The two-stage balloon rocket experiment is a useful ‘alternative’ starter to introduce the topic of experiments – a topic which can be both a little dry, and which some students will find challenging, what with all the heavy concepts!
Using the experiment outlined below can help by introducing students to the concepts of ‘dependent and independent variables’, ’cause and effect’, ‘controlled condition’s, ‘making predictions’ and a whole load of other concepts associated with the experimental method.
The experiment, including the materials you’ll need, and some discussion questions, is outlined here – you’ll need to sign up, but it’s easy enough to do, you can use your Google account.
Keep in mind that this link takes you to a full-on science lesson where it’s used to teach younger students about physics concepts – but modified and used as a starter it’s a useful intro a sociology lesson!
Also, students love to revert back to their childhood, and you can call this an activity which benefits the lads and the kin-aesthetic learners, Lord knows there’s precious little enough for them in the rest of the A-level specification, so you may as well get this in while you can!
The two-stage balloon rocket experiment
(Modified version for an intro to experiments in A-level sociology!)
- Set up the two-stage balloon rocket experiment in advance of the students coming into the classroom. Set it up with only a little amount of air, so it deliberately is a bit naff on its first run.
- Get students to discuss what they think is going to happen when you release the balloon along the wire.
- Release the balloon.
- Discuss why it didn’t work too well.
- Get students involved with redesigning the experiment
- Do round two.
- Use the examples of ‘balloon speed’ as ‘dependent’ and ‘amount of air/ fuel’ as independent variables’ when introducing these often difficult to understand concepts in the next stage (excuse the pun) of the lesson.
Questions you might get the students to consider:
- What variables did we find had the biggest impact on how far the rocket traveled?
- Did any variables have a very small impact or no impact at all?
- If we had more time or other materials available, what changes would you make to make the rocket travel even farther?
Don’t forget to save the animal modelling balloons you would have bought for this and use them for the ‘Balloon Animals Starter’ in the next lesson on field experiments.
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