About the Project Challenges
Every Thursday that the class meets (except for the last Thursday), student teams will be given a new project challenge. All of the challenges will be to design a rocket to certain specifications or to have the student-built rocket do certain things.
Students will first research the history of rocketry and how rockets work (the math and science behind them), and then the challenges will start. Teams are expected to work collaboratively outside of class using current web 2.0 technology from Friday-Tuesday of each week. On Wednesdays, students are expected to have their final rocket designs built and ready to be tested. Students will then test their rockets, write up their findings using the MCHS Lab Write-Up Form, and then receive feedback using a rubric concerning how well they met the standards being assessed.
The first four challenges will be scored, but scored formatively. This means that students will be scored using the rubric, but no points will be entered in the gradebook for those challenges. The purpose of those challenges will be to show the student how to get better at mastering the course standards. These first four challenges are designed to teach students skills and knowledge needed to be successful in the final challenge. The final challenge (Challenge #5) will be scored summatively. This means that points will be awarded, and this is the challenge that will determine their final grade in the course. Students will have 3 in-class class days to work on Challenge #5.
It is expected that, in all of the lab write-ups for the challenges, that students use the algebra and math concepts learned in class to support their scientific conclusions.
Students will work collaboratively with others to research what is needed to meet the challenges and build their rockets. The learning that will take place through the challenges is student-centered rather than teacher-centered, and students will search and put together the needed informational "puzzle pieces" (using available technology) in order to meet each challenge. The instructors' roles are to guide students through the learning process, supporting and helping students as needed, as well as providing feedback to students on how well they are mastering the course standards.
Each student in a team will build a rocket that will be tested on Wednesday. Students are to blog about what they have learned through each challenge. They are then to comment on two other student blog posts by the following Wednesday before class. To find your blog, hover over "Blog Pages" above and click on your name. You will need to open the e-mail from Weebly in your Gmail and sign up for a Weebly account before you can edit your blog pages.
By designing and testing these rockets, students will:
Students will first research the history of rocketry and how rockets work (the math and science behind them), and then the challenges will start. Teams are expected to work collaboratively outside of class using current web 2.0 technology from Friday-Tuesday of each week. On Wednesdays, students are expected to have their final rocket designs built and ready to be tested. Students will then test their rockets, write up their findings using the MCHS Lab Write-Up Form, and then receive feedback using a rubric concerning how well they met the standards being assessed.
The first four challenges will be scored, but scored formatively. This means that students will be scored using the rubric, but no points will be entered in the gradebook for those challenges. The purpose of those challenges will be to show the student how to get better at mastering the course standards. These first four challenges are designed to teach students skills and knowledge needed to be successful in the final challenge. The final challenge (Challenge #5) will be scored summatively. This means that points will be awarded, and this is the challenge that will determine their final grade in the course. Students will have 3 in-class class days to work on Challenge #5.
It is expected that, in all of the lab write-ups for the challenges, that students use the algebra and math concepts learned in class to support their scientific conclusions.
Students will work collaboratively with others to research what is needed to meet the challenges and build their rockets. The learning that will take place through the challenges is student-centered rather than teacher-centered, and students will search and put together the needed informational "puzzle pieces" (using available technology) in order to meet each challenge. The instructors' roles are to guide students through the learning process, supporting and helping students as needed, as well as providing feedback to students on how well they are mastering the course standards.
Each student in a team will build a rocket that will be tested on Wednesday. Students are to blog about what they have learned through each challenge. They are then to comment on two other student blog posts by the following Wednesday before class. To find your blog, hover over "Blog Pages" above and click on your name. You will need to open the e-mail from Weebly in your Gmail and sign up for a Weebly account before you can edit your blog pages.
By designing and testing these rockets, students will:
- Discover, learn, and apply knowledge of basic physics and algebra concepts
- Become better learners and thinkers by practicing higher-order thinking skills
- Have a better foundation for being successful in future science and math courses
- Be better prepared for the thinking skills required on the math and science portions of the PSAE
- Gain valuable experience using current technology
- Have lots of fun designing and launching rockets
The Challenges
Click on the links below to find out more about each rocket challenge:
Challenge #1: How can we use math to describe what slingshots do?
Challenge #2: How does nose cone shape affect a rocket's flight path?
Challenge #3: How can you design a rocket to minimize friction and maximize velocity?
Challenge #4: What mixture of water and air will make a rocket fly at least 30 feet high?
Challenge #5: How can you design a rocket so that it flies up at least 30 feet in the air and carries a raw egg up and down safely?
Click HERE to access the Lab Write-Up Form that will be filled out for every challenge.
Challenge #1: How can we use math to describe what slingshots do?
Challenge #2: How does nose cone shape affect a rocket's flight path?
Challenge #3: How can you design a rocket to minimize friction and maximize velocity?
Challenge #4: What mixture of water and air will make a rocket fly at least 30 feet high?
Challenge #5: How can you design a rocket so that it flies up at least 30 feet in the air and carries a raw egg up and down safely?
Click HERE to access the Lab Write-Up Form that will be filled out for every challenge.
Challenge Rubric
Students are responsible for reading the rubric and making sure any lab write-up meets at least a level 3 or 4 for each section.