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Introduction: Stomp Rocket Base

Stomp rockets are a lot of fun for the kids, but unfortunately the bases break way too easily. I think we've bought at least 3 of these and they barely last a couple of weeks before the base gets broken. So I decided to build one that wouldn't break. I'm a pretty big fan of PVC, so I knew what I would build it out of.

The new base is still pretty light weight and easily comes apart for trips to the park. I made the stem a bit higher, so I think the rockets even go higher.

This Instructable assumes that you already own a stomp rocket. If you don't already have a broken one, I'm sure one of your friends with kids does.

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Step 1: Gather Your Materials

You'll need some 1/2 inch or 3/4 inch PVC tubing. I think they only come in 8' or 10' lengths, so I didn't measure each of the pieces out, since it doesn't really matter what the exact sizing is.

I would also invest the $12 in a PVC cutter. I have one from making a bunch of marshmallow shooters for Christmas gifts last year. If you don't have one, you'll need to use a hack saw to make all of your cuts.

I used 3/4 inch PVC since I already had them for a future project that I haven't gotten around to.

(5) Elbows
(3) 3-way

Just make sure all your connectors are smooth inside and not threaded.

Follow the image below and cut your pieces out.

Step 2: Putting It Together

I didn't use any glue, since it stays together nicely without it and makes it easy to break down for bringing to the park.

Drill a hole in the side of one of the elbows large enough for the screw to fit through.

If you go with 1/2 inch PCV, you'll probably need to buy a longer screw so it will go all the way through.

Step 3: Get the Kids to Test It Out!

My two daughters had a ton of fun testing it out and it worked great! I'll also probably be making these as gifts for our friends this coming holiday season.

We have a be nice policy.
Please be positive and constructive.

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Stomp rockets are a lot of fun for the kids, but unfortunately the bases break way too easily. I think we've bought at least 3 of these and they barely last a couple of weeks before the base gets broken. So I decided to build one that wouldn't break.

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Hi all. Before we get to today's tutorial I want to let you know I'm participating in a fun guest post extravanganza hosted by Sugar Bee Crafts. Every day for the next few weeks she's linking to four different red-white-and-blue guest posts, and today's project is one of them. Click on over to see the three other projects for today and keep checking back for four projects each day!

Have any family gatherings coming up this summer? Maybe for the fourth? Or a reunion? This is the perfect activity when you want to keep a bunch of kids happy outside this summer: a DIY pvc pipe rocket launcher. With basic supplies from the hardware store, a bike pump or air compressor, and a few empty 2-liter bottles, you can keep your kids happy for hours launching rockets 40 or 50 feet into the air (these babies fly!). Here's a video of it in action:

The instructions may look daunting, but it's really not hard and you can put it together in about half an hour. You'll need to plan to let it dry for at least a few hours before using. (NOTE: I found the plans for the rocket launcher here, so this is not my original design. However, I am providing original photos and more detailed construction explanation and graphics.)

Supplies: Cost of supplies is about $20, including two types of adhesive. If you already have adhesive on hand, cost is quite a bit less, and making additional launchers would only cost $5 or so.

about 5 ft of 1/2 inch pvc pipe, cut into (1) 2 ft piece, (2) 1 ft pieces, (1) 8 inch piece

2 end caps (slip) - 1/2 inch

1 elbow (slip) - 1/2 inch

2 male adaptors (slip) - 1/2 inch

1 tee (slip on the sides, screw on the bottom) - 1/2 inch

1 tire valve cut from an old tube

electical tape

pvc pipe cement

adhesive that works on rubber, such as Barge cement

tire pump or air compressor

2 liter bottles (1/2 liter water bottles will also work)

drill

Here's a photo of how everything fits together:

Start by cutting a tire valve out of an old tube (or purchasing a tire valve). Cut the rubber at the base of the valve so it fits inside an end cap. Drill a hole in the end cap just large enough for the valve to fit through. Place barge cement inside the end cap and on the valve, pull it tight through the hole. Set aside for a few minutes to dry. (This is the hardest part, and it's not even that hard).

Put it all together:

Now you can attach a bike pump or air compressor to the tire valve. Then fill a 2-liter bottle about 1/3 full of water and place it on top of the tape wrapped male adaptor - twist it on to get a pretty good seal. Start pumping air in and wait for the bottle to explode off the launcher, shooting up into the air and spraying everyone with water. Then the laughs will begin!

A few notes:

1 - we couldn't find barge cement at Home Depot (it is available on amazon) so we used a different glue to attach the tire valve to the endcap. The seal wasn't perfect, which means air escaped around the tire valve, making it harder to build up enough pressure for a launch. We ended up wrapping that end cap and tire valve tightly with electrical tape to keep a tight seal and that worked just fine.

2 - keep small children away from the launcher. The bottles shoot up pretty fast, so you want to make sure no one gets injured. If you push the bottle pretty firmly onto the launcher no one needs to be touching it while air is getting pumped in.

3 - the electrical tape will begin to get all smooshed up after a few launches, so you may need to take it off and wrap more on occasionally.

4 - kids can decorate their own bottles and add fins on the sides, but DO NOT put cones on the top to make them look more like rockets - these fly very high and you don't want anything pointy heading back down at you.

5 - how high the rockets fly depends on how tightly you twist them down onto the launcher, how much water is in them, and how quickly you can build up the pressure necessary to pop it off - let kids experiment to see what the best combination is.

6 - my 10-yr olds were able to launch the rockets on their own, but my 5-yr old wasn't quite strong enough to do so with the bike pump, so plan to help younger kids.

7 - you can unscrew the launcher at the tee for storage.

Have fun!

Like this post? Follow It's Always Autumn for more:

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DIY pvc pipe rocket launcher - It's Always Autumn

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Hi all. Before we get to today's tutorial I want to let you know I'm participating in a fun guest post extravanganza hosted by Sugar Bee Crafts. Every day for the next few weeks she's linking to four different red-white-and-blue guest posts, and today's project is one of them.

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I used to run a free summertime activity program for kids as part of a past job.

I've got a lot of fun little projects up my sleeves, and I'm always on the lookout for more. One of the more popular summertime activities in my repertoire was homemade stomp rockets. Stomp rockets are great because they are both creative and physical.

