Rocket Propulsion

OBJECTIVE: Galaxy Explorers will learn the history of the researchers improve aircraft performance and safety by conducting extreme tests such as crashing planes, skidding tires, and blasting water. Galaxy Explorers will learn how to do the following relative to propulsion: (1) measure and collect data, (2) develop ratios and graphs to analyze their data, (3) compare their results, and (4) predict possible solutions for their real-world problems. Mission Team Explorers will be able to do the following: construct an ENCD, a propulsion device, and test track using metric measurement. use measurement and ratios to perform experiments and predict outcomes of their trials. use graphing to organize their data, interpret, and analyze their results. MATHEMATICS STANDARDS Understand patterns, relations, and functions. Use mathematical models to represent and understand quantitative relationships. Analyze change in various contexts. Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Select and use appropriate statistical methods to analyze data. Develop and evaluate inferences and predictions that are based on data. Apply and adapt a variety of appropriate strategies to solve problems. Solve problems that arise in mathematics and in other contexts. Monitor and reflect on the process of mathematical problem solving. Recognize reasoning and proof as fundamental aspects of mathematics. Create and use representations to organize, record, and communicate mathematical ideas. Discussion: Hello, my name is fill in name. Today we are going to talk about what makes a rocket go. The first rockets ever built, the fire-arrows of the Chinese, were not very reliable. Many just exploded on launching. Others flew on erratic courses and landed in the wrong place. Being a rocketeer in the days of the fire-arrows must have been an exciting, but also a highly dangerous activity.

Today, rockets are much more reliable. They fly on precise courses and are capable of going fast enough to escape the gravitational pull of Earth. Modern rockets are also more efficient today because we have an understanding of the scientific principles behind rocketry. Our understanding has led us to develop a wide variety of advanced rocket hardware and devise new propellants that can be used for longer trips and more powerful takeoffs. Rocket Engines and Their Propellants Most rockets today operate with either solid or liquid propellants. The word propellant does not mean simply fuel, as you might think; it means both fuel and oxidizer. The fuel is the chemical the rocket burns but, for burning to take place, an oxidizer (oxygen) must be present. Jet engines draw oxygen into their engines from the surrounding air. Rockets do not have the luxury that jet planes have; they must carry oxygen with them into space, where there is no air. Solid rocket propellants, which are dry to the touch, contain both the fuel and oxidizer combined together in the chemical itself. Usually the fuel is a mixture of hydrogen compounds and carbon and the oxidizer is made up of oxygen compounds. Liquid propellants, which are often gases that have been chilled until they turn into liquids, are kept in separate containers, one for the fuel and the other for the oxidizer. Just before firing, the fuel and oxidizer are mixed together in the engine. Solid Propellant Rocket A solid-propellant rocket has the simplest form of engine. It has a nozzle, a case, insulation, propellant, and an igniter. The case of the engine is usually a relatively thin metal that is lined with insulation to keep the propellant from burning through. The propellant itself is packed inside the insulation layer. Many solid-propellant rocket engines feature a hollow core that runs through the propellant. Rockets that do not have the hollow core must be ignited at the lower end of the propellants and burning proceeds gradually from one end of the rocket to the other. In all cases, only the surface of the propellant burns. However, to get higher thrust, the hollow core is used. This increases the surface of the propellants available for burning. The propellants burn from the inside out at a much higher rate, sending mass out the nozzle at a higher rate and speed. This results in greater thrust. Some propellant cores are star shaped to increase the burning surface even more. To ignite solid propellants, many kinds of igniters can be used. Fire-arrows were ignited by fuses, but sometimes these ignited too quickly and burned the rocketeer. A far safer and more reliable form of ignition used today is one that employs electricity. An electric current, coming through wires from some distance away, heats up a special wire inside the rocket. The wire raises the temperature of the propellant it is in contact with to the combustion point.

