essay on rocket for class 3

Essay on Rocket

Students are often asked to write an essay on Rocket in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Rocket

What is a rocket.

A rocket is a vehicle that travels into the air at a very high speed. It burns fuel to make hot gas. The gas shoots out from the back and makes the rocket move forward. This is called ‘thrust’. Rockets can go up into space.

Parts of a Rocket

A rocket has many parts. The main parts are the nose cone, the body, and the engine. The nose cone is the top part. The body holds the fuel. The engine burns the fuel and pushes the rocket up.

Types of Rockets

There are many types of rockets. Some are small and some are very big. Some rockets can carry people. These are called manned rockets. Other rockets carry machines into space.

Uses of Rockets

Rockets are used for many things. They can carry satellites into space. These satellites help us with weather reports, TV signals, and GPS. Rockets are also used for space exploration. They can send astronauts to the moon and beyond.

How Rockets Work

Rockets work on a simple rule. They push out gas and the force of this gas pushes the rocket up. This is the same rule that makes a balloon fly when you let it go. It’s easy to see this rule in action with a water rocket.

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250 Words Essay on Rocket

A rocket is a vehicle that moves in the sky and space. It uses a special kind of fuel to go up. The fuel burns and pushes the rocket upwards. This is called thrust. Rockets can move very fast, faster than any car or plane.

The Parts of a Rocket

A rocket has many parts. The main part is the body or frame. This is where the fuel and people or things go. The nose is the top part of the rocket. The fins are at the bottom and help the rocket go straight. The engine is where the fuel burns to make the rocket move.

There are different types of rockets. Some are small and used for fun or to study the weather. Others are big and can carry people or things into space. Space rockets are very powerful and can go very far.

Rockets are used for many things. They can carry people to space to learn more about it. They can also carry satellites. Satellites help us with things like weather reports, TV signals, and GPS. Rockets can also be used for exploring other planets and the moon.

Rockets and Science

Rockets are very important for science. They help us learn more about space and our planet. Scientists use rockets to study the stars, the sun, and other planets. Without rockets, we would not know much about the universe.

In conclusion, rockets are amazing vehicles. They help us explore space and learn more about our world. They are a great example of how science and technology can help us do amazing things.

500 Words Essay on Rocket

A rocket is a vehicle that travels into the sky, and even beyond into space. It is designed to move fast and far. It does this by burning fuel. The burning fuel creates a force called thrust that pushes the rocket upward. This is based on a principle called Newton’s third law of motion, which says that for every action, there is an equal and opposite reaction. When the fuel burns and pushes out of the rocket’s engines, the force of this action pushes the rocket in the opposite direction.

A rocket has many parts, but the main ones are the engine, the fuel, and the payload. The engine is the part that burns the fuel to create thrust. The fuel is what the engine burns. The payload is what the rocket is carrying. This could be astronauts, scientific instruments, or satellites.

There are many types of rockets. Some are small and used for scientific research. Others are large and used to send things into space. There are also rockets used for military purposes. Some rockets, like the Space Shuttle, are reusable. This means they can go to space, come back, and then go to space again. Other rockets, like the ones that send satellites into space, are not reusable. They are used once and then their parts fall back to Earth.

History of Rockets

The idea of rockets has been around for a long time. The ancient Greeks had a simple type of rocket, and in the 13th century, the Chinese used rockets in warfare. But modern rockets started in the 20th century. A man named Robert H. Goddard is often called the father of modern rocketry. He built and launched the world’s first liquid-fueled rocket in 1926. Since then, rockets have been used to explore space, to study the Earth, and for communication.

The Importance of Rockets

Rockets are important for many reasons. They help us learn about space and our planet. They allow us to send satellites into space, which help with weather prediction, global communication, and navigation. Rockets have also taken astronauts to the moon and back. In the future, rockets might take humans to other planets.

In conclusion, rockets are a fascinating subject. They are complex machines that have been developed over many years. They have a wide range of uses, from scientific research to space exploration. And they continue to be an important part of our world, helping us learn more about the universe we live in.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

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How Do We Launch Things Into Space?

Watch this video about how we launch things into space! Click here to download this video (1920x1080, 48 MB, video/mp4).

We launch satellites and spacecraft into space by putting them on rockets carrying tons of propellants. The propellants give the rocket enough energy to boost away from Earth’s surface. Because of the pull of Earth’s gravity, largest, heaviest spacecraft need the biggest rockets and the most propellent.

The GRACE Follow-On spacecraft launched into orbit in May 2018. Credit: NASA/Bill Ingalls

How does a rocket lift off?

More than 300 years ago, a scientist named Isaac Newton laid out three basic laws that describe the way things move. One of the laws says that for every action, there is an equal and opposite reaction. This is the most important idea behind how rockets work.

Credit: NASA/JPL-Caltech

If you see pictures or videos of a launch, you’ll see exhaust streaming out the bottom of the rocket. Exhaust is the flames, hot gases and smoke that come from burning the rocket’s propellants.

The exhaust pushes out of a rocket’s engine down toward the ground. That’s the action force . In response, the rocket begins moving in the opposite direction, lifting off the ground. That’s the reaction force .

Once a rocket launches, will it keep going?

It’s not that simple. Earth’s gravity is still pulling down on the rocket. When a rocket burns propellants and pushes out exhaust, that creates an upward force called thrust . To launch, the rocket needs enough propellants so that the thrust pushing the rocket up is greater than the force of gravity pulling the rocket down.

A rocket needs to speed up to at least 17,800 miles per hour—and fly above most of the atmosphere, in a curved path around Earth. This ensures that it won’t be pulled back down to the ground. But what happens next is different, depending on where you want to go.

How to Orbit Earth:

Let’s say you want to launch a satellite that orbits Earth. The rocket will launch, and when it gets to a specific distance from Earth, it will release the satellite.

The satellite stays in orbit because it still has momentum—energy it picked up from the rocket—pulling it in one direction. Earth’s gravity pulls it in another direction. This balance between gravity and momentum keeps the satellite orbiting around Earth.

Satellites that orbit close to Earth feel a stronger tug of Earth’s gravity. To stay in orbit, they must travel faster than a satellite orbiting farther away.

The International Space Station orbits about 250 miles above the Earth and travels at a speed of about 17,150 miles per hour. Compare that to the Tracking and Data Relay Satellites, which help us get information to and from other NASA missions. These satellites orbit at a height of more than 22,000 miles and travel much slower—about 6,700 miles per hour—to maintain their high orbit.

How to Get to Other Planets:

If you’re trying to get to another planet, you’ll need a fast-moving rocket to overcome Earth’s gravity. To do that, you’d have to speed up to around 25,000 mph. But you’ll also need to figure out the best time to leave Earth to get to that planet.

For example, Mars and Earth reach their closest distance to each other about every two years. This is the best time to go to Mars, since it requires the least amount of propellant and time to get there. But you’ll still need to launch your rocket at the right time to make sure the spacecraft and Mars arrive at the same place at the same time.

Check out this video if you want to learn more about how to get to Mars. Credit: NASA/JPL-Caltech

You’ll also have to carefully plan your travels if you want to travel to the outer solar system. For instance, if you’re sending spacecraft to study Saturn, do you want to encounter Mars and Jupiter on the way there?

If you liked this, you may like:

Rockets and rocket launches, explained

Get everything you need to know about the rockets that send satellites and more into orbit and beyond.

Since the invention of gunpowder in China more than seven centuries ago, humans have sent cylinders soaring into the skies with the help of controlled explosions. These craft and their engines, called rockets, have taken on many roles as fireworks, signal flares, and weapons of war.

But since the 1950s, rockets also have let us send robots, animals, and people into orbit around Earth —and even beyond.

How do rockets work?

As tempting as the logic may be, rockets don't work by “pushing against the air,” since they also function in the vacuum of space. Instead, rockets take advantage of momentum, or how much power a moving object has.

If no outside forces act on a group of objects, the group's combined momentum must stay constant over time. Imagine yourself standing on a skateboard with a basketball in your hands. If you throw the basketball in one direction, you and the skateboard will roll in the opposite direction to conserve momentum. The faster you throw the ball, the faster you roll backward.

Rockets work by expelling hot exhaust that acts in the same way as the basketball. The exhaust's gas molecules don't weigh much individually, but they exit the rocket's nozzle very fast, giving them a lot of momentum. As a result, the rocket moves in the opposite direction of the exhaust with the same total oomph.

Rockets make exhaust by burning fuel in a rocket engine. Unlike airplanes' jet engines, rockets are designed to work in space: They don't have intakes for air, and they bring along their own oxidizers, substances that play the role of oxygen in burning fuel. A rocket's fuel and oxidizer—called propellants—can be either solid or liquid. The space shuttle's side boosters used solid propellants, while many modern rockets use liquid propellants.

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What are the stages of a rocket launch.

Today's large, space-bound rockets consist of at least two stages, sections stacked in a shared cylindrical shell. Each stage has its own engines, which can vary in number. The first stage of SpaceX's Falcon 9 rocket has nine engines, while the first stage of Northrop Grumman's Antares rocket has two.