There are many versions of paper stomp rockets and launchers out there. They all work essentially the same way: air is forced through a PVC contraption which launches a lightweight paper rocket up into the air. This particular launcher design is a combination of a handful of ideas I've seen, along with a few of my own additions.

I have a basic rocket design that I drew up that uses a single sheet of paper, which I've included in step 6 as a PDF.

Read on, and then go have some fun. (And hey, if you like this you should try out my Paper Stomp Jets!)

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I used to run a free summertime activity program for kids as part of a past job. I've got a lot of fun little projects up my sleeves, and I'm always on the lookout for more. One of the more popular summertime activities in my repertoire was homemade stomp rockets.

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Making abstract concepts easy for children to understand can be difficult, especially when learning about things that are difficult to see or touch, such as science concepts related to things like gases or plant osmosis or how energy is made. To help children understand these types of abstract concepts it is important to look for ways of engaging them actively with the subject - by making the learning hands-on and by engaging the body and the mind through actual, physical application. Opportunities for creative expression, excursions or field trips, cooking and fun science experiments are just four great ways to achieve this goal.

Making an air rocket is certainly one way of making science learning engaging and physical! The whole family had so much fun with this activity and it was a great way to introduce Immy to the concepts of transferring energy and the power of air pressure!

How to Make an Air Rocket

Approximately 2.5m of PVC pipe. The diameter of your pipe must be large enough to fit over the end of a 2L plastic soft drink bottle.

One 2L plastic soft drink bottle (though it might be handy to have another couple in reserve to refit your launcher as the bottles do wear out from all of the stomping!)

One 90 degree PVC elbow piece

Roll of heavy duty electrical tape

Rubber bands

Handsaw

1 centre page spread from a magazine for the rocket's body, staples removed

1 magazine page for the rocket's nose cone

Sticky tape

Milk carton (or cereal box cardboard) to form the rocket's fins

To make the Rocket Launcher:
1. Cut the PVC pipe into the following pieces:

2. Make two rubber band ropes, each approximately 1m long, by interlocking rubber bands into a chain.

3. Form a cross from the 1m length of PVC pipe and one of the 35cm PVC pipe pieces, about 20cms from the end of the long pipe. Secure with one of the rubber band ropes. Repeat at the other end with the second 35cm piece.

3. Connect the 90 degree elbow to one end of the long PVC pipe and place one of the 60cm pieces of PVC pipe into the elbow.

4. At the other end of the long PVC pipe insert the mouth of the soft drink bottle into the pipe.

5. Cover all connections with electrical tape to secure.
To make the Rocket:
1. Wrap lengths of electrical tape smoothly around the second piece of 60cm piece of PVC. You want to make the pipe slightly wider so that your rocket will fit easily (but snuggly) over the end of the launcher

2. Take the centre page of the magazine and wrap it around the pipe to make the body of the rocket. The sheet should be wrapped tightly. Tape together with sticky tape along the length of the seam.

3. Make a cone from the additional magazine page to for the nose of the rocket. Secure to the body of the rocket with sticky tape. You want to make sure that the nose cone is secure and that no air can escape from the top of the rocket.

4. Cut out three triangular fins from the milk carton or cereal box cardboard. Tape fins to the rocket with electrical tape.
Prepare to Launch!
Take your rocket launcher outdoors. You will want a large, open area as your rocket is going to get some height!

To launch, place the rocket onto the open end of the launcher and stomp (as hard as you can) on the centre of the soft drink bottle.

To reset, blow on the launcher end of the pipe to re-inflate bottle. Then you are ready to go again!

Be sure to ask your child what they think makes the rocket lift off!
The Energy Made Fresh Roadshow
Also committed to making learning active and fun, Origin Energy has recently launched it's Energy Made Fresh Roadshow. Learning about energy is about as abstract as it comes but through the Energy Made Fresh program children in grades 3-8 will be actively engaged in learning how energy is generated and stored by making it themselves!

At four interactive 'energy stations' the students will have fun generating and calculating energy through dancing, bike riding and other active exercises, and for every kilojoule of energy produced, students will earn 'energy money.' Half of the energy money raised will be kept by the school for use on a school project, and the other half will be paid to a local community organisation nominated by the school. The Energy Made Fresh roadshow is currently available to schools in Victoria, NSW, Queensland and ACT (rural and metro areas).

The roadshow builds on Origin's recently re-launched Energy for Schools website and highlights the company's ongoing commitment to the education of Australian students. The website provides free curriculum resources for primary and secondary students in years three to eight, and over 40% of Australian primary schools are currently registered with the program.

To find out more about the roadshow and the Energy for Schools program visit the website and subscribe to the Energy for Schools newsletter (parents, feel free to share this resource with your school). You can also keep up to date with the roadshow's journey through schools via the Origin Energy Facebook page.
THIS GIVEAWAY IS NOW CLOSED

To celebrate the launch of the Energy Made Fresh roadshow, Origin Energy is offering Australian Childhood 101 readers the opportunity to win an iPad Mini! To enter, leave a comment on this post in response to this question;
In 25 words or less, tell me what do you wish you had more time and energy for? Australian entrants only. This is a game of skill and entries will be judged based on creativity and originality. Entries close 5pm AEST, Thursday 18th September 2014.
Christie Burnett is an early childhood teacher, presenter, writer and the editor of Childhood 101. More importantly, she is a Mum who believes wholeheartedly in the value of children learning through play, the importance of quality early education, and the togetherness of family.

Read more of Christie's adventures at https://childhood101.com.

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How to Make an Air Rocket | Childhood101

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This post is sponsored by Origin Energy. Making abstract concepts easy for children to understand can be difficult, especially when learning about things that are difficult to see or touch, such as science concepts related to things like gases or plant osmosis or how energy is made.

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Build a cool stomp rocket. It's actually pretty easy. For more good science stuff (projects and experiments) go to http://stokedaboutscience.com It's free. Don't just learn about science, get DOING science today!