Other igniters are more advanced than the hot wire device. Some are encased in a chemical that ignites which then ignites the propellants. Still other igniters, especially those for large rockets, are rocket engines themselves. The small engine inside hollow core blasts a stream of flames and hot gas down from the top of the core and ignites the entire surface area of the propellants in a fraction of a second. The nozzle in a solid-propellant engine is an opening at the back of the rocket that permits the expanding gases to escape. The narrow part of the nozzle is the throat. Just beyond the throat is the cone. The purpose of the nozzle is to increase the acceleration of the gases as they leave the rocket thereby maximize the thrust. It does this by cutting down the opening through which the gases can escape.

first, the

hot exit and

As with the inside of the rocket case, insulation is needed to protect the nozzle from the hot gases. The usual insulation is one that gradually erodes as the gas passes through. Small pieces of the insulation get very hot and break away from the nozzle. As they are blown away, heat is carried away with them. Liquid Propellant Rocket The other main kind of rocket engine is one that uses liquid propellants, which may be either pumped or fed into the engine by pressure. This is a much more complicated engine, as is evidenced by the fact that solid rocket engines were used for at least seven hundred years before the first successful liquid engine was tested. Liquid propellants have separate storage tanksone for the fuel and one for the oxidizer. They also have a combustion chamber, and a nozzle. The fuel of a liquid-propellant rocket is usually kerosene or liquid hydrogen; the oxidizer is usually liquid oxygen. They are combined inside a cavity called the combustion chamber. Here the propellants burn and build up high temperatures and pressures, and the expanding gas escapes through the nozzle at the lower end. To get the most power from the propellants, they must be mixed as completely as possible. Small injectors (nozzles) on the roof of the chamber spray and mix the propellants at the same time. Because the chamber operates under high pressures, the propellants need to be forced inside. Modern liquid rockets use powerful, lightweight turbine pumps to take care of this job.

With any rocket, and especially with liquid propellant rockets, weight is an important factor. In general, the heavier the rocket, the more the thrust needed to get it off the ground. Because of the pumps and fuel lines, liquid engines are much heavier than solid engines. One especially good method of reducing the weight of liquid engines is to make the exit cone of the nozzle out of very lightweight metals. However, the extremely hot, fast-moving gases that pass through the cone would quickly melt thin metal. Therefore, a cooling system is needed. A highly effective though complex cooling system that is used with some liquid engines takes advantage of the low temperature of liquid hydrogen. Hydrogen becomes a liquid when it is chilled to -253o C. Before injecting the hydrogen into the combustion chamber, it is first circulated through small tubes that lace the walls of the exit cone. In a cutaway view, the exit cone wall looks like the edge of corrugated cardboard. The hydrogen in the tubes absorbs the excess heat entering the cone walls and prevents it from melting the walls away. It also makes the hydrogen more energetic because of the heat it picks up. We call this kind of cooling system regenerative cooling. (Show NASA Rocket Propulsion Video here approx 12.00 minutes) Available from your Sector Lead, training officer, or the FOGE headquarters web site. Mission Team Leaders Note Conduct only one activity!! Each activity entails making a Styrofoam dragster - one is propelled with an effervescent tablet, the other with a balloon. The balloon is easier. Balloon rocket races have been particularly successful. Mission Team members should construct these activities. Activity I Galaxy Explorers work in groups to construct a dragster and propulsion system using common household supplies. The objective of the activity is to examine various ratios of the propulsion mixture that result in the greatest distance the dragster travels. Through experimenting and predicting, Mission Teams use measurement, ratios, and graphing to test their findings. The hands-on activity, entitled the Effervescent Noncombustible Dragster (ENCD), is teachercreated and aligned with the national mathematics, science, and technology standards. Mission Team Explorers will construct and test their own dragster, measure and collect data, and analyze the results just like NASA researchers. The objective in this activity is for the Mission Team Explorers to be acquainted with the research techniques involved in developing and testing components of aerospace systems. MATERIALS DRAGSTER 6-8 oz foam cup foam meat tray (approx. 9 cm long and 7 cm wide) ballpoint pen tape -a type that will stick to foam cups (duct tape works well) 3 straws: standard length 2 wooden skewers 4 round film canister tops or plastic milk carton tops