A rocket's first stage gets the rocket out of the lower atmosphere, sometimes with the help of extra side boosters. Because the first stage must lift the entire rocket, its cargo (or payload), and any unused fuel, it's the biggest and most powerful section.

The faster a rocket goes, the more air resistance it encounters. But the higher the rocket goes, the thinner the atmosphere gets. Combined, these two factors mean that the stress on a rocket rises and then falls during a launch, peaking at a pressure known as max q. For the SpaceX Falcon 9 and the United Launch Alliance Atlas V , max q occurs at 80 to 90 seconds after liftoff, at altitudes between seven and nine miles .

Once the first stage has done its job, the rocket drops that portion and ignites its second stage. The second stage has a lot less to transport, and it doesn't have to fight through the thick lower atmosphere, so it usually has just one engine. At this point, rockets also let go of their fairings, the pointed cap at the rocket's tip that shields what the rocket is carrying—its payload—during the launch's first phase.

Historically, most of a rocket's discarded parts were left to fall back down to Earth and burn up in the atmosphere. But starting in the 1980s with NASA's space shuttle , engineers designed rocket parts that could be recovered and reused. Private companies including SpaceX and Blue Origin are even building rockets with first stages that return to Earth and land themselves. The more that a rocket's parts can be reused, the cheaper rocket launches can get.

What are the different types of rockets?

Just as automobiles come in many shapes and sizes, rockets vary depending on the jobs they do.

Sounding rockets launch high in the air on ballistic arcs, curving into space for five to 20 minutes before they crash back to Earth. They're most often used for scientific experiments that don't need a lot of time in space. For instance, NASA used a sounding rocket in September 2018 to test parachutes for future Mars missions. ( Where exactly is the edge of the space?The answer is surprisingly complex .)

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Suborbital rockets such as Blue Origin's New Shepard are strong enough to temporarily enter space, either for scientific experiments or space tourism. Orbital-class rockets are powerful enough to launch objects into orbit around Earth. Depending on how big the payload is, they also can send objects beyond Earth, such as scientific probes ( or sports cars ).

Ferrying satellites to orbit or beyond requires serious power. For a satellite to remain in a circular orbit 500 miles above Earth's surface, it must be accelerated to more than 16,600 miles an hour . The Saturn V rocket, the most powerful ever built, lifted more than 300,000 pounds of payload into low-Earth orbit during the Apollo missions.

For now, SpaceX's Falcon Heavy and United Launch Alliance's Delta IV Heavy are the world's most powerful rockets, but even bigger ones are coming. Once NASA's Space Launch System gets past its delays and cost overruns , it will be the most powerful rocket ever built. Meanwhile, SpaceX is building a test version of its Starship, the massive rocket formerly known as the BFR (Big Falcon Rocket). Russia has also announced its goal of launching a “super-heavy lift” rocket in 2028.

As some rocket makers go big, others are going small to service the growing boom in cheap-to-build satellites no bigger than refrigerators . Rocket Labs's Electron rocket can lift just a few hundred pounds into low-Earth orbit, but for the small satellites it's ferrying, that's all the power it needs.

What is a launch pad?

A launch pad is a platform from which a rocket is launched, and they're found at facilities called launch complexes or spaceports. ( Explore a map of the world's active spaceports .)

A typical launch pad consists of a pad and a launch mount, a metal structure that supports the upright rocket before it launches. Umbilical cables from the launch mount provide the rocket with power, cooling liquids, and top-up propellant before launch. The structure also helps shield the rocket from lightning strikes.

Different launch complexes have different ways of putting rockets on launch pads. At NASA's Kennedy Space Center, the space shuttle was assembled vertically and moved to the launch pad on a tank-like vehicle called a crawler. The Russian space program transports its rockets horizontally by train to the launch pad, where they're then lifted upright.

Launch pads also have features that minimize damage from the rocket's launch. When a rocket first ignites, valves lining the launch pad spray hundreds of thousands of gallons of water into the air around the exhaust, which helps lessen the rocket's deafening roar. Trenches beneath the launch pad also direct the rocket's exhaust out and away from the craft, so the flames can't rise back up and engulf the rocket itself.

Where are rockets launched?

There are many launch sites around the world, each with different pros and cons. In general, the closer a launch site is to the Equator, the more efficient it is. That's because the Equator moves faster than Earth's poles as the planet rotates, like the outer edge of a spinning record. Launch sites at higher latitudes more easily place satellites into orbits that pass over the poles.

Between 1957 and 2017, 29 spaceports sent satellites or humans into orbit. Many of the sites are still active, including the only three facilities ever to launch humans into orbit. More spaceports are on the way, both public and private. In 2018, the U.S.-New Zealand firm Rocket Labs launched satellites into orbit from its own private launchpad on New Zealand's Mahia Peninsula.

Where can I see a rocket launch?

In the United States, NASA's Kennedy Space Center regularly offers access to visitors . NASA's Wallops Flight Facility in Virginia also allows launch viewing from its visitor center. The European Space Agency's spaceport in French Guiana is open to visitors , but the agency encourages travelers to plan ahead. Tourists can visit Kazakhstan's Baikonur Cosmodrome, the storied home of the Soviet and Russian space programs, but only by booking a tour. The facility remains closely guarded . ( See pictures of the villages near Russia's Plesetsk Cosmodrome, where salvaging discarded rockets is a way of life .)

If you can't visit a spaceport in person, never fear: Many public space agencies and private companies offer online livestreams of their launches .

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Rockets educator guide.

Grade Levels

Grades K-4, Grades 5-8, Grades 9-12

Engineering Design, History, Mathematics, Physical Science, Technology, Scientists and Inventors, Timelines, Geometry, Measurement and Data Analysis, Trigonometry, Forces and Motion, Physics, Rocketry

Educator Guides, Lesson Plans / Activities

Few classroom topics generate as much excitement as rockets. The scientific, technological, engineering and mathematical foundations of rocketry provide exciting classroom opportunities for authentic hands-on, minds-on experimentation. The activities and lesson plans contained in this educator guide emphasize hands-on science, prediction, data collection and interpretation, teamwork, and problem solving. The guide also contains background information about the history of rockets and basic rocket science. The rocket activities in this guide support national curriculum standards for science, mathematics and technology.

The guide contains new and updated lessons and activities from the original Rockets Educator Guide.

Introductory Pages A Pictorial History of Rockets What Comes Next How Rockets Work Applying Newton’s Laws Rocket Activities Pop Can Hero Engine 3…2…1…PUFF! Heavy Lifting Newton Car Rocket Races Pop! Rocket Launcher Directions Pop! Rockets Foam Rocket Launch Altitude Tracker Water Rocket Launcher Directions Water Rocket Construction Project X-51

Science in School

Sky-high science: building rockets at school teach article.

Author(s): Jan-Erik Rønningen, Rohan Sheth, Frida Vestnes, Maria Råken

Ever wanted to launch a rocket? Jan-Erik Rønningen, Frida Vestnes, Rohan Sheth and Maria Råken from the European Space Camp explain how.

Space science is a fascinating field of study, whether at school or, in our case, at the one-week European Space Camp in Norway (see box ). One hands-on aspect that can be easily introduced in the classroom is rocketry.

Paper rockets are small and relatively simple to construct, and can achieve flight distances of 50 metres or more, enabling students to compete in terms of either height or distance, depending on the space available. Students can also be creative, designing visually appealing rockets or using different types of material. Making a paper rocket is the perfect way to have fun and learn plenty of physics at the same time. Here, we describe a simple rocket that we built and launched during the 2011 European Space Camp.

Building paper rockets enables students to tie together many different concepts in physics – in particular, the equations of motion linking velocity, acceleration, distance and time, as well as the principles of aerodynamics. It also provides an exciting introduction to what it is like to be a scientist: designing a rocket from theoretical principles, carrying out an experiment by launching rockets, and finally analysing the results, drawing conclusions and identifying points for improvement for the future.

Building your rocket

• Two pieces of A4 paper
• Sticky tape
• Putty or Plasticine ®

The aim when building the rocket is to minimise drag (air resistance). Drag is mostly dependent on the velocity, but also on the frontal surface area of the rocket and its overall shape – important considerations when designing a rocket.

Rocket body:

• Roll one piece of paper into a cylinder to form the body of the rocket.
• Seal one of the open ends of the cylinder with tape, making the front of the rocket. Check that the seal is airtight by blowing into it.
• From the other piece of paper, cut out a circle (diameter 7.5 cm), then cut a sector of approximately 90 degrees from the circle.
• Twist the remaining piece into a cone and place a small ball of putty inside the tip of the cone before fastening the cone to the sealed end of the rocket body with tape.
• Cut four paper triangles of exactly the same size and fold one of the sides of each triangle to form a flap, which will be attached to the rocket. Students should think about the optimal shape of the fin – some fin profiles will cause the rocket to spin more, others less. Is spin desirable in a rocket?

