a stop even when there is no friction.

Diverse Learners
Teacher to utilise scaffolding to ensure student connection with
concepts, this includes modelling.
Teacher to use group and class collaboration
Teacher to modify curriculum activities for students to demonstrate
their learning
Teacher to use explicit teaching strategies

Experiment Procedure
The fishing line has been run and tightened. The straws have been
threaded onto the line.

The first balloon has been secured with tape to the straw along with the
cup.
The second balloon is being secured to the first through the cup and is
being secured to the second straw.

Stage 2 complete

2 Stage Rocket Experiment

Introduction to Activity
After viewing the Problem/issue stimuli (see top of page) you are required
to develop a 2 stage balloon rocket using the working scientific framework.
You will investigate movement and forces properties and concepts in a 2
stage balloon rocket through describing, predicting, testing, collecting data
and drawing conclusions.
Materials Needed

Balloons (long and narrow)

Plastic straws
Sticky tape
Fishing line
9

Stopwatch
Measuring tape
Peg or paper clip
2 chairs
Plastic / paper cup

Engage:
Watch this short video. Look at the part of the rocket and what happens
during and after lift-off. Can you identify the different parts of the rocket?
Can you see Newtons laws of motion in play here?

Write a list of questions that you would like to explore about the
balloon rocket and any predictions.
Does the size of the exhaust affect distance and time travelled by the
balloon rocket?

Explore:
Which of Newton's three laws of motion applies to the fight of
rockets?
All of them
Draw and label a diagram of your 2 stage rocket and how each
section works. (Action / reaction)

10

Describe the rocket balloon and how you think it works?

The air pushing its way out of the balloon is an action force, and it causes
an equal reaction, which is the movement of the balloon.
Predict what you think may happen when you conduct the
experiment?
The more air initially in the balloon, the further the balloon travels along
the string because the action force is greater.

Predict and list any variables that could affect the flight distance.
Amount of air in the balloons, Balloon touching the string, Trajectory of the
string
Tightness of the string
Measuring distance and speed with a 2 stage rocket
11

Step 1: Using your 2 stage rocket conduct a time and distance trial
Step 2: Predict the distance travelled along the string for the balloon that
is small, medium and large.
Step 3: Trial your rocket three times. Record the distance travelled and
time for each trial.

Balloon Size

Trial

Predicted
distance
& Time

1
Small

Medium

Distanc
e
5.1

Recorded
Time
Ave
Distan
ce
4.39

5.7

4.1

6.1

5.4

8.5

6.59

8.1

7.03

7.3

8.1

13.4

11.3

2
3

3m

5m

12.8
13.9

Ave
Time

5.63

4.63

7.96

7.24

9.5
10.6

Is there any correlation in balloon size to distance?

The more air initially in the balloon, the further the balloon travels along
the string because the action force is greater.
Graph the results with the balloon size below.

12

2 Stage Rocket Distance Data

16

13.4 12.8 13.9

14
12
10

Measurment in Meters (M)

8.5

8
6

5.7

5.1

8.1

6.1

7.3

4
2
0

Small

Medium

Large

Balloon Size
Trial 1

Trial 2

Trial 3

2 Stage Rocket Time Data

11.3

12

Time in Seconds (sec)

6
4

10.6

9.5

10

4.39 4.1

6.59 7.03

5.4

8.1

2
0

Small

Medium

Large

Balloon Size
Trial 1

Trial 2

Trial 3

Average time & Distance for 2 Stage Balloon Rocket

15

13.36
10.46

10

Ave Time in Seconds (Sec)

& Distance
Distance
Ave (M)in Meters (M)

5
0

7.967.24
5.63 Time Ave (Sec)
4.63

Small

Medium

Large

Balloon Size

13

Step 4: Can you explain what your graph represents or means?

