Launch Manual 1 Air-Powered Rocket

April 12th 1961……Yuri Gagarin made the first human flight into space

April 12th 2011……You can celebrate the 50th Anniversary of his success

YuriGagarin50 challenges YOU to build and launch your own rocket

Rockets for Yuri

Share your rocket launch success!

Snap it! Post images at www.flickr.com/groups/yg50/

Film it! Upload videos to Youtube

Tell us! Send us your webpage links to office@yurigagarin50.org

Join us! With your permission we can add your videos to the

YuriGagarin50 YouTube Channel

and @YuriGagarin50 will tweet about it!

On 9th March 1934 Yuri Alexeyevich Gagarin was born in a village called Klushino,

near Gzhatsk (renamed Gagarin in 1968) in Russia.

He lived with his father, Alexei

Ivanovich; mother, Anna Timofeyana;

brothers, Valentin and Boris and a sister,

Zoya.

1941 The Second World War reached

Russia and his village was captured.

His school was closed down.

1949 He went to Moscow train as a

foundry man (metal-worker) and joined

the Saratov Flying Club in his spare time. 1955 he was drafted into the Soviet

Military School in Orenburg in 1956.

1960 Gagarin was accepted onto the

cosmonaut training scheme in January

and posted at Star Town (Star City) in

Moscow.

On 12th April 1961 Major Yuri

Alexeyevich Gagarin became the

first human in space and the first

person to orbit the Earth.

1965 Gagarin re-entered mission

training as a back-up cosmonaut. 1967 began training for the first Soyuz

flight.

Colonel Yuri Alexeyevich Gagarin died on 27th March 1968. On a routine test flight in a

MiG-15 when it crashed killing him and his co-pilot Colonel Vladimir Serëgin.

Yuri Gagarin

Date: 12th April 1961

Time: 06:07 UTC

Spacecraft: VOSTOK-1

Launch Site: Baikonur Cosmodrome

Duration of flight: 108 mins

Speed: 27,400 km per hr

Height: 327 km above earth

Cosmonaut: Yuri Alexeyevich Gagarin

Age: 27

YURI GAGARIN FLIGHT CARD www.vixsouthgate.co.uk

Photographs supplied by RIA Novosti. www.visualrian.com photos@novosti.co.uk

Air-Powered Rocket

A paper rocket, launched by blowing down a cardboard tube.

What you will need 1 cm diameter tube (to blow through) The tubes from rolls of Kitchen Foil are perfect . OR use a sheet of A4 thin card to roll your own tube.

1 piece coloured A4 paper 1 piece coloured A5 paper Scissors Sticky Tape Poster Putty (Blu-Tack,Plasticine)

Make sure the tube is clean!

STEP 1: MAKING THE MANDREL (Blow-tube) (only needed if you do not have a ready-made tube)

Materials required: A4 sheet of thin card A) Roll the cardboard (long-ways) into a tube shape and tape it into position. The tube

you make should be approx. 1cm in diameter, and as round as possible. B) Make sure it is stuck well all the way along otherwise the card will stick out and air might leak out when launching.

Using different coloured paper will make the

rocket more interesting

STEP 3: MAKING THE NOSE-CONE Materials required: Poster Putty (Blu-Tac/Plasticine) A) Slide about 2 cm of the paper body-tube off the end of the mandrel and twist it into

a point. B) Roll out the poster putty and form a pointy nosecone with it.

STEP 2: MAKING THE ROCKET BODY Materials required: A4 sheet of paper A) Place the paper in front of you. B) Tape a short edge (top) of the paper to the table. C) Using the tape like a hinge, Turn the paper over. D) Place your mandrel (tube) at the unstuck end (bottom) of the paper and roll up. E) Test it by sliding the paper up and down on the mandrel (tube). They should slide smoothly but tightly against each other.

NB: Make sure you tape the paper to the table first, then roll up!

A B

STEP 4: MAKING THE FINS Materials required: A5 Sheet of paper A) Decide if you want 3 or 4 fins (Fig.3). B) Stand your rocket upright onto the circle

with your chosen number of fins and mark out the positions at 90° OR 120°.