The stability of a rocket depends on where the centre of gravity and the centre of pressure are in relation to each other. For a stable rocket, the centre of gravity should be in front of the centre of pressure at all times. Simply put, the centre of pressure is where the sum of all drag forces acts.

If the centre of pressure is in front of the centre of gravity, a turning moment will occur, causing the rocket to flip over in mid-flight. This is why ballast is usually applied to the nosecone.

If the relative distance between the centre of gravity and centre of pressure is too large, either because too much mass has been applied to the front of the rocket or because the fins are oversized, the rocket will be more sensitive to wind.

Launching the rocket

To launch the rocket, you will need a launcher, which for safety reasons should be built by the teacher. There are many types of launcher, but all are essentially a stable tube with the same three constituents.

• A compression chamber in which the air is pressurised, using either a compressor or a bicycle pump with a built-in pressure gauge (Figure 1, A+B).
• A launch tube on which the rocket is placed (Figure 1, D). An adjustable launch tube allows the angle of elevation of the rocket at take-off to be determined.
• A mechanism (e.g. a lever or a battery-powered valve) to release the pressure from the compression chamber into the launch tube (Figure 1, C). The sudden release of pressurised air launches the rocket.

We would recommend building a robust launcher out of metal piping, with an adjustable launch tube. This allows reproducible launches, with different angles of elevation. At the European Space Camp, we used a launching system in which air was pumped into a copper pipe system using a low-cost air compressor, a robust and stable system that can be used over and over again. For downloadable instructions, see below w1 . A robust launcher can also be built out of PVC, using materials readily available from hardware shops, as described on the NASA website w2 .

When launching your rocket, note that higher air pressure does not necessary lead to better flight performances. This is because aerodynamic drag on the rocket increases with velocity: the rocket’s fins may be distorted, increasing drag and reducing performance.

Before deciding on the angle at which to launch their rocket, the students should think about how the angle of elevation affects the total distance travelled and the rocket’s apogee (its highest point above the ground).

Safety is important when launching rockets. Students should wear safety glasses and stand behind the launcher at all times to avoid being hit by the paper rockets. When using a compressor for the launcher, be sure not to exceed the pressure limit, which could cause parts of the launcher to fall apart or even rupture. The exact limit will depend on the materials you use: the copper launcher we built at the European Space Camp w1 could withstand more than 8.3 bar (120 psi) of pressure; the NASA PVC launcher w2 is limited to 2.0 bar (30 psi).

After the launch, the students can analyse the rocket’s trajectory to calculate the maximum height (apogee) attained by the rocket and also its initial velocity. To perform the trajectory analysis, some measurements need to be taken before the launch (see Figure 2):

• Length of the rocket body ( h , in m)
• Inner diameter of the launch tube ( D i , in m)
• Pressure within the launcher ( P , in Pascal) before launch while the valve is closed; this can be read off the foot pump or the compressor, and converted from psi or bar into Pascal. (The pressure is assumed to be constant across the length of the tube.)
• Mass of the rocket ( m r , in kg)
• Angle of elevation ( θ , in degrees; Figure 3 ).
• The first step is to calculate the initial velocity ( n 0 ) of the rocket. This is equal to the acceleration ( a ) of the rocket multiplied by the time ( t 0 ) for which the force was acting on it:

• The force acting on the rocket can be calculated using two equations. A i is the cross-sectional area of the rocket body.
• The acceleration of the rocket can be expressed by combining these two equations:
• By time t 0 , the rocket has travelled a distance equal to the length of the rocket body ( h ), and this length can be expressed by:
• To find an expression for t 0 , Equation 5 can be rearranged:

The rocket’s initial velocity ( ν 0 ) can now be expressed in terms of known variables, by inserting the expressions for the time t 0 (Equation 6) and the acceleration a (Equation 4) into the equation for the initial velocity (Equation 1):

We assume that the rocket has a parabolic flight path, and this allows us to calculate the equation for the trajectory of the rocket.

• By decomposing the initial velocity vector n 0 into the x and y directions, the distance travelled by the rocket in these directions will then be:

where g is the gravitational constant.

• From the equation for the distance travelled in the x direction (Equation 8), an expression of the time t can be inserted into the equation for the distance travelled in the y direction (Equation 9), and this gives us the equation for the trajectory of the rocket:

• The apogee of the rocket (H) can then be calculated by:

Each rocket will probably be able to be launched only once, as the nosecones are usually damaged on landing. However, if the rockets are still intact, the students can carry out repeat experiments and perhaps vary the launch angle.

On the basis of their results, the students could discuss the following questions:

• How does the weight of the rocket affect the height and distance it travels?
• Why does wind affect the performance of the paper rocket?
• What would happen if you placed the fins near the nosecone?
• Where should the launcher be pointed in relation to the wind direction?

The European Space Camp

The European Space Camp focuses on topics important in the space industry, motivating and inspiring young students by showing them how theoretical ideas can be put into practice.

During the one-week camp at the Andøya Rocket Range in Norway, the northernmost permanent launch facility in the world, 24 students aged 17-20 are treated as real rocket scientists, using professional equipment and solving advanced problems in international teams.

Each team addresses a different aspect of rocketry such as system design, experimental instrumentation, payload assembly or telemetry, all working towards the launch of a ‘sounding rocket’ to carry instruments. Participants also receive lectures from some of Europe’s best scientists, on topics ranging from rocket physics to the Northern Lights. Some of the lectures are supplemented by fascinating hands-on activities, such as building the paper rocket described in this article.

Students interested in applying to participate in the 2012 camp (24 June – 2 July 2012) should visit the website w3  or email  [email protected] .

Web References

• w1 – You can download instructions for building our rocket launcher in  Word ®  or  PDF  format.
• The instructions are part of the NASA rockets educator guide, which offers many more activities for the classroom. See  www.nasa.gov  or use the direct link:  http://tinyurl.com/yx2et6
• w3 – To find out more about the European Space Camp and how to apply, see  http://www.spacecamp.no
• There’s also a video showing how to build the launcher on YouTube:  www.youtube.com/watch?v=eNFfK5uo6D0
• You can even buy a kit with all the pieces you need (though note that the materials are all US standard, so may not be compatible with European parts); see  www.makershed.com  or use the direct link:  http://tinyurl.com/75vdss4
• For instructions in English and Norwegian for building a water rocket, see the website of Sarepta, Using Space in Education ( www.sarepta.org ), or use the direct link:  http://tinyurl.com/7kl7q5q
• Tranfield E (2011) Building a space habitat in the classroom .  Science in School   19 : 43-49.  www.scienceinschool.org/2011/issue19/habitat
• Rau M (2011) Fizzy fun: CO 2  in primary school science .  Science in School   20 : 24-29.  www.scienceinschool.org/2011/issue20/co2

Jan-Erik Rønningen is a propulsion engineer at Nammo Raufoss and is the leader of the rocket system design group at the European Space Camp. He has worked in the missile products division of Nammo Raufoss since 1997, developing new rocket technology and improving existing hybrid rocket technology. At the European Space Camp, he is the foremost expert on rockets and how they function.

Rohan Sheth is a third-year student at Imperial College London, UK, studying towards a master’s degree in mathematics, and is currently spending a year as an Erasmus exchange student at the Humboldt University in Berlin, Germany. He is the British representative at Team Space Camp, which organises the European Space Camp together with the Norwegian Centre for Space Related Education (NAROM).

Frida Vestnes is a first-year student at the Norwegian University of Science and Technology, studying for a master’s degree in mechanical engineering. She is the head of Team Space Camp.

Maria Råken is a first-year student at the University of Oslo, Norway, taking a one-year programme in science before starting a master’s degree in chemistry at the Norwegian University of Science and Technology. She is a member of the Team Space Camp

Building and launching rockets is definitely a unique experience that students can enjoy with their peers. It is one way of merging old and contemporary science, as it applies standard equations and theories to advanced techniques used for space exploration.

The activity described in the article would definitely create excitement among school students, most of whom would try their best to build the best possible rocket. Before attempting to build their rocket, they should explore and discuss how the shape, dimensions and materials used will affect the range, apogee and time of travel of the rocket. After the activity, a new dimension of discussion, re-modelling and evaluation can be explored, with students discussing their individual results with the whole class and seeing which methods and models worked better and why. Furthermore, they can try to improve their model and re-test their hypotheses.

Some topics, not all of them scientific, can be discussed with the class, before or after the activity, including:

• Human curiosity about our Universe
• Space missions that were successful
• Missions that were less successful
• Justifying the budget involved in some of these missions in view of current economic problems
• Academic, physical and psychological training required by astronauts.

This activity involves a wide range of physics topics ideal for ages 13-16, and also involves physics concepts, equations and mathematics suitable for students aged 16+. The teachers can adapt the calculations involved according to the level of their class. The topics involved are gravitation and escape velocity; stability and centre of gravity; projectile motion; air resistance in relation to mass and shape of rocket; conservation of momentum and energy during launching; and material properties.

Catherine Cutajar, Malta

Supporting materials

Instructions for building a rocket launcher (Word document)

Instructions for building a rocket launcher (PDF file)

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Classroom Activity

Simple rocket science.