The 2 stage rocket distance data represents the individual results in meters
for each trial and the average distance of each balloon size
Step 5: How could you improve the reliability of the data
collected?
Complete more trials
Measure the quantity of air each balloon receives small, medium and large
so when running more trials the air quantity remains constant for each size
balloon.
Complete the experiment indoor as to limit wind interference

Step 6: List any conclusions you have reached regarding the

activity and data collected
The larger quantity of air in the balloons the further the rocket is propelled.
The amount of time correlates to distance travelled
EXPLAIN:
Describe some of the scientific ideas and concepts involved in the
experiment.
Balanced forces occur on the balloon rocket when it is stationary. There are
forces acting on it but they are balanced. Meaning that the force pulling it
downwards (gravity) is equal to the force pushing it upwards.
Unbalanced forces during take-off. Thrust pushes the rocket upwards by
pushing air downwards in the opposite direction with the resulting force
being the difference between the pushing and pulling forces.
Two forces acting on the rocket at take-off are Thrust pushes the rocket
upwards by pushing air downwards in the opposite direction and gravity
pulling the rocket down
14

Newtons First Law of Motion (the Law of Inertia) states: Every object in a
state of uniform motion tends to remain in that state of motion unless an
external force is applied to it.
Newtons Second Law of Motions states: The acceleration (a) of an object
as produced by a net force is directly proportional to the magnitude of the
net force (F) in the same direction as the net force, and inversely
proportional to the mass (m) of the object. This relationship is described by
the equation: F = ma.
Newtons Third Law of Motion states: For every action, there is an equal
and opposite reaction.
Pressure is the amount of force exerted on an area.
ELABORATE:
How else you could display the data you recorded?
Line graph, pie chart
What did you keep the same?
Straw size
Balloon type
Fishing line
Fishing ling tension
Did the results match your predictions?
Yes my predictions were correct regarding the 2 stage rocket.
However when I completed the single balloon rocket with a smaller
exhaust the balloon travelled much further and slower than I had predicted.
It actually travelled nearly the same distance as the 2 stage rocket but at a
much slower speed, resulting in a slower time to distance ratio.
Conclusion:
15

Throughout the experiment the two dependant variables were the time and
distance travelled with the independent variable being the volume of air in
each inflated balloon size. The balloon sizes varied from small, medium to
large. Three trials were conducted with each balloon volume (size) with the
average taken with the result graphed in a bar graph. The data gather from
the experiments concluded that the larger volume of air the balloons held
the greater distance covered and in direct correlation the more time taken
to travel the distance.
Newtons first law of motion applied when the balloon rocket was on the
launching pad with the force pulling it downwards (gravity) is equal to the
force pushing it upwards. Thus the rocket being in the balanced stated.
During take-off is where Newtons second law of motion is noticed with the
thrust pushing the rocket upwards by pushing air downwards in the
opposite direction creating an unbalanced force and Newtons third law
applies as a action reaction principle with the rocket balloon shooting out a
small mass at high velocity through the exhaust to get the large mass
moving. F = m * a
The motion, of the rocket is equal to and in the opposite direction of the
thrust from the engine
EVALUATION:
Student Self- evaluation
Planning
Investigati
ons

Doing the
experimen
t and
collecting
the results

Recording Evaluating
and
investigati
explaining ve work
the results

My
Strengths

My
Weakness
es
What I
need to do
better

16

Reflection on experiment:
Throughout this experiment I was constantly linking the theory of motion
and forces to each step of the activity. This I believe strengthen my
theoretical connection to the scientific concepts being applied. The hands
on approach to this experiment will be engaging with links to real world
knowledge and application for the students.
This problem / issue was chosen due to the real life possibilities for this
generation of students to be the first to have access in becoming an
astronaut through a user pays system. Maybe in the future booking a flight
into space may be as normal as booking a plane flight from Adelaide to
Darwin, just more expensive.
Activity design:
I have developed this activity to use as a real lesson resource in a
classroom setting and will be become part of my teachers resources.
Student Difficulties:
Students may find it challenging to relate to some of the scientific concepts
with this investigation like understanding the rockets potential energy,
Newtons laws of motion, Thrust, movement and force. (It is noted that for
students to develop conceptual understanding of these concept, this
activity can form the bases of further discussions)
What organisational issues might be encountered?
Groups of 3 would be advised as to limit the amount of area, chairs and
tape measures needed. This should supply the students with enough hands
on interaction to make the activity interactive as possible.
Space could be another issue with potentially 30 students per class and 15
groups, the areas and the tying points may need to be chosen carefully as
not to have too many students trying to complete that same activity at the
same site together.
The need for extra fishing line, balloons and tape on hand as it is inevitable
that many balloons will be used throughout the experiment
17

It is believe that student engagement with this activity will be high due to
the hands on nature and real life principles applied throughout the
investigation.