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- [Voiceover] So I've got a rocket here. And this rocket is going to launch a projectile, maybe it's a rock of some kind, with the velocity of ten meters per second. And the direction of that velocity is going to be be 30 degrees, 30 degrees upwards from the horizontal. Or the angle between the direction of the launch and horizontal is 30 degrees. And what we want to figure out in this video is how far does the rock travel? We want to figure out how, how far does it travel? Does it travel? And to simplify this problem, what we're gonna do is we're gonna break down this velocity vector into its vertical and horizontal components. We're going to use a vertical component, so let me just draw it visually. So this velocity vector can be broken down into its vertical and its horizontal components. And its horizontal components. So we're gonna get some vertical component, some amount of velocity in the upwards direction, and we can figure, we can use that to figure out how long will this rock stay in the air. Because it doesn't matter what its horizontal component is. Its vertical component is gonna determine how quickly it decelerates due to gravity and then re-accelerated, and essentially how long it's going to be the air. And once we figure out how long it's in the air, we can multiply it by, we can multiply it by the horizontal component of the velocity, and that will tell us how far it travels. And, once again, the assumption that were making this videos is that air resistance is negligible. Obviously, if there was significant air resistance, this horizontal velocity would not stay constant while it's traveling through the air. But we're going to assume that it does, that this does not change, that it is negligible. We can assume that were doing this experiment on the moon if we wanted to have a, if we wanted to view it in purer terms. But let's solve the problem. So the first that we want to do is we wanna break down this velocity vector. We want to break down this velocity vector that has a magnitude of ten meters per second. And has an angle of 30 degrees with the horizontal. We want to break it down it with x- and y-components, or its horizontal and vertical components. so that's its horizontal, let me draw a little bit better, that's its horizontal component, and that its vertical component looks like this. This is its vertical component. So let's do the vertical component first. So how do we figure out the vertical component given that we know the hypotenuse of this right triangle and we know this angle right over here. And the angle, and the side, this vertical component, or the length of that vertical component, or the magnitude of it, is opposite the angle. So we want to figure out the opposite. We have to hypotenuse, so once again we write down so-cah, so-ca-toh-ah. Sin is opposite over hypotenuse. So we know that the sin, the sin of 30 degrees, the sin of 30 degrees, is going to be equal to the magnitude of our vertical component. So this is the magnitude of velocity, I'll say the velocity in the y direction. That's the vertical direction, y is the upwards direction. Is equal to the magnitude of our velocity of the velocity in the y direction. Divided by the magnitude of the hypotenuse, or the magnitude of our original vector. Divided by ten meters per second. Ten meters per second. And then, to solve for this quantity right over here, we multiply both sides by 10. And you get 10, sin of 30. 10, sin of 30 degrees. 10 sin of 30 degrees is going to be equal to the magnitude of our, the magnitude of our vertical component. And so what is the sin of 30 degrees? And this, you might have memorized this from your basic trigonometry class. You can get the calculator out if you want, but sin of 30 degrees is pretty straightforward. It is 1/2. So sin of 30 degrees, use a calculator if you don't remember that, or you remember it now so sin of 30 degrees is 1/2. And so 10 times 1/2 is going to be five. So, and I forgot the units there, so it's five meters per second. Is equal to the magnitude, is equal to the magnitude of our vertical component. Let me get that in the right color. It's equal to the magnitude of our vertical component. So what does that do? What we're, this projectile, because vertical component is five meters per second, it will stay in the air the same amount of time as anything that has a vertical component of five meters per second. If you threw a rock or projectile straight up at a velocity five meters per second, that rocket projectile will stay up in the air as long as this one here because they have the same vertical component. So let's think about how long it will stay in the air. Since were dealing with a situation where we're starting in the ground and we're also finishing at the same elevation, and were assuming the air resistance is negligible, we can do a little bit of a simplification here. Although I'll do another version where we're doing the more complicated, but I guess the way that applies to more situations. We could say, we could say "well what is our "change in velocity here?" So if we think about just the vertical velocity, our initial velocity, let me write it this way. Our initial velocity, and we're talking, let me label all of this. So we're talking only in the vertical. Let me do all the vertical stuff that we wrote in blue. So vertical, were dealing with the vertical here. So our initial velocity, in the vertical direction, our initial velocity in the vertical direction is going to be five meters per second. Is going to be five meters per second. And we're going to use a convention, that up, that up is positive and that down is negative. And now what is going to be our final velocity? We're going to be going up and would be decelerated by gravity, We're gonna be stationary at some point. And then were to start accelerating back down. And, if we assume that air resistance is negligible, when we get back to ground level, we will have the same magnitude of velocity but will be going in the opposite direction. So our final velocity, remember, we're just talking about the vertical component right now. We haven't even thought about the horizontal. We're just trying to figure out how long does this thing stay in the air? So its final velocity is going to be negative five. Negative five meters per second. And this is initial velocity, the final velocity is going to be looking like that. Same magnitude, just in the opposite direction. So what's our change in velocity in the vertical direction? Change in velocity, in the vertical direction, or in the y-direction, is going to be our final velocity, negative five meters per second, minus our initial velocity, minus five meters per second, which is equal to negative 10 meters per second. So how do we use this information to figure out how long it's in the air? Well we know! We know that our vertical, our change our change in our, in our vertical velocity, is going to be the same thing or it's equal to our acceleration in the vertical direction times the change in time. Times the amount of time that passes by. What's our acceleration in the vertical direction? What's the acceleration due to gravity, or acceleration that gravity, that the force of gravity has an object in freefall? and so this, right here, is going to be negative 9.8 meters per second squared. So this quantity over here is negative 10 meters per second, we figured that out, that's gonna be the change in velocity. Negative 10 meters per second is going to be equal to negative 9.8, negative 9.8 meters per second squared times our change in time. So to figure out the total amount of time that we are the air, we just divide both sides by negative 9.8 meters per second squared. So we get, lets just do that, I wanna do that in the same color. So I do it in, that's not, well, that close enough. So we get negative 9.8 meters per second squared. Negative 9.8 meters per second squared. That cancels out, and I get my change in time. And I'll just get the calculator. I have a negative divided by a negative so that's a positive, which is good, because we want to go in positive time. We assume that the elapsed time is a positive one. And so what we get? If I get my calculator out, I get my calculator out. I have, this is the same thing as positive 10 divided by 9.8. 10, divided by 9.8. Gives me 1.02. I'll just round to two digits right over there. So that gives me 1.02 seconds So our change in time, so this right over here is 1.02. So our change in time, delta t, I'm using lowercase now but I can make this all lower case. Is equal to 1.02 1.02 seconds. Now how do we use this information to figure out how far this thing travels? Well if we assume that it retains its horizontal component of its velocity the whole time, we just assume we can this multiply that times our change in time and we'll get the total displacement in the horizontal direction. So to do that, we need to figure out this horizontal component, which we didn't do yet. So this is the component of our velocity in the x direction, or the horizontal direction. Once again, we break out a little bit of trigonometry. This side is adjacent to the angle, so the adjacent over hypotenuse is the cosine of the angle. Cosine of an angle is adjacent over hypotenuse. So we get cosine. Cosine of 30 degrees, I just want to make sure I color-code it right, cosine of 30 degrees is equal to the adjacent side. Is equal to the adjacent side, which is the magnitude of our horizontal component, is equal to the adjacent side over the hypotenuse. Over 10 meters per second. multiply both sides by 10 meters per second, you get the magnitude of our adjacent side, color transitioning is difficult, the magnitude of our adjacent side is equal to 10 meters per second. Is equal to 10 meters per second. Times the cosine, times the cosine of 30 degrees. And you might not remember the cosine of 30 degrees, you can use a calculator for this. Or you can just, if you do remember it, you know that it's the square root of three over two. Square root of three over two. So to figure out the actual component, I'll stop to get a calculator out if I want, well I don't have to use it, do it just yet, because I have 10 times the square root of three over two. Which is going to be 10 divided by two is five. So it's going to be five times the square root of three meters per second. So if I wanna figure out the entire horizontal displacement, so let's think about it this way, the horizontal displacement, that's what we get for it, we're trying to figure out, the horizontal displacement, a S for displacement, is going to be equal to the average velocity in the x direction, or the horizontal direction. And that's just going to be this five square root of three meters per second because it doesn't change. So it's gonna be five, I don't want to do that same color, is going to be the five square roots of 3 meters per second times the change in time, times how long it is in the air. And we figure that out! Its 1.02 seconds. Times 1.02 seconds. The seconds cancel out with seconds, and we'll get that answers in meters, and now we get our calculator out to figure it out. so we have five time the square root of three, times 1.02. It gives us 8.83 meters, just to round it. So this is going to be equal to, this is going to be equal to, this is going to be oh, sorry. this is going to be equal to 8.8, is that the number I got? 8.83, 8.83 meters. And we're done. And the next video, I'm gonna try to, I'll show you another way of solving for this delta t. To show you, really, that there's multiple ways to solve this. It's a little bit more complicated but it's also a little bit more powerful if we don't start and end at the same elevation.