Video of a rocket launch

Plastic milkshake straw

10 long party balloons

Clear cellophane tape

6-8 meters of nylon monofilament fishing line (any size)

Spring clothespin or binder clip

Rocket figure , colored and cut out

3 pieces of chart paper

Journal or sheet of paper (1 per student)

(Optional) Balloon hand pump

(Optional) Camera

• Set up the experiment in an area where students can all gather around and see clearly but stand back far enough to not interfere with the balloon travel.
• Prior to class, cut out (and color, if desired) the rocket figure.

NASA uses rockets to launch satellites and probes into space. NASA rockets are powered by burning solid, liquid or gas rocket fuel.

Long before the development of modern rockets, Sir Isaac Newton described the principles of rocket science in three laws of motion.

A simplified explanation of his third law of motion helps young students understand how rockets work. This law states that every action has an equal and opposite reaction.

When a rocket expels fuel or propellant out of its engine, the rocket moves in the opposite direction. The rocket pushes the propellant out, and the propellant then pushes the rocket. The propellant comes out of the engine. This is the action. The rocket lifts off the launch pad in the opposite direction. This is the reaction. In this activity, the rocket is a balloon propelled by air.

Launch of the GRACE-FO spacecraft on May 22, 2018. | Watch on YouTube

• Show students a video of a rocket launch. Note the direction that the rocket moves. Note where the engines are and where the flames or fire comes out.
• Ask students if they know how a rocket works. Explain to them that they will be conducting a simple demonstration or science experiment to show how a rocket lifts off the launch pad. Students, just like the astronauts in space and scientists on Earth, will conduct an experiment to gather information.

Image credit: NASA/JPL-Caltech | + Expand image

• Thread the fishing line through the straw, then attach each end of the line to the back of two classroom chairs. Pull the chairs apart to stretch the line tightly.
• Inflate a balloon and keep it tightly closed using fingers, a clothespin or a binder clip while carefully taping the balloon to the straw.
• Slide the balloon-straw assembly to the middle of the fishing line span.
• Show students the position of the balloon on the fishing line. Explain to the class that, in this experiment, an adult will release air from the balloon and students will predict what will happen.
• Introduce the word “hypothesis,” if appropriate. Show the class the word written on a piece of chart paper. For scientists, a hypothesis is a reasonable or good guess about what they think will happen in an experiment.
• Discuss the direction the air will move when it is released from the balloon. The balloon will also begin to move. Based on their prior experiences, ask the students to make a good guess about the direction the balloon will travel when air is released. Ask the class to verbalize their hypotheses, or guesses, about the movement of the balloon. Have students point with their fingers to indicate the direction in which they think the rocket will travel.
• Write the hypothesis developed by the class on the chart paper.
• When discussing the direction of movement, encourage the class to use the word “opposite.” Introduce or review the concept of opposites.
• To help students remember the correct sequence of events in the experiment, write directions or draw pictures to represent the steps on chart paper. Display the directions in the classroom.
• Ask students which way, based on their hypotheses, we should tape the rocket figure to the balloon. If necessary, remind students that the nose cone of the rocket points in the direction the rocket will travel. Use cellophane tape to attach the rocket figure to the balloon.
• Prepare to launch, or release, the air from the balloon. Just like a rocket launch, practice a countdown, “10,9,8,7,6,5 ... ,” before the air is released.
• Carefully remove fingers, clothespin or binder clip from the balloon and release the air. The balloon will travel in the opposite direction from which the air escaped.
• Ask students if their guesses or hypotheses were correct.
• Explain to students that scientists must repeat an experiment many times. Repetition of an experiment ensures that the results are accurate. Like scientists, the class must repeat the experiment with the balloon to determine that the results are always the same.
• Let students choose a reasonable number of times to repeat the experiment. Scientists need to have many repetitions to increase the reliability of their results.
• Before repeating the experiment, tell the class that scientists need a method to record the results from experiments.
• Ask the class to devise a simple way to record information or data from the experiment. For example, if the experiment repeats five times, ask students to write the numerals 1 to 5 on an individual sheet of paper or in a journal.
• Have students observe the experiment being performed a number of. Have students draw an arrow next to the numeral to indicate the direction the balloon traveled each time. Be sure students are only on one side of the rocket so arrow directions are consistent. Data collection could also be a class activity.
• Be ready to repeat the experiment the number of times suggested by the class. If necessary, use a new balloon blown up by an adult. When attaching the balloon to the straw, be certain that the open end of the balloon is always facing the same direction. Remember to practice a countdown. Collect data from the experiment.
• As the experiment repeats, let students participate by holding the balloon closed and releasing the air. Remind the class to observe the balloon’s movement and to record the data.
• Allow students to compare their data. Ask students if they can learn something or draw a conclusion from this information.
• If appropriate, introduce the word “conclusion.” Write the word "conclusion" on chart paper. A conclusion is a statement of the results from the experiment. Ask the class what they learned from the experiment. Write their conclusion on the paper. For example, the conclusion could be, “When the air was released from the balloon, the balloon moved in the opposite direction.”
• Discuss whether the original hypothesis or guess was correct. Have students verbalize why they think the balloon traveled in the opposite direction.
• Explain to students why the movement of the balloon is like a real rocket’s movement. If appropriate, introduce Newton’s third law of motion. In a rocket, propellant escapes from the bottom of the rocket. In the balloon experiment, air escapes from the end of the balloon. The balloon moves due to the escaping air providing a “push” to the balloon the same way a rocket lifts off due to the escaping propellant providing a “push” to the rocket. Also like a rocket, the balloon travels in the opposite direction of the escaping air.
• Display the chart paper with the hypothesis, the chart paper with the conclusion, and the data collection sheets in the room. If a camera is available, add pictures of the students conducting the experiment to the display.
• Observe students as they answer questions about the experiment.
• Have students draw a picture of the experiment in their journals or on a piece of paper. Ask them to explain their drawing and explain the relationship between the balloon’s movement and the released air.
• Ask students to describe how a rocket works.
• Challenge students to apply what they learned in this experiment. Repeat the experiment with one change. When attaching a balloon to the straw, reverse the placement of the open end of the balloon. If the open end was to the left, place it to the right. Ask students to form a hypothesis about the movement of the balloon when the air releases. Conduct the experiment. Repeat if necessary. Discuss whether the hypothesis was correct. Talk about the similarities and differences in this experiment and the original experiment. Ask the students if the balloon, in both experiments, moved in the opposite direction from the release of the air. Discuss how students applied what they learned or their conclusion from the first experiment to a new situation.
• Repeat the experiment with another variation. Change the position of the fishing line. Attach one end to the ceiling. Place the straw on the line and stretch the line tightly. Attach the balloon. Attach the other end of the line to a chair or object in the room. Repeat the experiment. Ask students to apply what they learned to a new situation.
• In a journal or on a sheet of paper, or as a group exercise with the teacher writing on chart paper, ask students to list the steps needed to conduct the experiment. Discuss the importance of completing the steps in the right order. Encourage the use of ordinal numbers, such as first, second and third in students’ descriptions.
• Have students use directional words to describe the movement in the balloon experiment or a rocket launch. Discuss words such as up and down, left and right, and forward and backward. Introduce or review the concept of words that are opposites. Have students generate a list of words that are opposites.
• Locate books that feature pictures and drawings of rocket launches. Encourage students to look at the depictions of rocket launches and think about what they now know about how a rocket works. Ask students to look at the pictures and note the direction in which the rockets move.

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• Rocket Science

What is Rocket Science?

Rocket science is the primary branch of aerospace engineering, which is the science of building, or designing rockets. 

All the rockets follow Newton’s three laws of motion.

According to Newton’s first law, a rocket will stay on the launch pad until a force blast it off. Once in space, a rocket will proceed to move unless retrorockets are fired to slow down the rocket.

Newton’s Second Law : Force on a body equals the product of its mass multiplied by acceleration.

                       F = m * a

So, the main forces acting on a rocket in flight are the weight of the rocket, thrust of the rocket engines, and drag.

Now, as the rocket moves through the air, during its flight, it undergoes a few operations that its weight gets greatly reduced, therefore; it achieves a greater acceleration. 

Newton’s Third Law of Motion: This law states that it is necessary to keep the rocket moving so that it ejects a high amount of gas at high speeds.

A rocket can lift off from a launchpad only when it ousts gas at high speeds from its engine. The rocket thrusts against the gas, and the gas, in turn, propels the rocket.

What causes Thrust in the Rocket?

Thrust is a force with which the rocket moves upwards. It is given by,

                                   F = - u dm/dt

In space, rocket engines are ordinarily called reaction engines because the law of reaction crusades the spacecraft to move in a direction opposite to that of the engine’s thrust plume.

The negative sign in the formula indicates that thrust on the rocket is in a direction opposite to the direction of escaping gases.

How does a Rocket Work?

The term rocket science is often used to describe a concept that is quite difficult to comprehend.