An explanation of the science concepts:

Force:
1. Force is associated with the body till it is in motion.
2. When a body is at rest the force acting on it is zero.
3. Force is always in the same direction as the velocity of the body.
4. If the velocity is changing then the force is also changing.
6. The action-reaction forces act on the same body.
7. The product of mass and acceleration is a force.
Potential Energy:
An object can store energy as the result of its position. For example, the
heavy ball of a demolition machine is storing energy when it is held at an
elevated position. This stored energy of position is referred to as potential
energy. This stored energy of position is referred to as potential energy.
Potential energy is the stored energy of position possessed by an object.

Kinetic Energy:
Energy that a body possesses as a result of its motion
Potential energy becomes kinetic energy as the rocket begins to move
Friction:
Friction: the force that opposes the relative motion of two surfaces in
contact.
Thrust:
18

Thrust is the force which moves an aircraft through the air

Force:
A force may be thought of as a push or pull in a specific direction
Balanced Forces:
There are forces acting on it but they are balanced. Meaning that the force
pulling it downwards (gravity) is equal to the force pushing it upwards.
Unbalanced forces:
Unbalanced forces always cause a change in motion. They are not equal
and opposite. When two unbalanced forces are exerted in opposite
directions, their combined force is equal to the difference between the two
forces and is exerted in the direction of the larger force
Newtons First Law of Motion:
Every object in a state of uniform motion tends to remain in that state of
motion unless an external force is applied to it.
Newtons Second Law of Motion:
The acceleration (a) of an object as produced by a net force is directly
proportional to the magnitude of the net force (F) in the same direction as
the net force, and inversely proportional to the mass (m) of the object. This
relationship is described by the equation: F = ma.
Newtons Third Law of Motion:
For every action, there is an equal and opposite reaction.

19

EXPERIMENT REQUEST & RISK ASSESSMENT SHEET

TEACHER CODE:
Jamie Cordy

DAY & DATE REQUIRED:

Day:Monday
Date:
16/02/15

LESSON/TIME:
Lesson 3

CLASS / SUBJECT:
Year 7 Science

ROOM: 5
Sports Stadium
Classroom

NO. OF GROUPS:
10

TITLE / DESCRIPTION OF PRAC:

2 Stage Balloon Rocket Experiment

Scientific Assistant
Required

1 x SSO

EQUIPMENT / CHEMICAL LIST

APPARATUS / EQUIPMENT

Balloons

QTY

CHEMICALS / BIOLOGICALS

5 pks

Fishing line

100m roll

Straw

60 approx

Pencil

10

Eraser

10

Recording Sheet

10

Tape Measure

10

Paper clip

60 approx

pegs

60 approx

SSO assistance

Digital Camera

Stopwatch

10

Chairs

20

Paper cups

15

QTY

DISPOSAL
CODE

N/A

DISPOSAL METHODS refer to statements in Chemwatch / MSDSs to determine necessary procedures.

20

A. flush with running water down

the sink.
E. collect for reuse (eg. non-reacted
metal strips)

B. class room rubbish (nonhazardous solids)

F. package for refrigeration and later
disposal (eg. animal dissection
waste)

C. outside rubbish bins (eg. food and

other messy solids)
G. collect in labelled waste containers
for appropriate hazardous waste
disposal (eg. lead & silver compounds,
immiscible organics, etc)

D. broken glass bin

21

SPECIFIC RISK CONTROL MEASURES

RISK MINIMISATION STRATEGIES for all experiments and activities

Preparation
Class size is appropriate
Class has appropriate experience

Class groups

are appropriately spaced Number of groups is

Emergency procedures have been

considered

Prior demonstration of skills is

necessary

Teacher has relevant previous

experience

Appropriate spillage control

methods are on hand

Hazards have been assessed

desirable

Organisation
Room is appropriate for the experiment
considered

Safe supervision and Personal Protection

Prior safety explanations are necessary
Hair tied back

Movement of people has been

All materials to be used have been

considered

Use of lab coat/apron necessary

Synthetics/parkers removed

Safety glasses /Goggles necessary

Presence of Scientific Assistant

Advantageous

Need for students wearing contact

lenses to wear goggles

Jewellery removed as appropriate

Contact lenses removed

Complete, covered footwear

Experimental practices
Appropriate practices for minimum skin contact
Need to Inform students of hazards involved

Amounts of chemicals are appropriate

Need for good ventilation
Need for use of fume cupboard

Students have been reminded about:

Heating of liquids

Carrying glass wear

Handling hot apparatus/liquids

Handling reagent bottles

Lighting and use of Bunsen Burners

Heating in test tubes

CALCULATION OF THE RISK For all activities/experiments

(Save form as a document of your own, then reopen and move lines to required position.)

