• Remove antacid tablets from packaging and break them in half. (Half a tablet is more than enough to pop the canister; more than ½ is will make the lid pop off sooner. Adding extra tablets will not necessarily produce a more powerful takeoff; however, they can test this hypothesis during the investigation phase of the design process.)
• Make copies of the Fly Me to the Moon Worksheet and the Rocket Build Instructions, enough so that each group gets one Rocket Build Instruction and one Fly Me to the Moon Worksheet per person.

Part I. Basic Design Test

Our goal today is to improve rocket design. Similar to real engineering, we will experiment with a small, simple model called a prototype, rather than building a full-scale rocket. Why do you think engineers build prototypes? (Answer: It is more efficient and cost effective to test initial designs using a prototype.) We will start by seeing how well the current technology works. Everyone will initially build the same rocket prototype.

1. Break class into groups of four students. (Note: To account for time, adjust your group size up accordingly to have no more than seven groups.)
2. Provide each group with a film canister and sheet of paper.
3. Using scissors and tape, each group should follow the Rocket Build Instructions to build a rocket. (If necessary, assist the students in building their rockets.) Remind them that they should build their first rocket according to the model; they may vary their designs when they move into the Experiment phase. Instruct students to begin thinking about what parameter(s) they might want to change in the upcoming experiment. Ask questions such as, "What is the role of fins on aircraft?" or "What materials do you think are best for the rocket?" and "Why?" Limit this step to about 5 minutes to allow plenty of time for the rest of the activity. Note: Make sure students put the lid of their canister as the bottom of their rocket (i.e., the canister is inverted). Also, the canister lid should stick out from the paper a little so that the paper surrounding the rocket does not interfere with the lid either snapping on (for "fuel" loading) or popping off.
4. Once the rockets are completely built (and decorated, if time permits), move the class outside to the designated "launch pad." If possible, choose a launch area with plenty of open space so that the rockets can return to the ground without hitting anything (roofs, trees, etc.) The launch pad should be flat.
5. Have one group at a time step up to the launch pad. Note: students should wear safety glasses during their launch; ask students to put the safety glasses/goggles on BEFORE the launch begins. All other students should be a safe distance away, ready to record the results on their data sheets.
6. Have the group hold the rocket upside down (which is actually right side up) and fill the canister 1/3 full of water. Note: The next steps must be done very quickly.
7. Drop in the half tablet of antacid, and quickly snap on the lid.
8. Place the rocket upright (i.e., canister lid down) on the flat launch site.
9. The rocket should pop within 1-5 seconds.
10. Have a designated member of the group start the stopwatch when the rocket takes off and stop it when the rocket starts to fall back down. Have everyone record the time on their Fly Me to the Moon Worksheet. Remind students to record the data from all launches, not just their own.
11. Once students have collected data for at least five good launches, return to the classroom and ask students to find the average time for the rockets' ascent. As a class, discuss the results, including why they are testing time instead of height and what the average time is.

Part II. Improving the Rocket Design

1. Have students complete question #1 of Part II of their Fly Me to the Moon Worksheet, which asks them to brainstorm possible parameters that they could vary. They should write their answers on a chalk/whiteboard, overhead transparency, or large butcher paper so that they can easily share results with the class. After about 5 minutes, have one student from each group share their ideas.
2. Groups should pick a parameter that they would like to test, and design a simple experiment. (For example, if they choose rocket height as a parameter, they could make several rockets of varying height. If they choose to rocket weight, they could construct rockets out of varying materials or add weight to the rocket by taping pennies inside. Other parameters could be related to the launch itself, such as varying the amount of water or amount of antacid used.)
3. After getting the teacher's approval (if their worksheet has a check in the "Yes" box), students should design several rockets for launch. Each team member should make at least one rocket.
4. When students are ready, bring them back out to the launch area and repeat steps 5-9 of Part I. As each group prepares to launch, have one group member tell the rest of the class what parameter is being tested. Students only need to record the time for their group. While other groups are testing, students can write down qualitative observations about that group's results.
5. Have students analyze their data and draw conclusions by completing Part II of their Fly Me to the Moon worksheet.

Part III. Choosing the Best Design

1. Have each group describe their test (parameters) and their conclusions. As the teacher, write on the chalk/whiteboard a short summary of what they found (e.g., greater radius  lower height).
2. After all the groups have reported back, have each group discuss their final design and create a sketch of their rocket. Sign off on each sketch, and have them build their final design.
3. Bring the class back together for a short discussion. Explain to them that engineering teams often divide up various tasks, so that different people are testing different things, just like their class did during this activity. Ask students to identify potential advantages (or disadvantages) of this strategy.
4. Students will defend and test their final design in the Post-Activity Assessment.

Poll: Before class, ask students to jot down how high they think they can make a rocket go, using the materials at their desk. Summarize their answers by finding the number of students who predicted heights at various intervals. Tell them that their challenge today is to create the highest flying rocket.

Into Space Worksheet: Have students record their ideas and results on the Fly Me to the Moon Worksheet. As indicated in the Procedure section, the class will be brought back together as a whole several times throughout the lesson to share and discuss answers. While groups are working independently, circulate around the room and ask questions about what they are doing. Example questions are: What do you think will happen as you change ….? What seems to be the function of the… (nose cone, wing, etc.)? Why did your rocket not go as high as….?

Prediction Analysis: When everyone returns to the classroom, take 30 seconds to return to their initial predictions as to how high the rockets would travel. Were they correct? Who was closest to guessing the maximum height?

Poster: Have students create a poster that showcases their final rocket design, including a diagram of the design with dimensions. They should highlight their rocket's features that they think will help the rocket maximize its height. Have students present their posters to the class as they prepare to launch their final rocket design.