Let’s understand the technology behind its working in a simple yet scientific manner.

To eject the high-speed mass from the rocket, a liquid fuel oxidizer mixture is burnt in the rocket combustion chamber, the combustion chamber also helps fuel and oxidizer to mix them efficiently.

[Image will be uploaded soon]

A high-speed jet is passed through a rocket nozzle, the function of the nozzle is to increase the exhaust velocity even further thus increasing the rocket’s thrust.

These types of nozzles are called converging-diverging nozzles.

So, the subsonic flow gets converted to supersonic flow with the help of such a nozzle. 

The liquid fuel before entering the combustion chamber travels around the nozzle body.

This helps to reduce the nozzle’s cover temperature and also results in some energy savings.

To pump fuel and oxidizer at an adequate flow rate, two pumps are used. They are:

Oxidizer Pump

They both are connected with the same shaft.

The pump-turbine is referred to as a turbopump. A gas generator produces hot gas which will turn the turbine. A bypass jet of fuel and an oxidizer are fed into the gas generator for combustion; exhaust from the turbine is mixed with the main rocket exhaust. This unit of the rocket is called the rocket engine.

Here, the rocket engine is peculiarly the liquid propellant rocket engine.

The fuel and oxidizer required for rocket engine are started to two large tanks as shown below:

During the liftoff, the thrust generated by the main engine may not be adequate.

Generally, a few solid propellant strap boosters are used to assist the liftoff.

Solid propellant strap boosters

Inner view of the solid propellant rocket 

The rocket starts with zero speed at the ground.

However, it must accelerate at the final speed of 28000 Kmph to achieve orbit successfully.

The solid propellant strap boosters are burned off very quickly. 

So, to reduce the weight of the rocket, they are abandoned after the burn-off.

This process is known as rocket staging.

Rocket staging

When the main engine is burned off, it is also abandoned.

The main engine abandoned

The next engine takes over the charge. In this way, the rocket’s weight is greatly reduced.

So, by the relation: F = m * a

Mass is reduced, therefore, it achieves greater acceleration.

Finally, after a few stages of operation, the payload is put into the desired orbit.

The rocket staging up to five have been successfully tested.

Payload set in its orbit

So how is the rocket able to maneuver its destination?

So, there is a modern car technique named cabled thrust also called the Gimbaled Thrust.

Diagram: Gimbaled thrust

Here, the rocket nozzle is tilted with high precision devices.

Diagram: Gimbaled angle

Any deviation in the normal angle will produce a torque which in turn will make the rocket’s body rotate.

Therefore, after achieving enough turn, the gimbal angle is set to 0.

What Rocket Scientists do?

Rocket scientists are aerospace engineers who are experts in the designing and manufacturing of spacecraft.

They diligently work with the principles of science and engineering to create vehicles that aviate within or above the Earth’s surface.

FAQs on Rocket Science

Q1: What is a Converging-Diverging Nozzle?

Ans: The converging-diverging nozzles assist in transforming a subsonic flow to supersonic flow. They are located after a subsonic combustion chamber to take the high temperature, high-pressure gas, and convert it into atmospheric pressure, high-velocity gas that will provide thrust to the rocket through their high momentum.

Q2: What are the properties of the Liquid Propellant Rocket Engine?

Ans: Liquid propellant rocket engines are the most powerful and versatile rocket propulsion systems. They have certain properties that are:

They have high-specific thrust.

They are restartable.

Q3: What is the burst out speed of the Rocket?

Ans: The burst out speed is the maximum velocity obtained by the rocket when the whole fuel of the rocket has been burnt.

The residual mass (m r ) of the rocket is equal to the mass of the empty container (m 0 ) of the loop.

The formula for burst speed is given as:

Q4: What was the largest Rocket ever made?

Ans: Saturn V is the largest rocket ever made. It was launched from the Kennedy Space Center in Florida which stood 363 feet (110 meters) high and still, it remains the most powerful rocket ever built, even though the last one flew in 1973.

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7.2: History of Rockets

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7.2.1 Origins of Rocketry

The earliest rockets consisted of bamboo tubes filled with gunpowder, a mixture of sulfur, charcoal, and saltpeter. The first recorded use of gunpowder dates to the 3 rd century BCE in China. By 1045 CE, the Chinese were routinely using rockets in their military tactics. In 1232 AD, the Sung Dynasty used rockets to repel Mongol invaders. The Mongols saw a good idea and adopted rockets. By 1245, they used rockets to attack the Magyars in what is now Hungary. Arab records show the Mongols also used rockets to attack Baghdad in 1258. Soon, the Arabs also adopted rockets and in 1268 they used rockets against the French forces of Louis IX during the Seventh Crusade. By 1300, Europeans were using rockets in warfare. Then, the French used rockets against the English during the siege of Orleans in the Hundred Years War. Rockets continue to be used as tool of war in the coming centuries, improving in both power and accuracy. In the Nineteenth Century, Sir William Congreve designed rockets that were used against Napoleon.

While rockets remained primarily a weapon of war, there is at least one legend of an attempt to use rockets to travel into space from the 16 th century. Wan Hu attached 47 fire-arrow rockets to two large kites and a wicker chair. Thinking it would propel him into space, he sat in the chair, while his 47 assistants each lit a rocket. The rockets fired with a huge bang and, after the smoke clear, Wan Hu and his chair were gone! Assuming the legend of Wan Hu is not just a myth, it is, unfortunately, unlikely that he survived his attempted space journey.

https://upload.wikimedia.org/wikiped...n_Hu_large.png

As immortalized in the lyrics of the Star-Spangled Banner, rockets played a role in warfare almost from the founding of the United States of America. Rockets came to the New World during the War of 1812. Later, Captain Robert E. Lee used rockets at the Battle of Telegraph Hill during the Mexican American War. The first recorded use of rockets in the Civil War came on July 3, 1862, when Maj. Gen. J.E.B. Stuart's Confederate cavalry fired rockets at Maj. Gen. George B. McClellan's Union troops at Harrison's Landing, Virginia. Later in 1862, an attempt was made by the Union Army's New York Rocket Battalion -- 160 men under the command of British-born Major Thomas W. Lion -- to use rockets against Confederates defending Richmond and Yorktown, Virginia. The first attempt did not go well. When ignited, the rockets skittered wildly across the ground, passing between the legs of several mules. One detonated harmlessly under a mule, lifting the animal several feet off the ground and, according to written accounts of the incident, prompted the mule’s immediate defection the Confederacy. Nonetheless, rockets continued to play a role in warfare through the 20 th century.

7.2.2 Robert Goddard

Up until the early 20 th century, rockets still used only solid fuel (mostly gunpowder) and were pretty “dumb” and inaccurate. Armies would fire a multitude of rockets at a target in the hope at a few with hit. Given the devastating potential of rockets, this proved to be an effective strategy. Still, some rocket scientist began to experiment with liquid fuel rockets and methods to them more accurate, both for warfare and for the potential use for traveling into the space.

https:/www.flickr.com/photos/gsfc/4245368270; 

In 1914, Robert Goddard received two U.S. patents, one for a rocket using liquid fuel. The other involved a two- or three-stage rocket using solid fuel. In 1920, Goddard proposed using rockets to travel to the moon, for which he was ridiculed in the New York Times for it. The Times editorial board, apparently not understanding Newton’s Laws of Motion, could not work in space because there was nothing to “push against.” Undeterred, Goddard explored the practicality of using rocket propulsion to reach high altitudes, even the moon.           He eventually proved that a rocket will work in a vacuum and that it needs no air to push against. He also developed and fired a liquid fuel rocket on March 16, 1926 in Auburn, Massachusetts. He later shot a scientific payload in a rocket flight in 1929. In addition, in 1932 in New Mexico, he used vanes in the rocket motor blast for guidance and provide for a more stable flight. Other advances Goddard pioneered in 1932 included a gyro control apparatus for rocket flight and developed pumps suitable for rocket fuels. In 1937, he launched a rocket with a motor pivoted on gimbals under the influence of his gyro mechanism. With this research, Goddard helped make rockets more reliable and stable and he became known as the “Father of American Rocketry.”

7.2.3 Wernher von Braun

Meanwhile, as war brewed across Europe, another rocket scientist conducted research on building more powerful and reliable rockets for the Germans. Wernher von Braun developed the A-4 rocket for the Germans. Renamed the Vengeance Rocket Number Two, or the V-2, it became the first successful, long-range ballistic missile. Toward the end of WW II, the Nazis feared von Braun might fall into the hands of the allies and marked von Braun and his team for death. Von Braun considered his options and decided to defect to the Americans. Through what became known as Operation Paperclip, von Braun and his team the Allies recruited von Braun and his team and brought to White Sands, NM. The Soviets were more aggressive, having recruited over 2,200 German scientists and specialists.