The risk is calculated after considering the Risk Minimisation strategies above.

ALMOST CERTAIN
500

QUITE POSSIBLE

NUMEROU
S
FATALITIES

CATASTROPHE

MULTIPLE
FATALITIES

DISASTER

UNUSUAL BUT POSSIBLE

INFREQUENT
OCCASIONAL FREQUENT

FATALITY

VERY
SERIOUS

REMOTELY POSSIBLE

CONTINUOUS

SERIOUS
INJURY

SERIOUS

CONCEIVABLE BUT VERY UNLIKELY

CASUALTY
TREATMENT
PRACTICALLY IMPOSSIBLE

FIRST AID
TREATMEN
T

400
300

VERY RARE RARE

HIGH RISK

200
SUBSTANTIAL
RISK
100
80
60

IMPORTANT

10v ERY
HIGH RISK

MODERATE
RISK

40

NOTICEABLE
20

PERPERHAP
S
ACCEPTAB
LE

22

S IGNATURES

MEDIUM
RISK
HIGH RISK DATE
TEACHER/LEC
DATE
SUPERVISOR/S

TURER
ENIOR SCORE IS
SCORE IS16/2/15
CALCULATED
CALCULATED AS
12
JAMIE CORDY
- - 90
/ --/
GREATER THAN
BETWEEN 30
AND 90
SCORE IS CALCULATED
Specific identified activities
AS LESS THAN
Involving:
Specific identified activities
1.
30
Involving:
2.

1.
Completion of page two and sign.
LOW RISK

Complete page two and give to

the
Supervisor for signing

Complete page two and obtain

Supervisor signature.

23

Science Knowledge Concept

Map

References
Exploration.grc.nasa.gov,. (2015). Rocket Principles. Retrieved
12 February 2015, from
http://exploration.grc.nasa.gov/education/rocket/TRCRocket/roc
ket_principles.html
Grc.nasa.gov,. (2015). What is Thrust?. Retrieved 12 February
2015, from http://www.grc.nasa.gov/WWW/k12/airplane/thrust1.html
Quest.nasa.gov,. (2015). NASA Quest > Space Team Online.
Retrieved 12 February 2015, from
http://quest.nasa.gov/space/teachers/rockets/principles.html
Physicsclassroom.com,. (2015). Balanced and Unbalanced
Forces. Retrieved 12 February 2015, from
http://www.physicsclassroom.com/class/newtlaws/Lesson1/Balanced-and-Unbalanced-Forces
Rader, A. (2015). Physics4Kids.com: Motion: Laws of Motion.
Physics4kids.com. Retrieved 10 February 2015, from
http://www.physics4kids.com/files/motion_laws.html
ScienceFriday.com,. (2015). Balloon Rockets. Retrieved 13
February 2015, from
http://www.sciencefriday.com/blogs/07/31/2014/balloonrockets.html
Sharp, T. (2015). SpaceShipOne: The First Private Spacecraft |
The Most Amazing Flying Machines Ever. Space.com. Retrieved
6 February 2015, from http://www.space.com/16769spaceshipone-first-private-spacecraft.html
Science.nationalgeographic.com.au,. (2015). Space
Exploration, Space Exploration Information, Facts, News, Photos
-- National Geographic. Retrieved 6 February 2015, from
http://science.nationalgeographic.com.au/science/space/spaceexploration/
Teachertech.rice.edu,. (2015). Newton's 3 Laws of Motion.
Retrieved 7 February 2015, from

http://teachertech.rice.edu/Participants/louviere/Newton/law3.ht
ml
Utahscience.oremjr.alpine.k12.ut.us,. (2015). Balanced &
unbalanced forces. Retrieved 12 February 2015, from
http://utahscience.oremjr.alpine.k12.ut.us/sciber99/8th/forces/s
ciber/forces.htm
Virgin Galactic,. (2015). Virgin Galactic - Dreams June 2013.
Retrieved from https://www.youtube.com/watch?
v=BM5RQITpfgA