PROPULSION DEVICE shoe box - bottom portion scissors 1 wooden skewer Velcro - 5 cm long, 3 cm wide (adhesive back) (duck tape can also be used) film canister - clear plastic with a lid that snaps inside the canister instead of outside the canister TEST TRACK masking tape meter stick marker MATERIALS TO RUN THE TEST effervescent antacid tablets graduated cylinder paper towels water - room temperature for the mixture and additional water to rinse the canister after each use safety glasses for Mission Team Explorers preparing the propulsion mixture Time (estimates. Actual times have been less) Construction of dragster and propulsion device. ... .. . . 30-45 min Preparation of test track and running the experiment . . . . .. . . . .30-45 min Graphing and analyzing data . . . . . . . . . . . . . . . . . . . . . . . . . . 30-45 min ADVANCE PREPARATION The film canister tops require a small pilot hole for the wooden skewer. The Mission Team Leader should prepare these in advance for all groups. Use a small nail or sharp pen to puncture the center of the film canister (or plastic milk carton top). Test the hole to be sure that the top will fit securely onto the skewer. If the top turns freely on the skewer, the hole is too big. Depending on the Mission Team Explorers, the Mission Team Leader may choose to prepare the effervescent tablets in appropriate fractional sizes. Use the point of a sharp ink pen to score the top of the tablet by scratching a bisecting line across it. Break the tablet in half. Use the same process to create fourths by bisecting the half sections. The Mission Team Explorers will start the experiment with a half tablet, then through predicting, Mission Team Explorers will choose other fractional parts. It is recommended that you provide each group with at least a half tablet, 1 whole tablet, and 4 quarter sections. If you prepare the sections in advance, be sure to seal them tightly in a moisture proof container so they will not lose the effervescence prior to the experiment. PREPARING FOR THE ACTIVITY MATERIALS Optional: The Mission Team Leader may choose to mark the exterior of the film canisters to indicate the 10 mL measure. Scratch the surface of the film canister or place tape at the appropriate location for 10 mL of water, thus enabling the Mission Team Explorers to pour the water directly into the canister without using the graduated cylinder during each trial. Mission Team Explorers may choose to decorate the constructed dragster.

CAUTION The combination of the effervescent tablet and water creates a reaction that pops the top off the film canister. The time it takes for the top to pop can be as little as 5 seconds and as long as 16 seconds. Remind Mission Team Explorers to follow the directions: fill the film canister with 10 mL of water and bend next to the shoebox with the film canister. While holding the canister near the Velcro on the shoebox, drop the effervescent tablet into the water and very quickly snap the top on tightly and attach the canister to the Velcro on the shoe box. Step away from the propulsion device. Mission Team Explorers should wear safety glasses when preparing the mixture and film canister. Be prepared to clean up water and tablet residue that spills onto the floor upon blast off. Rinse the canister after each use to remove remaining residue. STEP 1: CONSTRUCT THE DRAGSTER A. BACK OF THE DRAGSTER 1. Place the open end of the foam cup on a foam meat tray. Trace the circumference of the cup onto the foam meat tray and cut out the circle. 2. Tape the foam circle to the open end of the cup. B. WHEEL BASE 1. Cut a straw 7cm long and tape the straw to the rim on the front end of the dragster. 2. Cut a second straw 13 cm long and tape the straw to the bottom of the back end of the cup so that the straws are parallel to each other and close to the rim at each end (see figure 2). 3. Thread a skewer through each straw and break off or cut the ends so that 2 to 3 cm of the skewer extends beyond the straw on each side. 4. Push a cap wheel onto the skewer on each side of the straw. Leave a small gap between each wheel and straw so the wheels are able to roll. 5. Tape a straw to the bottom of the cup, perpendicular to the other two straws (wheel axles). The straw should extend about 4 cm beyond the rear wheel axle. STEP 2: CONSTRUCT THE PROPULSION DEVICE 1. Mark an "X" in the center of the end of the shoe box. 2. Glue a 5-cm section of Velcro to the location of the "X" approximately 4 cm from the bottom of the shoe box (see figure 4). 3. Glue the opposing side of the Velcro to the bottom of the film canister; trim as needed. 4. Cut the back seams of the shoe box, opposite the end where the Velcro has been attached. Pull down the flap, created by cutting the seams, so that it is level with the bottom of the box. 5. Poke a skewer through the front end of the shoe box close to the bottom of the box and centered directly beneath the Velcro strip. Extend the skewer through the hole 12 cm beyond the edge of the front of the box. STEP 3: PREPARE TEST TRACK 1. Cut two pieces of masking tape: one piece for the starting line (1 m long) and a second piece (5 m long) to measure the distance the dragster travels. 2. Place the masking tape at a right angle on the floor. 3. Mark the longest piece of tape in increments of decimeters (dm). STEP 4: TRIALS A. FIRST RATIO 1. Ratio of 1/ 2 of an effervescent tablet to 10 mL (approximately 2 tsp) water