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Projectile at an angle (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Paper Rocket with Sprinkler Value System

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Paper Rocket with Sprinkler Value System

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Introduction: 100-Yard Paper Rocket Launcher

This is my take on the compressed air paper rocket launcher. Enjoy!
If you enjoy this project, then please consider pledging on Patreon.
More engineering projects || Everything I make

Intro Video

4 People Made This Project!

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Step 1: Materials List

Please message me to report broken links. Materials for the air pressure chamber: Electric Trigger mechanism

12" cable ties

PVC elbow joints (x2)

12" piece of PVC with two holes drilled about 4" apart (x2)

8" piece of PVC

For the base:

Tools for the air pressure chamber:

The total cost is about $70, excluding all tools and solvent weld. In my line of work, it is well worth the initial investment because the paper rocket activity is very cheap, less than $0.15 per student.

For paper rockets:

Step 2: Make the Launcher

This launcher works up to 60psi. You can wire in a second 9V battery to get the launcher up to 100+psi. 60psi is enough to achieve spectacular results. Pressures above 60psi dramatically increase the risk of exploding the rocket.

(and by the way, you might want to protect your work surface a bit better than I did)

The button circuit was originally purchased from a website that no longer exists. However, it's very simple to build yourself. Simply wire the button, 1 or 2 9V batteries, and the wires from the electronic sprinkler valve together in a single series.

Step 3: Make the Rocket

All you need is cardstock, tape and scissors.

It's easy to build a rocket that can reach a distance of 50 feet. However, making an ultra-high-performing rocket is actually quite challenging because all aspects need to be designed to near perfection. At high speeds, tiny imperfections are quickly blown out of proportion because the forces acting upon the rocket are intensified. For example, a nosecone that leans slightly to one side may not significantly influence the rocket's performance at 40psi, however at 60psi that nosecone may create an imbalance of friction created by the air rushing by, causing the rocket to turn sharply and tumble to the ground.

For this reason, take your time while creating & attaching each part of the rocket. And with that in mind, here's how to make a high-performing rocket:

Step 4: How the Valve System Works

Step 5: Safety, Tips, and Troubleshooting

Follow these safety precautions regardless of whether the chamber is pressurized or loaded with a rocket.

Never allow students to use the launcher unsupervised. Disable the launcher by removing the battery (or pump or launch tube) if you have to leave the launcher unsupervised.

Never allow anyone to put their face near the launch tube. Air expelled from the tube, if forced into someone's nose or mouth, is powerful enough to cause the lungs to rupture. This is very serious. Tell your students about this and they will be frightened enough to never get near the tip of the launch tube.

Never stand directly in front of the launcher, even if a rocket is not loaded. At point blank, a rocket shot from the launcher can cause serious injury.

The student holding the button should keep his/her trigger finger off of the button until the final countdown is initiated. The button is sensitive and can easily misfire.

Use a bright rope to define a safety zone that the students may never cross, even while loading their rocket.

Have a countdown before each launch as a way to alert people in the area (and to make each launch more exciting!)

Common design flaws

Fins that are not attached straight, or the leading tip of the fin is not secured, will cause the rocket to tumble at high speeds.

Fins that are too big create too much lift and/or drag.

Fins that are too small may not provide enough stability.

Fins that extend too far from the fuselage are prone to wobbling in the wind, causing instability.

Nosecones that are not secured well enough will explode off of the rocket.