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Goddard died in 1945, leaving von Braun as America’s principle rocket scientist. Despite his work developing weapons of war for the Nazis, von Braun shared Goddard’s dream of using rockets to travel to other planets. Over the coming decades, von Braun would publish papers describing his theories using 1950s and 1960s technology to travel to Mars and beyond. Initially, though, von Braun and his team worked on ballistic missiles for the U. S. military, including missiles to deliver the fledgling nuclear weapons as the Cold War began in earnest. Eventually, the space race began, and von Braun and his team developed early American rockets like the Bumper, Redstone, and the Jupiter C that were based on his V-2 designs.

7.2.4 The Space Race Begins

Then, in 1957, the Soviet Union launched Sputnik I, the first human-made satellite. The space race was on and America established the National Aeronautics and Space Administration (NASA) in 1958.  The federal government transferred von Braun and his team to NASA to work on rockets for space.

https:/www.needpix.com/photo/934/sputnik-satellite-astronautics-nasa-cosmonautics-space-flight-space-travel-aerospace-technology; 

On April 12, 1961, Yuri Gagarin became the first human in space, flying a complete orbit around the Earth. A few weeks later, on May 5, 1961, Alan Shepherd rode a Redstone rocket to become the first American in space in a suborbital launch as part of the Mercury Program.

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https:/www.nasa.gov/sites/default/files/alanshepard_1.jpg; 

The Mercury Program had 20 unmanned launches and six manned missions; each involved a capsule designed for a single occupant. Highlights of the Mercury Program include:

• January 21, 1961: Mercury-Redstone-2 launched with Ham the chimp on board.
• February 21, 1961: The improved Atlas-2 rocket was the first successful Atlas launch.
• May 5, 1961: Mercury-3 is launched with Alan Shepard on board.
• November 29, 1961: The Atlas-5 is launched with Enos the chimp on board.
• July 24, 1961: Mercury-Redstone-4 launched with Gus Grissom on board.
• February 20, 1962: The Mercury-Atlas-6 is launched. John Glenn becomes the first American to orbit the Earth.

The Redstone rocket consisted of a single-stage vehicle. It used ethyl alcohol and liquid oxygen for fuel. All the suborbital flights of the Mercury Program used the Redstone while the orbital flights used the Atlas. The Atlas-D came from a modified ballistic missile and used RP-1 (refined form of kerosene) and liquid oxygen (LOX) with a first stage and a booster.

https:/commons.wikimedia.org/wiki/File:Mercury-Redstone_Rocket_%E2%80%93_Johnson_Space_Center._20-3-2017_(40673408212).jpg; 

After Mercury, NASA switched to the Gemini Program, which used a two-man capsule. The Gemini program had two uncrewed launches and ten crewed missions using the Titan II launch vehicle, a modified intercontinental ballistic missile (ICBM). The Titan family used two stages fueled by RP-1 and LOX (liquid oxygen). NASA used Gemini to practice EVA activities and docking maneuvers.

Cold War politics played a major role in the development of America’s space program. The Soviets had beaten America to launching the first man-made satellite (Sputnik I), first living organism in space (Laika, the dog on board Sputnik II), and the first man in space (Gagarin). In 1961, President Kennedy decided America needed a mission that would show up the Soviets and put America ahead in the space race. So, he issued his famous challenged for putting a man on the Moon by the end of the 1960s. Thus, the Apollo Program was born.

https:/www.flickr.com/photos/my_american_odyssey/6531810327; 

For the Apollo Program, NASA needed a more powerful rocket, so von Braun and his team developed the Saturn rocket family. For all the manned Apollo missions, NASA used the Saturn V rocket. The Saturn V consisted of a three-stage rocket. Stage 1 used RP-1/LOX while stages 2 and 3 used liquid hydrogen (LH2) and LOX. The last use of the Saturn V was to launch Skylab, America’s first orbiting space station. With the close of the Apollo Program, NASA retired the Saturn V to focus on developing the space shuttle.

https:/pixabay.com/photos/rocket-nasa-saturn-v-forward-space-3776927; 

NASA developed the space shuttle in the 1970s as a reusable launch vehicle and low orbital spacecraft. It consisted of an orbiter with an external LH2/LOX and two solid fuel boosters using ammonium perchlorate composite (APCP) solid fuel. APCP is a rubbery mixture that contains both the fuel and the oxidizer. While the boosters parachuted and were recovered after launch, the fuel tank was expendable. As a result, the shuttle never truly achieved its initial goal of total reusability. After a write in campaign from fans of Star Trek, NASA named shuttle built the Enterprise, a test vehicle with no orbital capabilities. NASA used the Enterprise to test the shuttle’s flight and landing systems before launching one into space. NASA initially produced four orbital space shuttles: Columbia, Challenger, Discovery, and Atlantis. Each was used to conduct experiments in space and launch satellites and interplanetary probes. Challenger exploded during launch in 1986 and NASA built the Endeavor to replace Challenger in 1991. Then, Columbia broke apart during reentry in 2003. Both accidents resulted in the loss of their respective crews. After 133 successful missions, NASA retired the shuttle program with the final launch of Atlantis in 2011.

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7.2.5 Twenty-First Century Space Travel

While NASA had proposed several potential replacements for the shuttle, none of them survived budget cuts by 2011. This left the United States without a manned launch vehicle for nine years. So, the United States was dependent on purchasing rides on the Russian Soyuz capsule to reach the International Space Station. To meet the need for a crewed launch vehicle, NASA began the Commercial Crew Program with two corporate partners, Boeing and SpaceX. Under the Commercial Crew Program, Boeing developed its Starliner capsule while SpaceX developed its Crew Dragon capsule. Both projects, however, were plagued with delays and missed deadlines. This ended on May 27, 2020 when SpaceX launched two astronauts on board the Crew Dragon on board the Falcon 9 vehicle, making it the manned first launch from US soil since the shuttle was retired. Boeing still hopes to launch a crewed mission with the Starliner capsule on board an Atlas V sometime in 2022. NASA has also developed the Orion crew capsule for use in future missions to the Moon and Mars.

https:/commons.wikimedia.org/wiki/File:Crew_Dragon_Interior_(21119686299).jpg; 

NASA continues to use a variety of rockets to launch satellites and planetary probes, some of these modern rockets include:

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Chandrayaan-3 for Kids: India’s Third Moon Mission

Chandrayaan-3 was indeed a proud moment for all Indians. We became the fourth nation to land on the moon and the first to land on the south pole of the moon with Chandrayaan-3. This news is exciting for both children and adults. That is why today we will share with you the key things you can tell your children about Chandrayaan-3 in the simplest words possible. Excited? Let’s go!

Things every child should know about Chandrayaan-3

Here are a few questions and answers that will help you explain the Chandrayaan-3 mission to your little ones. 

What is Chandrayaan-3?

Chandrayaan-3 is a spacecraft made by Indian scientists working for an organisation called ISRO. The Indian Space Research Organisation (ISRO) is the space agency of India. Following Chandrayaan-2, India continued its moon expedition with Chandrayaan-3. 

• Expedition (noun) – A planned trip with a specific reason

Image Source: Indian Space Research Organisation, GODL-India, via Wikimedia Commons

What is special about Chandrayaan-3?

Chandrayaan-3 is special because it did something that had never been done before. It soft-landed near the south pole of the moon for the first time ever. The south pole of the moon is unique because this part of the moon hosts water as ice. Since the moon’s south pole is permanently shaded regions (PSRs) where the sun never shines, it maintains an extremely low temperatures and protects valuable water ice from melting. Water on moon can be used for cooling down machines or can also be used as fuel. It could also mean that we don’t have to bring everything we need from Earth on future moon missions. Chandrayaan-3 will help us learn more about this area as it conducts science experiments, finds out what the moon is made up of, searches for water ice, and so on.

From where and when did the Chandrayaan-3 mission take off?

The Chandrayaan-3 mission was launched at the Satish Dhawan Space Centre (SDSC) in Sriharikota, Andhra Pradesh. Launch Vehicle Mark-3 (LMV3) was used to launch Chandrayaan-3 on 14 August 2023. Consider LMV3 to be the car that takes Chandrayaan-3 to the moon. 

Image Source: Chandrayaan-3 Gallery of ISRO.gov.in

How does Launch Vehicle Mark-3 work? 

ISRO made the LMV3 rocket. It has three parts that are very important. The rocket gets off the ground with the help of the big engines on the sides. The liquid fuel in the middle of the rocket is what sends it up into space. Cryogenic fuel is at the very top. It is very cold, which gives rockets the boost they need to go to places in space that are very far away. This is how LMV3 helped Chandrayaan-3 get close to the south pole of the moon.

What is Chandrayaan-3 made up of?

Here are the key parts that make up Chandrayaan-3. 

• Lander named Vikram: It was built at Vikram Sarabhai Space Centre in Thiruvananthapuram, Kerala. It is a spacecraft with four legs to land softly on the moon.  
• Rover named Pragyan: It was built at the Space Applications Centre, Ahmedabad, Gujarat. It has six wheels and can drive on the moon, just like a tiny car. The Pragyan rover was designed to work on the moon, which has much less gravity than earth. When we drop something, like a piece of fruit, gravity pulls it down and makes it fall. Gravity is the reason we can walk on the ground. 
• Propulsion module (PM): The main job of the propulsion module is to carry lander (Vikram) and rover (Pragyan) to the moon. 