C) Fold the A5 piece of paper into four. D) Draw the shape of the fin on the paper or use the template below. E) Cut out the fins and tape them onto bottom of ROCKET BODY (Not the mandrel)

Fig. 3 Fig. 2

Basic fin shape (DO NOT CUT FROM THIS SHEET): Cut along the SOLID lines only.

FOLD

TA

B

FOLD

TA

B FO

LD TA

B

FOLD

TAB

FOLD

TA

B

FOLD

TA

B FO

LD TA

B

FOLD

TAB

Why not try DIFFERENT fin shapes - which work best?

NB: Make sure you include a ‘tab’ (flap to fold over) on the straight edge – this will make sticking it to the rocket body easier.

STEP 5: PREFLIGHT CHECKS You should have: A ROCKET with:

A weighted tip at the top 3 or 4 fins at the bottom.

A MANDREL (tube to blow through)

YOU ARE NOW READY FOR LAUNCH!

Make sure your rocket is on the mandrel Find a safe, open space Place mandrel to lips and ...

Decorate or name your rocket to make

it easy to identify.

The UK in space Yuri Gagarin’s legacy lives on today in the men and women

that work in space research and industry. Since the earliest

days of the Space Race, UK scientists and engineers have

been part of the adventure of space exploration.

Helen Sharman became the first Briton in Space in 1991

and Major Tim Peake was selected as the UK’s first official

astronaut in 2009.

The UK Space Agency coordinates and promotes the UK’s

space activities. Today around 20,000 people work in the UK’s space industry. The space

sector contributes more than £7.5 billion to the UK’s economy and involves more than 200

companies across the UK. As well as the people who work directly on space projects, almost

70 000 jobs are indirectly linked to space. More than 45 UK universities offer space-related

courses, including astronomy, space-science and aerospace engineering.

UK technology is carried by spacecraft currently orbiting Mars, Venus and Saturn.

A UK-built instrument was the first part of the European

Space Agency’s Huygens probe to touch down on Saturn’s

moon Titan in 2005, a record-breaking feat at 1.2 billion

kilometres from Earth. The UK is a world leader in building

small satellites and has expertise in the practical applications

of space technology, such as satellite navigation,

telecommunications, weather forecasting and disaster

management.

During his flight, Gagarin commented on the beauty and fragility of planet Earth. UK

scientists are continuing Gagarin’s legacy of looking at the Earth from space in order to

understand and protect our home planet.

UK space innovations are also having Earth-based spin-offs e.g. technology developed for

detecting life on Mars is being developed to diagnose Tuberculosis in Africa.

To find out about careers in space, see:

http://www.ukspaceagency.bis.gov.uk/Learning-Zone/Careers-Resources/8422.aspx

Useful links

UK Space Agency Home Page: http://www.ukspaceagency.bis.gov.uk/Default.aspx

The Size and Health of the UK Space Industry report 2010: http://www.ukspaceagency.bis.gov.uk/10180.aspx

European Space Education Resource Office ESERO: http://www.esero.org.uk/space-in-the-uk

Teachers Page

Curriculum Links Collated by Hannah Shute

Key Stage 3 Science - Range and Content

3.1 Energy, electricity and forces

Energy can be transferred usefully, stored, or dissipated, but cannot be created or destroyed.

Forces are interactions between objects and can affect their shape and motion. The environment, Earth and universe

Astronomy and space science provide insight into the nature and observed motions of the sun, moon, stars, planets and other celestial bodies.

Rockets for Yuri could be incorporated into an extended How

Science Works investigation using any of the above topic areas.

Links to Key Stage 3 Key Concepts and Processes

1.1 Scientific thinking Using scientific ideas and models to explain

phenomena and developing them creatively to generate and test theories.

Critically analysing and evaluating evidence from observations and experiments.