Tips and troubleshooting

Rockets tend to explode at pressures above 60psi. If you choose to mod the button with a second 9V battery, have the students tape up every seam many times over.

Inspect the rocket before each flight and use your hands to straighten out the fins and nosecone, which will inevitably become bent over time.

I usually refrain from interfering with students' designs, however if a student has created a poorly built fuselage I will step in and help them. Making a new fuselage after attaching everything else can be a hassle.

Young students (grades 3 and below) may have a hard time rolling a tube of cardstock, so I usually do that step as part of my prep.

If you don't have access to a huge open space, you can set up targets like stacked cardboard boxes and aim for those. Be extra cautious here.

When storing the launcher, remove the 9V battery, or at least make sure the button is uncompressed or else the battery will quickly drain.

We have a be nice policy.
Please be positive and constructive.

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This is my take on the compressed air paper rocket launcher. Enjoy! If you enjoy this project, then please consider pledging on Patreon. More engineering projects || Everything I make Intro Video 4 People Made This Project! Please message me to report broken links.

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Things That Go

30 Minutes

TO COMPLETE

WHAT WILL YOU MAKE?

Make an air powered paper rocket and launcher.

PRINT THESE INSTRUCTIONS

WHAT WILL YOU NEED?

5 feet of 1/2 inch PVC pipe

2 1/2 inch PVC end caps

1 1/2 inch PVC L fitting

1 1/2 inch PVC + fitting

1 2-liter soda bottle

Sheets of paper

Tape

PVC cutter or saw

Extra 1 foot piece of 1/2 inch PVC pipe (optional)

STEP 8

Finish your rocket

Pinch one of the ends of your paper tube closed and then wrap it with more tape. Twist the end of the tape to make a pointy nose cone.

Now you can place your rocket onto the launcher and stomp on the bottle to send it soaring into the sky!

WHAT'S NEXT?

Try adding fins to your rockets. How does changing the angles of the fins change the flight? How does a bigger bottle (like a milk bottle) change the rocket's flight? Try building an altitude tracker to see how high the rockets fly!

BROWSE MORE MAKER CAMP PROJECTS FIND EVEN MORE PROJECTS AT Make:

Please Note
Your safety is your own responsibility, including proper use of equipment and safety gear, and determining whether you have adequate skill and experience. Power tools, electricity, and other resources used for these projects are dangerous, unless used properly and with adequate precautions, including safety gear and adult supervision. Some illustrative photos do not depict safety precautions or equipment, in order to show the project steps more clearly. Use of the instructions and suggestions found in Maker Camp is at your own risk. Maker Media, Inc., disclaims all responsibility for any resulting damage, injury, or expense.

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Things That Go 30 Minutes TO COMPLETE Make an air powered paper rocket and launcher.

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Here is a Stomp Rocket. A paper rolled rocket (rolled around PVC tube for sizing) with a rolled nose cone and fins from post it notes. Launched from a PVC launcher. by Learning Technologies.

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Kids learn about kinetic energy in the science of physics. The energy of motion can be calculated using mass and velocity. Standard unit is the joule. How it is different from potential energy.

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Physics4Kids.com! This tutorial introduces the physics of momentum. Other sections include modern physics, heat, electricity, magnetism, and light.

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Introduction: Paper Stomp Jets

These are paper jets that fly off of a launcher.

Share

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Minecraft Challenge 2018

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Step 1: The Launcher

The launcher is made from 1/2" PVC. You will need the following fittings, along with some used 2-liter bottles:

One 1/2" four-way fitting (all fittings are of the slip variety)

Two 1/2" end caps

One 1" coupling

One 1" by 1/2" bushing

One 1/2" 45-degree elbow

The assembly is exactly the same as what I have posted for the stomp rockets, except for the change to the 45-degree elbow. Please see that instructable for additional details on building a launcher.

Step 2: Jet Tube PVC Form

In order to make the jet tubes, you will need a blank form. This form will allow you you make jet tubes that will slip nicely over the launch tube, and will also help when finishing the nose section of the plane, as you will see in step 4.

To make a jet form, cut a piece of 1/2" PVC exactly 11 inches. Take a regular sheet of 8.5" by 11" paper and roll it onto the tube, using white glue to glue it tightly in place, flush with the PVC on either end.

Take a 3-inch piece of electrical tape and wrap it neatly around one end of the tube, flush with the end. That's it.

You might want to make a few of these if you plan on having more than one person making jets at a time.

Step 3: Roll Jet Tube

Begin making a paper jet plane by rolling an 8.5" by 11" sheet of paper tightly around the form made in the last step. Roll the paper so it is butted up against the tape, but not covering it. The paper roll should extend beyond the end of the PVC form that does not have the tape on it, leaving a small open space inside.

Smear a thin bead of white glue along the edge of the roll, and glue the paper down. Quickly roll the tube back and forth on the table to roll out any air bubbles. The tube should be able to slide on and off of the form freely, and not be glued to the form. Leave it in place on the PVC form for the remainder of the steps.

Step 4: Jet Tube Nose

For this step you will need two cotton balls and a penny.

The cotton balls block the end of the jet tube so air can't escape when you launch your jets. The penny adds a little bit of needed weight to the nose so the jets fly better.

Insert the two cotton balls into the open space in your paper tube, just above where the PVC form ends. Don't insert them into the PVC. Place the penny on top of the cotton balls, and tape down the paper over the cotton balls and penny with masking tape as shown in photos 2 and 3.

Step 5: Wings and Tail Pieces

For the wings and tail section, you will need to print out the attached stomp jet template.

I found that the cardboard from an old cereal box was perfect for making the wings and tail section of these jet planes. It's lightweight but still stiff enough to be able to bend and keep it's shape for adjusting the control surfaces of the planes (ailerons, elevator, rudder).

Cut out the pattern pieces and trace them onto cardboard. Transfer the various marks on the patterns to your cardboard pieces, and cut them out. The solid lines are where you cut, and the dotted lines are where you fold.

Don't worry about folding the control surfaces now. You can do this when the plane is completed, and even then they only need to be adjusted a tiny bit to really effect the movement of the planes.