Chandrayaan-3 successfully soft-landed on the moon on 23 August 2023. With that, India became the fourth country to land on the moon and the first ever to land on the south pole of the moon. 

As you read this out to your children, do emphasise that great things are within our reach with the help of science and technology, and that there is still so much more to learn about the universe. Happy reading!

Disclaimer: This post has been overly simplified to make it easy for children (Ages 5–8) to read and understand. 

Also read, 

• ‘What If’ Scenarios on the Moon Explored: Top 3 Picks
• Exploring the Moon’s South Pole: Chandrayaan-3’s Physics Feat

About the Author

Mekhala Joshi

“Me-kha-la!” That happens at least once when she introduces herself to new people. She wholeheartedly believes in the quote by Arthur Rubinstein that says – “if you love life, life will love you back”. She is an organizational psychologist and psychometrician. She was a class teacher of 36 adorable girls for two years, grades 2 & 3, as a part of the Teach For India Fellowship. These little girls have a special place in her heart, and when she writes for children, she writes for them!

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September 18, 2023

Nicely explained in simple language. Such description should help children take interest in science and development.

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National Association of Rocketry

• Understanding FAA Regulations

In the latest rules, the FAA has defined three classes of amateur rockets in regards to our hobby. The Class 1 and Class 2 categories are the most relevant to NAR members and will be the focus of this article. You can read the complete regulations for additional information, including details on the Class 3 rocket category.

Class 1 Model Rockets

Class 1 rockets include what used to be known as model and large model rockets. They are defined at 14 CFR 101.22 (a) of the regulations and are listed as:

Class 1- Model Rocket means an amateur rocket that:      (1) Uses no more than 125 grams (4.4 ounces) of propellant;      (2) Uses a slow-burning propellant;      (3) Is made of paper, wood, or breakable plastic;      (4) Contains no substantial metal parts; and      (5) Weighs no more than 1,500 grams (53 ounces), including the propellant.

Launching large model rockets used to require providing prior notification to the FAA. Now, no such notification is required. So long as the general operating limitations at 14 CFR 101.23 as listed below are followed, they can be launched freely.

(a) You must operate an amateur rocket in such a manner that it:      (1) Is launched on a suborbital trajectory;      (2) When launched, must not cross into the territory of a foreign country unless an agreement is in place between the United States and the country of concern;      (3) Is unmanned; and      (4) Does not create a hazard to persons, property, or other aircraft. (b) The FAA may specify additional operating limitations necessary to ensure that air traffic is not adversely affected, and public safety is not jeopardized.

Class 2 High Power Rockets

The Class 2 rocket category covers high power rockets and is defined at 14 CFR 101.22 (b) and is listed as:

Class 2 – High-Power Rocket means an amateur rocket other than a model rocket that is propelled by a motor or motors having a combined total impulse of 40,960 Newton-seconds (9,208 pound-seconds) or less.

While the older rules prohibited flying unmanned rockets into controlled airspace, the latest rules do not. The newer rules do however, require prior authorization before launching. This is part of the operating limitations for Class 2 High Power Rockets found at 14 CFR 101.25 and stating:

When operating Class 2-High Power Rockets or Class 3-Advanced High Power Rockets, you must comply with the General Operating Limitations of §101.23. In addition, you must not operate Class 2-High Power Rockets or Class 3-Advanced High Power Rockets—      (a) At any altitude where clouds or obscuring phenomena of more than five tenths coverage prevails;      (b) At any altitude where the horizontal visibility is less than five miles;      (c) Into any cloud;      (d) Between sunset and sunrise without prior authorization from the FAA;      (e) Within 9.26 kilometers (5 nautical miles) of any airport boundary without prior authorization from the FAA;      (f) In controlled airspace without prior authorization from the FAA;      (g) Unless you observe the greater of the following separation distances from any person or property that is not associated with the operations applies:           (1) Not less than one quarter the maximum expected altitude;           (2) 457 meters (1,500 ft.);      (h) Unless a person at least eighteen years old is present, is charged with ensuring the safety of the operation, and has final approval authority for initiating high-power rocket flight; and      (i) Unless reasonable precautions are provided to report and control a fire caused by rocket activities.

Prior authorization from the FAA, as mentioned in 14 CFR 101.25, items (d), (e), and (f), pertain to having an approved Certificate of Waiver or Authorization (COA) issued by the FAA. To get approval to make Class 2 rocket flights at a certain location, you must first apply for the COA using FAA Form 7711-2 . You can find help with filling out this form at the link located at the end of this article. Once the application and other required information has been received, the FAA will conduct an airspace review to determine the compatibility of launching Class 2 rockets with other uses within the designated airspace.

Airspace Review For Class 2 Rockets

The FAA is charged with ensuring the safe use of a public resource: the airspace above all our heads. The primary way they do their job is by making sure that airplanes work as they were designed and have adequate operational limits, ensuring that pilots and other airspace professionals (like controllers) have been adequately trained and receive recurrent training, and by separating airspace users in operation by adequate distances. It is the latter which will have the most bearing on your rocketry activities.

To get an idea of what the FAA looks at during this review, it’s helpful to view an aviation map for the next steps. The easiest method is to view VFR Sectional Charts online via a website such as  SkyVector or iFlightPlanner . Both of these will allow you to enter GPS coordinates to locate your potential site on the map. You can also download digital versions from the FAA website , just keep in mind that these are fairly large files and can be difficult to work with. They also do not provide the ability to plot locations automatically so if you go this route, you will have to locate your site manually.

Once you’re looking at the Sectional Chart, locate your launch site and then consider the following:

• Are there any airports within 5 nautical miles? If so, you will also need to request authorization in accordance with 14 CFR 101.25(e).
• You may see a variety of wide straight blue lines on the map with arrows on them and letters like “V321″ on the lines. These are airways, connections between radio navigation aids for airplanes under positive airspace control. Having any of these near your launch site makes the FAA nervous and may affect the ability for them to provide authorization.
• Around larger airports, particularly larger cities, you may see airports marked with a variety of dark blue circles surrounding them. These larger airports frequently have high volumes of jet traffic and these circles represent a class of airspace strictly controlled by the FAA. Obtaining authorization under these terminal control areas (TCA’s) is not impossible, however, be prepared to accept lower altitude ceilings in this case.
• Other things to look out for include large blue hashed areas marked with something like “P-405″ (representing Prohibited Airspace, e.g. the White House, portions of the Grand Canyon, etc.) and “MOA” or Military Operations Areas (practice areas for armed forces pilot training). The military operates MOA’s independent of the FAA, only telling the FAA when they’re using the area. The FAA cannot control access to these areas, and while the military doesn’t always allow other uses of “their” airspace, they don’t always deny it either.

The presence of any of these things should not discourage you from applying for authorization. Most current NAR certificate holders report that the FAA personnel with whom they interacted with were courteous, helpful, and professional. Don’t go into the process thinking of it as an adversarial proceeding; it shouldn’t be. You will have a better chance of having your request approved if you make your application in a professional manner, and conduct your activities likewise. Don’t hesitate to ask questions but keep in mind that those working on your application are people, and as such they respond to being treated courteously and professionally. Working with the FAA personnel you contact in a cooperative spirit will often bring fruit and establish long term working relationships.

For help with filling out the FAA Form 7711-2, Application for Certificate of Waiver or Authorization as well as other required information, visit the Filing for FAA Launch Authorization page.

Questions / Comments?

If you have any questions or comments about the article, please contact the High Power Rocketry Services Committee .

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Essay on Chandrayaan

We all know that India is a developing country and it has been developing in every field. India as a country has always worked hard to show off its huge scientific achievements and progress in space research. One of its most important achievements is the historic Chandrayaan project. It was a big step forward in India’s bold plan to learn more about the moon and advance science. This important accomplishment has given people a strong feeling of national pride. To explore more about this incredible mission, let us discuss Chandrayaan in detail.

Chandrayaan 3 Essay in English

Here, we are presenting long and short essays on Chandrayaan in English for students under word limits of 100 – 150 Words, 200 – 250 words, and 500 – 600 words. This topic is useful for students of classes 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 in English. These provided essays will also be helpful for students preparing for different competitive exams.

10 Lines Essay on Chandrayaan (100-120 Words)

1) Chandrayaan is the first lunar exploration mission by India.

2) It was launched on October 22, 2008, by the ISRO.

3) The objective of Chandrayaan was to confirm the presence of water ice on the moon.

4) Chandrayaan-1 mission ended due to communication failure in August 2009.

5) Chandrayaan-2, the second lunar exploration mission, was launched on July 22, 2019.

6) Chandrayaan-3 was launched on 14 July 2023.

7)The LVM3 launchedChandrayaan-3 from SDSC SHAR in Sriharikota.

8)On August 23 at 6:04 p.m., the Chandrayaan-3 lander touched down on the moon.

9) India is the first country to softly land Chandrayaan-3 on the South Pole of the Moon.