2. Begin the trial by placing the dragster behind the starting line. 3. Align the shoe box behind the dragster. Slide the skewer, which is on the box, into the straw on the bottom of the dragster. 4. Adjust the dragster and shoe box behind the starting line so that the wheels of the dragster align with "zero" on the marked tape. 5. Place your foot into the shoe box to hold it in place during the test. Adjust the box and dragster as needed, so that the front wheels remain aligned with "zero" (see figure 6). 6. Put on safety goggles. Fill the film canister with 10 mL water and hold it near the front of the shoe box. 7. Drop the effervescent tablet into the canister and snap on the canister cap. 8. Quickly attach the canister to the Velcro on the shoe box. 9. Position the dragster to rest against the film canister. 10. After the dragster has stopped, place a ruler or straightedge perpendicular to the marked tape and next to the front wheels of the dragster. 11. Record the distance traveled on the Mission Team Explorer Data Sheet for the ratio tested. 12. Rinse the canister with clean water and dry with a paper towel. 13. Repeat the trial using the same ratio. 14. Record the distance traveled. 15. Determine the average distance traveled of the two trials and enter your answer in the last column of the Mission Team Explorer Data Sheet. 16. Rinse and dry the canister to remove previous trial residue. B. SECOND RATIO 1. Predict a ratio of effervescent tablet to water that might yield a greater distance. 2. Follow the processes in Step 4-13, part A (p. 6) using your predicted ratio. 3. Record your findings on the Mission Team Explorer Data Sheet (p. 8). 4. Determine the average of your two trials and record the answer on the Mission Team Explorer Data Sheet (p. 8). 5. Rinse and dry the canister. C. THIRD RATIO 1. Based on the findings of the previous trials, predict another ratio that might yield the greatest distance. 2. Follow the process in Step 4-13, part A (p. 6), using the second predicted ratio. 3. Record your findings on the Mission Team Explorer Data Sheet (p. 8). 4. Determine the average of your two trials and record the answer on the Mission Team Explorer Data Sheet (p. 8). STEP 5: GRAPH THE RESULTS DISCUSS THE CONSTRUCTION OF THE GRAPH 1. What are the independent and dependent variables? 2. What increments of measure should be used? 3. Construct the graph and plot the points. 4. Construct one graph for the entire class either on the chalkboard, the overhead, or on a large piece of paper taped to the wall. 5. Have each group plot its average distances for each ratio tested on the class graph. (Each group should plot at least three points. Use a different color for each group.) STEP 6: ANALYZE THE DATA A. DISCUSS THE GRAPH OF THE RESULTS

1. What type graph was constructed? (scatter, line, bar?) 2. Are there different distance values plotted for the same ratio? Why? 3. Are there values that lie outside the groups of points? Why? B. MAKE PREDICTIONS 1. Based on the recorded data, what ratio produced the greatest distance? 2. What process would you use to find the maximum value of the distance? Is it possible to find the maximum value based on this experiment? 3. Test the predictions. 4. Discuss the outcomes. EXTENSIONS 1. Construct the dragster from a soda can or plastic water or soda bottle (1/ 2 to 2L) and use vinegar and baking soda as a propulsion mixture. As before, change the ratio for optimum performance. Begin with the ratio of 200 mL vinegar to 16 g baking soda. 2. Construct an ENCD that is more aerodynamic by adding parts to the front, sides, and back. Compare the test results with the original dragster. 3. Analyze the graph of your test results. Do the results model a particular algebraic function; for example, parabolic, exponential, or linear? How can you test your hypothesis? Mission Team Questions How is the test set up to solve the problem? How are graphs used to find possible solutions? What visual method did NASA engineers use to represent their solution? How is technology used to collect the mathematical data in crash tests? Why is area important in the results of the test? How are ratios used to find a solution? Activity II Rocket Racer Objectives: To construct a rocket propelled vehicle. To experiment with ways of increasing the distance the rocket racer travels. Description: Galaxy Explorers construct a balloon-powered rocket racer from a styrofoam tray, pins, tape, and a flexible straw, and test it along a measured track on the floor. Materials and Tools: 4 Pins Styrofoam meat tray Masking tape Flexible straw Scissors Drawing compass Marker pen Small round party balloon Ruler Galaxy Explorer Sheets (one set per group)