Attachments

Step 6: Assemble Wings

Use masking tape to attach the two wing halves. If you bend them up just a bit at the taped joint, this will create a small amount of dihedral, or upward angle of the wings. This helps stabilize the planes, keeping them belly-down in flight.

Step 7: Attach Wings and Tail Section

Use a single bead of hot glue to attach the horizontal stabilizer to the plane, flush with the back of the jet tube, just in front of the tape on the form.

Use a single bead of hot glue to attach the wings to the jet tube 1 3/4" in front of the horizontal stabilizer.

Use the line where the paper roll ends to help you line up the stabilizer and wings as you glue them on. (In the photos, I traced this line with a pen to help it show up better.)

The vertical stabilizer is glued in place, also with just a single bead of hot glue.

Alright, that's it!

The last step is just a few words on how to fly these babies.

Step 8: Final Thoughts

Here's the basics of control surfaces, just so you know. (Pardon me if I don't state any of this completely correctly, but you'll get the idea well enough to know how to manipulate your little jet plane.)

The ailerons generally move in opposite directions, one up, the other down, which turns the plane left or right. The elevators always move together, up or down, to make the plane go up or down. The rudder swings the tail of the plane left or right. I wouldn't mess with the rudder on this, because it really doesn't do much to these as far as I can tell.

To begin, try to get your plane to do a straight, level glide when launched by hand. To do this, I suggest keeping the ailerons in the neutral position and the elevator tabs bent up equally about 1/8".

Once you have a decent glide, experiment with your plane to see what you can get it to do. Wild loops and barrel rolls are easy to make happen, but slow sweeping rolls turns and steady glides are much more tricky! We found that throwing the planes was almost as much fun as launching them.

This was a fun little project, and I suspect my kids and I will be building and flying these for a while.

Thanks for looking at this. Let me know what you think!

We have a be nice policy.
Please be positive and constructive.

# data[].attributes.attachment_link.description
These are paper jets that fly off of a launcher. Share The launcher is made from 1/2" PVC. You will need the following fittings, along with some used 2-liter bottles: One 1/2" four-way fitting (all fittings are of the slip variety) Two 1/2" end caps One 1" coupling One 1" by 1/2" bushing One 1/2" 45-degree elbow The assembly is exactly the same as what I have posted for the stomp rockets, except for the change to the 45-degree elbow.

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Introduction

You don't need fancy fuels to launch a rocket-this paper rocket toy can be launched using only a pop bottle and a garden hose.

Rockets are propelled by pressurized gas. When the gas escapes downwards, it pushes the rocket in the opposite direction, causing it to go up (Newton's third law of motion). This system of thrust is how a real rocket works whether it is in outer space or here in the earth's atmosphere. In this activity, stomp rockets are propelled by compressed air.

The paper rocket is placed on a launch tube connected to a plastic bottle. When you stomp on the plastic bottle, air rushes through the tube and fills the body of the rocket. The air pushes against the tube until the rocket pops off.

Objectives:

Explore and demonstrate the effects of action and reaction forces.

Apply their understanding of forces and their effect on objects to manipulate the flight of toy rockets.

Use the scientific process (make predictions, conduct a fair test, control variables, gather and interpret data) to manipulate the flight distance of a toy rocket.

Materials:

Per student:

a garden hose, 12-17mm (1/2-3/4 inches) in diameter and 15-30cm long (or longer)

1 to 2 pieces of cardstock

scissors

scotch tape

a 2L pop bottle (no cap)

duct tape

What To Do:

Preparation
Pre-cut the garden hose to the appropriate length

Part 1: Building the Rocket

1. Roll the cardstock around the outside of the garden hose and tape it with a piece of scotch tape. The tube (your rocket) should fit snugly onto the outside of the hose while still being able to slip off easily.

2. Make the "nose" of the rocket. Cut the end of the tube into a point and use tape to create an air-tight seal. The rocket must be fairly air-tight to fly well.

3. Create fins by attaching triangles of cardstock to the bottom of the rocket with scotch tape. You can experiment with the material, shape, size, placement and number of fins.

Part 2: Building the Launcher
Remove the cap from the pop bottle and duct tape the garden hose to its mouth. Make sure that this connection is airtight.

Part 3: Launching the Rocket!

1. Go outside and position your launcher and rocket so that it is safely pointed away from others.

2. Place the rocket over the free end of the garden hose.

3. Stomp on the pop bottle. The air from inside the bottle will be pushed through the tubing and into the rocket, sending it flying.

4. To repeat, blow through the hose to re-inflate the pop bottle and re-launch the rocket!

Teacher Tip: A system for launching can prevent unwanted injuries by keeping everyone safely out of the way of flying projectiles!

Extensions:

Does the number/shape/position of the fins make a difference?

Try shooting the rocket at a target to hit it.

Can you find the angle that will shoot the rocket the farthest?

Can you design a rocket that will shoot the farthest?

Other Resources:

Science World Resources | Full Lesson & other activities | Rockets

Key Questions:

What causes the rocket to fly?

Can you make your rocket fly further?

Does the angle of the launch make any difference to the distance of the flight?

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# data[].attributes.attachment_link.description
You don't need fancy fuels to launch a rocket-this paper rocket toy can be launched using only a pop bottle and a garden hose. Rockets are propelled by pressurized gas. When the gas escapes downwards, it pushes the rocket in the opposite direction, causing it to go up (Newton's third law of motion).

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If you've visited the Thinkery over the last few weeks, you probably noticed that you can make your own rockets to launch them in Spark Shop. However, the opportunity to explore aerodynamics doesn't have to stop when you walk out our front doors. You can make stomp rockets at home or play with the one you made at the Thinkery by making your own stomp rocket launcher!

Follow the instructions below to make a Stomp Rocket and Launcher

How To Make A Stomp Rocket Launcher

Materials:

1. One empty 2 liter soda bottle

2. 12 inch piece of ½" PVC pipe

3. Duct tape

4. 6" piece of bicycle inner tube that has not been "slimed". (Ask for used ones at a bike shop- it's free, and small holes don't matter!)

Steps:

Cover about 1-2" of the PVC pipe with the inner tube and tape securely.