1.3 Cultural understanding

Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice

2.1 Practical and enquiry skills

use a range of scientific methods and techniques to develop and test ideas and explanations plan and carry out practical and investigative activities,

both individually and in groups

Critical understanding of evidence obtain, record and analyse data from a wide range of

primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations

evaluate scientific evidence and working methods.

2.3 Communication Use appropriate methods, including ICT, to

communicate scientific information and contribute to presentations and discussions about scientific issues

Pupils could investigate variables such as

mass of rocket, shape of fins, length of

rocket etc in relation to energy transfers,

forces and motion.

Pupils could research the history and

cultural background of Yuri Gagarin and

how this influenced his career.

Pupils could research how the Space

industry has developed in different

countries worldwide and the UK’s space

activities.

Pupils could work in teams to design the

‘best’ rocket. They could use ICT to

research the design of real life rockets

and apply these to their model.

Pupils could discuss the possible variables

(dependent, independent, control).

Pupils could use a range of equipment to

test their theories (stopwatch, data

logger, ticker timers etc).

Pupils could discuss their results and

evaluate their methods (precision,

accuracy, reliability).

Pupils can use the links provided on the

front page of the manual to share their

designs.

Pupils could design their own webpage or

posters to celebrate the event.

Rockets for Yuri could be incorporated into an extended How Science

Works investigation using any of the above topic areas.

Key stage 4 – How Science Works

1.1 Data, evidence, theories and explanations

How scientific data can be collected and analysed. How interpretation of data, using creative thought, provides

evidence to test ideas and develop theories How explanations of many phenomena can be developed using

scientific theories, models and ideas That there are some questions that science cannot currently answer,

and some that science cannot address.

1.2 Practical and enquiry skills

Plan to test a scientific idea, answer a scientific question, or solve a scientific problem

Collect data from primary or secondary sources, including using ICT sources and tools

Work accurately and safely, individually and with others, when collecting first-hand data

Evaluate methods of collection of data and consider their validity and reliability as evidence.

1.3 Communication skills

Recall, analyse, interpret, apply and question scientific information or ideas

Use both qualitative and quantitative approaches present information, develop an argument and draw a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools.

1.4 Applications and implications of science

About the use of contemporary scientific and technological developments and their benefits, drawbacks and risks

To consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions

How uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes.

Pupils could develop their own

hypothesis related to the rocket

design (related to energy transfer,

properties of materials or motion)

and use the data they collect to

prove/ disprove their theory.

Pupils could use the data they

collect to perform calculations

(efficiency, acceleration etc) and

present their data in the appropriate

format (line graphs etc).

Pupils could discuss why life exists

on Earth and debate the possibility

of life existing elsewhere.

Pupils should consider the types of

variable involved in their

investigation. They should plan an

investigation that considers

accuracy, precision and reliability.

Pupils should consider the various

possibilities for data collection

(stopwatch, data logger, etc).

Pupils could research the history of

Space travel and how developments

were communicated to the public.

Pupils could produce their own

article/ documentary of their own

rocket launch.

Pupils could debate the validity of

evidence for The Big Bang Theory

and alternative theories.

Pupils could create a career profile

for Yuri Gagarin or another key

figure.

Key Stage 4 Science – Breadth of Study 2.2 Chemical and material behaviour The properties of a material determine its uses 2.3 Energy, electricity and radiations

Energy transfers can be measured and their efficiency calculated, which is important in considering the economic costs and environmental effects of energy use.

2.4 Environment, Earth and universe The solar system is part of the universe, which has changed since its origin and continues

to show long-term changes.

Teachers Page

How to build and launch

an Air-Powered Rocket

TEACHER’S COPY

The rocket itself is relatively easy to construct. It is a paper rocket, launched by blowing down a cardboard tube.

Surprisingly effective given how simple it is!

Kit List (Per Pupil)

1 cm diameter tube or a sheet of thin card.

It needs to be longer than the width of a piece of A4 paper. The best tube to use is 'overflow pipe' - a cheap, white plastic pipe available at any large DIY shop or builders' merchants, however, any pipe that is around 1cm in diameter will do. The tubes from rolls of Kitchen Foil are perfect .

