Center for Astrophysics, Space Physics and Engineering Research

2008 Baylor University RET Program

Application of the Light Gas Gun in the High School Science Curriculum
Dr. Steve Rapp
Linwood Holton Governor’s School
P.O. Box 1987
Abingdon, VA 24210
srapp@hgs.k12.va.us

Abstract—The light gas gun (LGG) has been used in

hypervelocity and low velocity impact studies for several years in
the research labs of the Center for Astrophysics, Space Physics, and
Engineering Research (CASPER) at Baylor University. The physics of
the gas gun is fascinating and could have many practical and
relevant applications in the high school science curriculum. Some of
those applications will be explored in this paper: Safety, Gas Laws,
Optics, Projectile Speed, Kinetic Energy, Momentum, and Newton’s
Third Law of Motion. This paper is designed to show how using the
Light Gas Gun (LGG) in high and low velocity impact studies relates
to the physics being taught in the high school classroom. It is hoped
that the practical application of physics can be seen in the use of
the LGG.

Introduction

What is a Light Gas Gun anyway?

The Light Gas Gun (LGG) is used to simulate hyper-velocity impacts

from space debris that may occur in space. Helium or Nitrogen is used as

propellant. The LGG works by releasing high pressure gas behind a projectile

into a very low pressure chamber. The low pressure area of about 100 mTorr

is created by a vacuum system. This practically eliminates air resistance for

the projectile. One thousand psi Helium produces projectile velocities up to

760-790 m/s. An image of the LGG at the Center for Astrophysics, Space

Physics & Engineering Research is shown on the next page (Image 1).
 Image 1: CASPER Light Gas Gun

What Are Hypervelocity Impacts?

A hypervelocity impact occurs when there is a collision of a spacecraft

with an object that is exceeding the speed of sound which is about 4-5 km/s.

Impacts can be caused by man-made debris or from natural meteoroids.

Space debris velocities are about 10 km/s while the velocities of meteoroids

are about 20 km/s. Shown in image 2 are some impacts made by meteoroids.

Outer space is a dangerous place. Orbital debris, whether it is man-made or

natural, poses a huge threat to satellites and spacecraft, especially manned

modules, such as the International Space Station. Every space vehicle is

exposed to an onslaught of impacting meteoroid and space debris particles.

The degree of damage to the target material depends on the type of

material, the material thickness, how fast the particle is moving, and the size

of the particle. The impactor will puncture the target or cut through it if the

target material is relatively thin. Usually if the impactor is larger than about a

third of the target material thickness the target will be punctured [1].

Image 2: Hypervelocity Impacts Caused by Meteoroids

How Much Space Debris is There in Space?

According to a June 2007 article in Physics Today, an estimated

151,000,000 pieces of space debris of various sizes and altitudes exist.

Debris of .1-1 cm size make up about 150,000,000 of the total, while debris

of 1-10 cm size come in at approximately 650,000 pieces, and 22,000 debris

pieces of 10 cm or greater abounds. [2]. Graphic 3 below shows the

distribution of space debris around the Earth. Earth is developing a ring

similar to Saturn!

Image 3: Distribution of Space Debris Orbiting the Earth

 About 40,000 metric tons of micrometeoroids enter the Earth’s

atmosphere each year. The mass of all this space debris is approximately

2,000,000 kg [3]. This space debris is found at many different altitudes but it

seems that much of it clusters at about 700 km to 1000 km (see Image 4 on

the next page). Space debris impacts may cut tethers, cables, or cause

electrical short circuits that may endanger a mission. If the impacts occur in

a charged environment, the possibility of plasmas being produced is great.

This may cause electrical interference, disrupt current flow, or trigger

electrostatic discharges [3].

Image 4: Distribution of Catalogued Debris for Low-Earth Orbit: The

differences
between the 10 January (blue) and 31 March (red) curves are due to the
tracked debris (green) from China’s Fen Yun-1C satellite, destroyed in an
anti-satellite test in January 2007. (adapted from ref. 2)
Major Light Gas Gun Components

Barrel: barrels are interchangeable depending on the size of the

projectile. The particle travels down the barrel to the target chamber.

Roughing Pump: maintains vacuum within the barrel; Laser Fans: are used to

determine velocity of the projectile; Target Chamber: plate to be impacted is

placed here; Firing Chamber: area in which the projectile is placed (see

Image 5).