2. Attach the other end of the inner tube around the opening of the soda bottle and tape securely.

How To Make A Stomp Rocket

Materials:

1. 12 inch piece of ½" PVC pipe

2. Sheets of colored paper

3. Masking tape

4. A cork or bottle cap

5. Scissors

Steps:

Roll a piece of paper around the PVC pipe to make the body of the rocket.

2. Tape the paper to its self and remove the PVC pipe, leaving a paper tube.

3. Use a cork or bottle cap and masking tape to completely seal one end of the paper tube.

4. Use the other colored papers to add fins, wings or a nosecone to help your rocket launch farther.

How to Launch Your Stomp Rocket

Materials:

1. Stomp rocket

2. Stomp rocket launcher

Steps:

1. Place the launcher on the ground in an open area and facing away from people.

2. Place the rocket on the open end of the PVC pipe.

3. Hold the PVC pipe so that it faces upward.

4. Use your hands or your feet to press down in the middle of the soda bottle.

5. Blow into the PVC to re-inflate the bottle after each use.

6. Make modifications to your rocket to help it fly better and then test your rocket after each additional modification is made.

7. When the soda bottle breaks, replace it with a new one.

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We Have Liftoff! Make a Stomp Rocket Launcher - Thinkery

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If you've visited the Thinkery over the last few weeks, you probably noticed that you can make your own rockets to launch them in Spark Shop. However, the opportunity to explore aerodynamics doesn't have to stop when you walk out ... Continued

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NGSS Science and Engineering Standards

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1),(MS-PS1-2),(MS-PS1-4),(MS-PS1-5)

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS1-6)

Rocket launchers (made from 1" and 1/2" PVC piping, 1/2" clear vinyl tubing)

2-Liter Soda Bottles

Paper rockets -- Samples designs can be found at:

There are multiple ways to run this particular lab. The version I am doing in class will be day two in a four day activity, with day one being the day where students will design, build, and iterate on their own rockets, creating one of their own design and one using the Pop Rockets designs linked to above.

For this particular demo, we will be iterating on the launch angle necessary for greatest horizontal flight.

Procedure for each individual flight is relatively simple. Students will slide their paper rocket onto the launcher, make sure that no one is in the path of their shot, stomp on the 2-liter bottle, and then measure and record the distance from the rocket launcher to the place where the rocket landed. They will use a stop watch to record the flight time for each trial.

Students will begin by measuring 20, 30, 40, 50, 60, and 70 degree angles. Students will record their angles on the following data sheet.

In order to minimize variables, for this lab students should attempt to step on the plastic bottle in the same place for each launch and attempt to equalize the force of their step. This would be difficult, but multiple trials could be used to find an average launch.

Optional addition:

Students can also use this projectile lab to calculate approximate amount of energy created by their stomp. By weighing their rocket beforehand and using the average horizontal velocity they calculated during their trials they could find an approximate horizontal kinetic energy. Students could also record the maximum height their rocket achieved on each flight and calculate the potential energy of the rocket at that moment by multiplying the mass of their rocket by the acceleration of gravity by the height off the ground. By adding that maximum potential energy (at a moment when all of the vertical kinetic energy should have been converted into potential energy) to that average kinetic energy, students would be able to find approximately the amount of energy that was given to their rocket when they stomped on the bottle.

In order to calculate the velocity of their rocket, students must understand that they can calculate average velocity by dividing the distance traveled by the time traveled.

It would be helpful if students also understood the basics of vectors, that firing something at an angle gives it both horizontal and vertical momentum, but they do not necessarily have to understand how to calculate what those vectors would be.

Students should understand the basic principles behind acceleration and be able to connect those ideas to the fact that the rocket falls and its basic path through space.

If a teacher wanted to also use the addition of calculating the energy the students were able to transfer to the rocket by stepping on the bottle, students would also have to know how to calculate kinetic energy (1/2 mv^2), potential energy (mgh), and understand that the total energy of the rocket throughout its flight should remain roughly constant.

When the student steps on the bottle, they vastly increase the pressure inside the bottle, which forces air through the vinyl tubing, pushing all of that air onto the paper rocket.

The paper rocket's low mass means the force that air exerts on the rocket will be translated into a large acceleration.

From a Newtonian perspective, the flight of the paper rocket can be seen as a consequence of Newton's first law, since the air exerts an applied force against the rocket, causing the rocket to be accelerated forward.

1 - Shouldn't you be able to just calculate the best launch angle?

Yes! Well... kind of. There are easier and more difficult ways to calculate the ideal launch angle, some basic calculus can tell us that the ideal launch angle is forty five degrees, but the problem is that calculation ignores a vast number of variables. It's a calculation that would work really well if only the planet didn't have all that pesky air getting in the way of the rocket. Unfortunately, that would also make it pretty difficult to launch an air-powered rocket. There are more calculation intensive ways to get at the launch angle which take into account air resistance, the terminal velocity of the rocket, buoyancy, and if you can really calculate it, any movement in the air, but even these are approximations. There are always variables in the real world, it gets fairly difficult to account for all of them mathematically, especially with just a piece of paper and a pencil.

2 - If we can't get it right, why even try?

Maybe the world is full of variables and maybe we can't account for absolutely every one of them, but what we've learned throughout the years of doing science is that if we try really hard to just look at one variable, we can start to understand how that variable really works. The history of science is chock-full of scientists who have had to understand a big idea without being able to fully test that idea and eventually being proved pretty darn close to correct. Eratosthenes calculating the circumference of the earth, Galileo figuring out that objects should fall with the same accelerations even if he didn't have access to a vacuum to drop them in, Newton comprehending that the planets were pulled with the same force as the objects on planet earth -- physicists and mathematicians have largely proven, if you're careful with your fudge factors your math comes out pretty close to being right.

3 - Why isn't the US government launching space missions anymore?

That's a really good question. I don't know why they aren't. We should write them a letter about it.

Applications to Everyday Life: Projectile motion has thousands of applications, from rocketry

Having a basic understanding of projectile motion allows students to understand how objects can move in two dimensions and how masses only accelerate in the direction that force is exerted in.

This lesson also helps students get an idea of how powerful pressure can be and how energy is transferred through a system, moving from their weight moving down (mass times the acceleration of gravity plus the force from the contracting muscle all multiplied by the distance the foot moves through) transfers to the increased pressure on the bottle, transfers to increased air pressure in the tube, transfers to the acceleration of the paper rocket.