 10 Meter tape measure or other measuring markers for track (one for the whole class) Management: This activity can be done individually or with Galaxy Explorers working in pairs. Allow 40 to 45 minutes to complete the first part of the activity. The activity stresses technology education and provides Galaxy Explorers with the opportunity to modify their racer designs to increase performance. The optional second part of the activity directs Galaxy Explorers to design, construct, and test a new rocket racer based on the results of the first racer. Refer to the materials list and provide what is needed for making one rocket racer for each group of two Galaxy Explorers. Styrofoam food trays are available from butchers in supermarkets. They are usually sold for a few cents each or you may be able to get them donated. Galaxy Explorers can also save trays at home and bring them to class. If compasses are not available, Galaxy Explorers can trace circular objects to make the wheels or use the wheel and hubcap patterns printed on page 48. Putting hubcaps on both sides of the wheels may improve performance. If using the second part of the activity, provide each group with an extra set of materials. Save scraps from the first styrofoam tray to build the second racer. You may wish to hold drag or distance races with the racers. The racers will work very well on tile floors and carpeted floors with a short nap. Several tables stretched end to end will also work, but racers may roll off the edges. Although this activity provides one rocket racer design, Galaxy Explorers can try any racer shape and any number, size, and placement of wheels they wish. Long racers often work differently than short racers.

Background Information: The Rocket Racer is a simple way to observe Newton's Third Law of Motion. While it is possible to demonstrate Newton's Law with just a balloon, constructing a rocket racer provides Galaxy Explorers with the opportunity to put the action/reaction force to practical use. In this case, the payload of the balloon rocket is the racer. Wheels reduce friction with the floor to help racers move. Because of individual variations in the Galaxy Explorer racers, they will travel different distances and often in unplanned directions. Through modifications, the Galaxy Explorers can correct for undesirable results and improve their racers' efficiency. Making a Rocket Racer: 1. Distribute the materials and construction tools to each Galaxy Explorer group. If you are going to have them construct a second racer, tell them to save styrofoam tray scraps for later. Hold back the additional materials for the second racer until Galaxy Explorers need them. 2. Galaxy Explorers should plan the arrangement of parts on the tray before cutting them out. If you do not wish to use scissors, Galaxy Explorers can trace the pattern pieces with the sharp

point of a pencil or a pen. The pieces will snap out of the styrofoam if the lines are pressed deeply. 3. Lay out a track on the floor approximately 10 meters long. Several metric tape measures joined together can be placed on the floor for determining how far the racers travel. The Galaxy Explorers should measure in 10 centimeter intervals. 4. Test racers as they are completed. Galaxy Explorers should fill in the data sheets and create a report cover with a drawing of the racer they constructed. 5. If a second racer will be constructed, distribute design pages so that the Galaxy Explorers can design their racers before starting construction. Extensions: Hold Rocket Racer races. Tie a loop of string around the inflated balloon before releasing the racer. Inflate the balloon inside the string loop each time you test the racers. This will increase the accuracy of the tests by ensuring the balloon inflates the same amount each time. Make a balloon-powered pinwheel by taping another balloon to a flexible straw. Push a pin through the straw and into the eraser of a pencil. Inflate the balloon and watch it go. Assessment: Galaxy Explorers will create "Rocket Racer Test Reports" to describe test runs and modifications that improved their racer's efficiency. Use these reports for assessment along with the design sheet and new racer, should you choose to use the second part of this activity. 1. Lay out your pattern on a styrofoam tray. You need 1 car body, 4 wheels, and 4 hubcaps. Use a compass to draw the wheels. 2. Blow up the balloon through the straw. Squeeze the end of the straw. Place the racer on floor and let it go! Push pins through the hubcaps into the wheels and then into the edges of the rectangle. Blow up the balloon and let the air out. Tape the balloon to the short end of a flexible straw and then tape the straw to the rectangle. Rocket Racer Test Report Place your rocket racer on the test track and measure how far it travels. 1. Describe how your rocket racer ran during the first trial run. (Did it run on a straight or curved path?) How far did it go? Centimeters. Color in one block on the graph for each 10 centimeters your racer traveled. 2. Find a way to change and improve your rocket racer and test it again. What did you do to improve the rocket racer for the second trial run? How far did it go? Centimeters Color in one block on the graph for each 10 centimeters your racer traveled. 3. Find a way to change and improve your rocket racer and test it again. What did you do to improve the rocket racer for the third trial run? How far did it go? Centimeters Color in one block on the graph for each 10 centimeters your racer traveled. 4. In which test did your racer go the farthest? Why?