Firing Chamber
Barrel

Target Chamber

Laser Fan

PZT

Roughing Pump

Image 5: Major LGG Components

Topics of Interest for the High School Science Curriculum

Safety: The LGG works on the same principle as a paint ball gun; they both

use high pressure which can pose a danger. The CO2 canister used to charge

the paint ball gun can become a rocket if the valve is not in the proper

position! Loading the LGG can be dangerous; one must be sure the gun is not

under pressure when trying to load the projectile (see images 6 and 7 on the

next page).

Gas Laws: Since the LGG operates via changes in pressure this is an

excellent way to introduce the Ideal Gas Law: PV=nRT where P = pressure; V

= volume; n = no. of moles; R = universal gas constant (8.3145 J/mol K), and

T = temperature in Kelvin. Visit this website for further explanations about

Gas Laws:

http://www.hgs.k12.va.us/Physics/PowerPoint_Slides/PHY%20chp10_files/fram

e.htm.

Image 6: The CO2 canister that is used to charge the paint ball gun can
become a dangerous projectile. The brass or nickel-plated valve must remain
connected to the CO2 canister when removed from the gun.
 Firing Chamber

Image 7: One must make sure the LLG is not under pressure when trying to
load the projectile into the firing chamber.

Optics: The laser fans found in the LGG can be used to introduce students to

refraction, diverging lens, converging lens (see Image 8), and the lens

equation. The web site at

http://www.glenbrook.k12.il.us/gbssci/phys/Class/refrn/refrntoc.html provides

a tutorial and sample problems dealing with optics. This site

http://www.pageout.net/user/www/s/t/steverapp/Lab%2022.1.htm has a lab

activity involving real images and virtual images.

 Image 8: Left, a converging lens; Right a diverging lens

Projectile Speed: In the LGG, speed of the projectile can be determined

since the laser fans can be used to help determine the time it takes for the

projectile to travel a certain distance. Students can be introduced to the

equation d = v/t. Problems calculating speed of an automobile would be

appropriate for high school students. The

http://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/vectors/u3l2d.html

website has an excellent tutorial with sample problems.

Kinetic Energy: Kinetic Energy can be calculated since the mass and speed

of the projectile is known. K.E. = ½ mv2 can be introduced to students (see

Image 9). A tutorial and problems on K.E. can be found at this site:

http://www.glenbrook.k12.il.us/GBSSCI/PHYS/Class/energy/u5l1c.html. A lab
activity is at this site:

http://steverapp.pageout.net/user/www/s/t/steverapp/Lab%206.1.htm.

Projectile

Image 9: Projectile is in motion as it moves toward the “target” and therefore

has Kinetic Energy.

Momentum: Momentum = mass x speed or P = mv; Momentum is a vector

quantity with magnitude and direction. When projectiles strike the “target”

they have momentum and create craters in the piece of stainless steel

shown in Image 10. The following

http://www.glenbrook.k12.il.us/GBSSCI/PHYS/Class/momentum/u4l1a.html

website has sample problems and a tutorial. A lab activity can be found at:

http://steverapp.pageout.net/user/www/s/t/steverapp/Lab%206.1.htm.
 Image 10: Projectiles create craters in stainless steel plate; Projectiles have

Momentum.

Newton’s Third Law of Motion: During firing of the projectile Newton’s

Third Law is illustrated; for every action there is an equal and opposite

reaction. See this site for a tutorial, sample problems and a quiz:

http://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/newtlaws/u2l4a.html.

Check out this site for a lab:

http://www.pageout.net/user/www/s/t/steverapp/Lab%204.2.pdf. Image 11

shows a schematic of the LGG firing a projectile.

 Image 11: Schematic of LGG

Conclusion: The Baylor LGG is being used to study the effects of

hypervelocity and low velocity impacts on various space materials used for

the shielding of spacecraft. The hope is that a network of sensors can be

developed to alert astronauts to any impacts that may cause damage to the

outer skin of their spacecraft. The plan is to use this sensor network in the

skin of the new Orion spacecraft. In this study many applications can be

utilized in the high school science curriculum, especially in physics.

 References

[1] European Space Agency. (2005, April). “What are hypervelocity impacts?”

Technical and Quality Management Portal. Available:

http://www.esa.int/techresources/ESTEC-Article-fullArticle_par-

28_1112600510257.html.

[2] Wright, David. (2007, October). “Space Debris.” Physics Today.

[3] C. A. Belk, J. H. Robinson, M. B. Alexander, W. J. Cooke, and S. D. Pavelitz.

(1997, August). “ Meteoroids and Orbital Debris: Effects on Spacecraft.”

NASA Reference Publication 1408. Available: http://www.knowledgenetwork.

ca/space/articles/meteoroids.pdf