# data[].attributes.attachment_link.description
NGSS Science and Engineering Standards RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

# data[].attributes.body
Includes NGSS links & data collection sheet

# data[].attributes.body
Scroll down for information on effect of angle on launch

# data[].attributes.attachment_link.readable_text
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

# data[].attributes.attachment_link.title
Educator Guide: Stomp Rockets | NASA/JPL Edu

# data[].attributes.attachment_link.description
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

# data[].attributes.attachment_link.title
Various Degrees Launch | Bigfoot Water Rocket Launcher | Gary Ensmenger

# data[].attributes.attachment_link.description
The Bigfoot Water Rocket Launcher is unequalled in Launching Water Rockets at various angles . Angle from vertical to horizontal, and any angle between!

# data[].attributes.attachment_link.readable_text
NGSS Science and Engineering Standards

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1),(MS-PS1-2),(MS-PS1-4),(MS-PS1-5)

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS1-6)

Rocket launchers (made from 1" and 1/2" PVC piping, 1/2" clear vinyl tubing)

2-Liter Soda Bottles

Paper rockets -- Samples designs can be found at:

There are multiple ways to run this particular lab. The version I am doing in class will be day two in a four day activity, with day one being the day where students will design, build, and iterate on their own rockets, creating one of their own design and one using the Pop Rockets designs linked to above.

For this particular demo, we will be iterating on the launch angle necessary for greatest horizontal flight.

Procedure for each individual flight is relatively simple. Students will slide their paper rocket onto the launcher, make sure that no one is in the path of their shot, stomp on the 2-liter bottle, and then measure and record the distance from the rocket launcher to the place where the rocket landed. They will use a stop watch to record the flight time for each trial.

Students will begin by measuring 20, 30, 40, 50, 60, and 70 degree angles. Students will record their angles on the following data sheet.

In order to minimize variables, for this lab students should attempt to step on the plastic bottle in the same place for each launch and attempt to equalize the force of their step. This would be difficult, but multiple trials could be used to find an average launch.

Optional addition:

Students can also use this projectile lab to calculate approximate amount of energy created by their stomp. By weighing their rocket beforehand and using the average horizontal velocity they calculated during their trials they could find an approximate horizontal kinetic energy. Students could also record the maximum height their rocket achieved on each flight and calculate the potential energy of the rocket at that moment by multiplying the mass of their rocket by the acceleration of gravity by the height off the ground. By adding that maximum potential energy (at a moment when all of the vertical kinetic energy should have been converted into potential energy) to that average kinetic energy, students would be able to find approximately the amount of energy that was given to their rocket when they stomped on the bottle.

In order to calculate the velocity of their rocket, students must understand that they can calculate average velocity by dividing the distance traveled by the time traveled.

It would be helpful if students also understood the basics of vectors, that firing something at an angle gives it both horizontal and vertical momentum, but they do not necessarily have to understand how to calculate what those vectors would be.

Students should understand the basic principles behind acceleration and be able to connect those ideas to the fact that the rocket falls and its basic path through space.

If a teacher wanted to also use the addition of calculating the energy the students were able to transfer to the rocket by stepping on the bottle, students would also have to know how to calculate kinetic energy (1/2 mv^2), potential energy (mgh), and understand that the total energy of the rocket throughout its flight should remain roughly constant.

When the student steps on the bottle, they vastly increase the pressure inside the bottle, which forces air through the vinyl tubing, pushing all of that air onto the paper rocket.

The paper rocket's low mass means the force that air exerts on the rocket will be translated into a large acceleration.

From a Newtonian perspective, the flight of the paper rocket can be seen as a consequence of Newton's first law, since the air exerts an applied force against the rocket, causing the rocket to be accelerated forward.

1 - Shouldn't you be able to just calculate the best launch angle?

Yes! Well... kind of. There are easier and more difficult ways to calculate the ideal launch angle, some basic calculus can tell us that the ideal launch angle is forty five degrees, but the problem is that calculation ignores a vast number of variables. It's a calculation that would work really well if only the planet didn't have all that pesky air getting in the way of the rocket. Unfortunately, that would also make it pretty difficult to launch an air-powered rocket. There are more calculation intensive ways to get at the launch angle which take into account air resistance, the terminal velocity of the rocket, buoyancy, and if you can really calculate it, any movement in the air, but even these are approximations. There are always variables in the real world, it gets fairly difficult to account for all of them mathematically, especially with just a piece of paper and a pencil.

2 - If we can't get it right, why even try?

Maybe the world is full of variables and maybe we can't account for absolutely every one of them, but what we've learned throughout the years of doing science is that if we try really hard to just look at one variable, we can start to understand how that variable really works. The history of science is chock-full of scientists who have had to understand a big idea without being able to fully test that idea and eventually being proved pretty darn close to correct. Eratosthenes calculating the circumference of the earth, Galileo figuring out that objects should fall with the same accelerations even if he didn't have access to a vacuum to drop them in, Newton comprehending that the planets were pulled with the same force as the objects on planet earth -- physicists and mathematicians have largely proven, if you're careful with your fudge factors your math comes out pretty close to being right.

3 - Why isn't the US government launching space missions anymore?

That's a really good question. I don't know why they aren't. We should write them a letter about it.

Applications to Everyday Life: Projectile motion has thousands of applications, from rocketry

Having a basic understanding of projectile motion allows students to understand how objects can move in two dimensions and how masses only accelerate in the direction that force is exerted in.

This lesson also helps students get an idea of how powerful pressure can be and how energy is transferred through a system, moving from their weight moving down (mass times the acceleration of gravity plus the force from the contracting muscle all multiplied by the distance the foot moves through) transfers to the increased pressure on the bottle, transfers to increased air pressure in the tube, transfers to the acceleration of the paper rocket.

# data[].attributes.attachment_link.description
NGSS Science and Engineering Standards RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

# data[].attributes.attachment_link.description
Activate Coordinator Thai Chang shows you how to make a stomp rocket! Science Museum of Minnesota

# data[].attributes.attachment_link.description
Logan tries out the Stomp Rocket by D+L Company