1 piece A4 paper, 1 piece A5 paper (using different colours, will make the rockets unique) Scissors Sticky Tape Poster Putty (e.g. Blu-Tac, plasticine, playdoh) Some form of malleable substance - You can make your own out of water and flour.

This tube will be blown through - so make sure it is hygienic

STEP 1: MAKING THE MANDREL (BLOW-TUBE) (only required if you do not have a ready-made tube)

Materials required: A4 sheet of thin card A Mandrel is an engineering word for the tool used to make things by wrapping around it. Therefore, the cardboard middle of a toilet roll is technically a mandrel. A) Roll the cardboard long-ways into a tube shape and tape it into position. The tube you

make should be approx. 1cm in diameter, and as round as possible. B) Ensure it is stuck well along the entire length otherwise the end of the card will stick

out and cause problems when launching.

Teachers Page

STEP 3: MAKING THE NOSE-CONE Materials required: Poster Putty (Blu-Tac/plasticine) A) Slip about 2 cm of the paper body-tube over the end of the mandrel (tube) and twist it into a point. B) Roll out the poster putty and form a pointy nosecone with it.

STEP 2: MAKING THE ROCKET BODY Materials required: A4 sheet of paper Rolling the paper around the mandrel to make a 2nd tube that fits around the first. This 2nd tube is the body-tube of the rocket. A) Your pupils need to tape one of the short

ends of the paper to the desk. B) Using the sticky tape like a hinge, Turn

paper over. C) Place your mandrel (tube) at the bottom of the paper and roll up. D) Each pupil will need to test it by sliding the paper over the tube. They should slide smoothly but tightly against each other.

NB: If you roll up the paper around first and then look for tape, the paper will slip and be loose, this will cause the air to leak when you launch and the rocket will not have enough thrust (won’t blow as far) so make sure your pupils follow the steps as above!

A B

Teachers Page

STEP 4: MAKING THE FINS Materials required: A5 Sheet of paper The fins help the rocket to flight straight. Before they start the pupils need to decided whether to have 3 or 4 fins (fig.3) A) Fold the A5 piece of paper into quarters. B) Draw the shape of the fin on the paper. This could be any shape, as long as it has one straight edge. REMEMBER to include a ‘tab’ (flap to fold

over) on the straight edge - it will make sticking easier.

Fig.2 shows some examples of fin shapes. Get the pupils to experiment - which work best? Have a competition for most effective/least effective/best made etc.

C) Cut out the fins D) Tape fins onto bottom of ROCKET BODY (Not the mandrel!)

Fig. 3 Fig. 2

NB: The pupils need to choose either 4 fins at 90° or 3 fins at 120° (fig. 3) Draw two circles on the board you can show the difference between 3 and 4 fin rockets by using an aerial view of the rocket. It may help the pupils to correctly draw the positions of the fins on at 90° and 120° before they stick them on.

STEP 5: PREFLIGHT CHECKS They should have: A ROCKET consisting of:

A weighted tip at the top 3 or 4 fins at the bottom.

A MANDREL (tube to blow through)

THEY ARE NOW READY FOR LAUNCH!

Get your pupils to decorate or name the rockets to make them easily identifiable.

NB: BASIC FIN Sheet - the tabs have a dotted line which can be cut if desired - by snipping this and bending the fins in opposite directions and then sticking them to the rocket will create a more secure fixing. Get pupils to experiment.

Teachers Page

Index

Section 1: Yuri Gagarin

Section 2: How to build and launch an Air-Powered Rocket

Section 3: The UK in Space

Section 4: Teachers Pages

With thanks to:

OWL - for writing the

rocket instructions.

www.out-world.co.uk

Vix Southgate - for her design skills

and Yuri Gagarin information.

www.vixsouthgate.co.uk

YuriGagarin50 gratefully acknowledges the support of the

UK Space Agency in the production of this Launch Manual

Space Education Trust – YuriGagarin50 facilitators

http://www.space-education.org.uk

YuriGagarin 50 would also like to thank Canterbury Christ Church University for their help.