10) India joined the United States, China, and Russia as the fourth country to set foot on the moon.

Short Essay on Chandrayaan (250 – 300 Words)

Introduction

Chandrayaan, India’s ambitious lunar exploration mission has been a remarkable achievement for the country’s space program. The success of this mission is evidence of India’s commitment to becoming a global leader in space exploration.

Goals of Chandrayaan

ISRO (Indian Space Research Organization) is responsible for launching Chandrayaan mission. One of the major goals of Chandrayaan was to search for water ice on the Moon. It also aimed to figure out what kinds of things are on the Moon. Chandrayaan’s instruments detected the presence of water molecules on the Moon’s surface, which was a significant finding in the field of lunar exploration.

Chandrayaan: The Series

Chandrayaan-1 was the first mission to the moon. It was launched by ISRO on October 2008. On August 28, 2009, Chandrayaan-1 stopped communicating. Shortly after that, the ISRO announced that the operation was over. On 22 July 2019 the Chandrayaan-2 mission was launched successfully. But the lander crashed when it went off track while trying to land on September 6, 2019.Chandrayaan-3 was launched on 14 July 2023 by ISRO. ISRO’s most powerful rocket, the Launch Vehicle Mark III (LVM3), was used to send Chandrayaan-3 into space from the Satish Dhawan Space Centre in Sriharikota, Andhra Pradesh. On 23 August, at 6:04 PM, the Chandrayaan-3 lander landed on the south pole of the moon successfully. The ISRO said that Chandrayaan 3’s rover “Pragyaan” has finished its work on the Moon’s surface and has been put into sleep mode to make it through the Moon’s night. India is now the forth country to land on moon.

Chandrayaan has been a remarkable achievement for India’s space program. Not only has it contributed to scientific discoveries and advancements in space exploration but it has also served as a source of national pride.

Long Essay on Chandrayaan 3 (500 Words)

The word “Chandrayaan” means “moon vehicle” in Hindi. Chandrayaan is India’s first lunar exploration mission. It was a significant achievement for India as it made it the fourth country to reach the moon after the United States, Russia, and China. This mission showcased India’s prowess in space technology and opened new doors for further space exploration.

The Chandrayaan Mission

Chandrayaan was launched by the Indian Space Research Organisation (ISRO) in 2008. On 22 October, 2008, Chandrayaan-1 was launched from Sriharikota. It has given us spectrum data with a high level of detail about the Moon’s minerals.The mission was finally over on August 29, 2009, almost a year after it started. Chandrayaan ran for 312 days instead of the two years that had been planned, but it was successful because it met 95% of its goals. It was 22 July 2019, when Chandrayaan-2 was launched. The main goal of Chandrayaan 2 was to find out where and how much water there is on the surface of the moon. On 6 September 2019, Chandrayaan-2’s lander and rover crashed on the moon’s surface because problems came up during the last part of the journey. Even though the rover, called Vikram, didn’t land as smoothly as planned, the rest of the mission was a success. Following the previous missions, Chandrayaan-3 is launched on 14 July 2023 from Sriharikota.

Chandrayaan-3: A Glimpse

Chandrayaan-3 is the third lunar exploration mission undertaken by ISRO. It is part of India’s ambitious space program to further explore the mysteries of the Moon. The Launch Vehicle Mark-III (LVM-III) sent the Chandrayaan-3 project into space from the Satish Dhawan Space Centre in Sriharikota, Andhra Pradesh.Chandrayaan-3 has a lander, a rover, and a module for moving forward. The whole weight of the Chandrayaan-3 spaceship is 3,900 kg. According to ISRO, Chandrayaan-3 will have three main goals. One is to show that it is safe and easy to land on the moon’s surface. The second goal is to show how to use rovers on the moon. And the third goal is to do scientific tests on the surface of the moon.

Success of Chandrayaan-3

Chandrayaan-3 mission is the first to do the soft landing near the moon’s South Pole. The lander touched down on the moon at 6:04 p.m. on August 23.The Vikram lander began the last phase of the mission on August 17 when it detached from the propulsion module. They looked for sulphur and other minor elements, took measurements of the temperature, and watched for movement. Both the Vikram lander and the Pragyan rover were supposed to go to sleep on September 2 and 4, when the sun went down at the landing spot. On September 22, the lander and rover are scheduled to resume operations. Prime Minister Narendra Modi named the Vikram lander’s location as Shiv Shakti. He also declared August 23 as National Space Day.

Chandrayaan-3 is a significant step forward for India’s space exploration program.Chandrayaan’s success is not limited to scientific discoveries but also have socio-economic benefits for the country.Moreover, it will also inspire and motivate the younger generation to take an interest in science and technology.

I hope the above provided essay on Chandrayaan will be helpful for you to know more about the Chandrayaan mission.

FAQs: Frequently Asked Questions on Chandrayaan

Ans. India has spent about $75 million (approximately 615 crore) on Chandrayaan-3.

Ans. The Chandrayan 3 project is being led by Ritu Karidhal Shrivastava. Ritu is a scientist at ISRO who hails from Lucknow, UP.

Ans. Indian aerospace expert Sreedhara Panicker Somanath is the chairman of ISRO.

Ans. P Veeramuthuvel is the project director of Chandrayaan-3 and its goal to make a soft landing on the moon. In 2019, he also worked on the Chandrayaan 2 mission.

Ans. Mylswamy Annadurai, who held different positions in ISRO is considered as the “Moon Man of India”.

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My School Essay For Class 3

Key Points to Remember When Writing an Essay on My School for Class 3

10-line essay on my school for class 3 kids, short paragraph on my school for class 3, long essay on my school in english for grade 3, what your 3rd grader will learn from my school essay.

Class 3 students get plenty of benefits from writing essays on topics like ‘My School’. It improves their thought process as they write on the given topic. They try to put their thoughts down on paper in a structured way, and they think of words to express their thoughts. This slowly widens their vocabulary. Writing essays improves kids’ observation skills, and they learn to frame simple sentences, thus improving their language skills and grammar. Essay writing also builds memory and enhances imagination. Here are some key points and examples of essays on this topic that can help your child express their thoughts and write the perfect essay.

While writing an essay on ‘My School’ for Class 3, the following tips need to be kept in mind:

• Start by mentioning the name and location of your school.
• Talk about the structure of the school premises.
• Mention the activities you engage in at your school.
• Maybe talk about your friends and teachers.
• Remember to maintain a positive tone that’s consistent.
• Conclude on a positive note.

Your school will be the most important place besides your home and will have such a huge impact on your life. Let’s talk about your school in ten points.

• My school makes me happy.
• My school is big, and it has a big playground behind the school building.
• There is a beautiful garden with so many colourful flowers in my school.
• Every morning, all of us gather in the auditorium for morning prayers.
• The classrooms in my school are so beautiful, and we can see mountains through the windows.
• The teachers in my school are very helpful. They are very polite, and they love us.
• I have a lot of friends at school. I love them all.
• We share our food during the tiffin breaks and have a very nice time.
• We keep all our washrooms very clean.
• We have an extracurricular activities class where we sing, dance, and do different things other than studying.

School plays a very important role in a child’s life. Besides studies, a school also helps a child build up personality and character. A child spends a large amount of time in their formative years at school. Here’s a short paragraph on the topic:

My school is one of the most well-known schools in town. The name of my school is ABC , located in XYZ . We have a big white school building. Every time our bus enters the school, I see colourful flowers in the long gardens on both sides. The sight makes me happy every day. We have big classrooms. We can see mountains through the windows of our classrooms. We gather in the school auditorium and have a prayer assembly every morning. Our teachers are very helpful and polite, and they take care of us. We have two short breaks and one lunch break. We have a big playground where we have a lot of fun. Our school also has a park where we have a see-saw, swings, slides, climbers, and tubes. We also have a separate games class where we only play games. I love that class. During tiffin breaks, I love sharing my tiffin with my friends. I love the fact that I get to go to school every day. 

Besides their home, it is in the school where kids spend a huge amount of their day. The school is where a child’s foundation is set up. Read this long essay to get some tips to write your own essay on the topic.

My school is one of the most famous schools in town. The name of my school is ABC , located in XYZ city . It is a big school with a big playground. When we go to school by bus, we can see our building, even though it’s quite far. Our school is painted white. Every morning, we gather inside the auditorium, offer prayers, and sing hymns.

Our school uniform is white and blue. We wear tunics while the seniors wear skirts and tops. We also wear a badge with a motto. Every day, I try to become a very good human being and follow the motto. I try to be truthful and loving, and  I am ready to serve and help the poor, the needy, and animals with all my heart.

When our school bus pulls inside the school campus, there are beautiful flowers in the school garden on both sides. The garden has marigolds, jasmine, roses, and sunflowers that look very colourful and pretty. Rohan uncle takes care of the gardens in our school. We also have big classrooms with big windows, and through the windows, we love seeing the mountains far away. On a sunny day, we can see the snow-capped mountain top.

Our teachers are very loving, polite, and caring. We have a separate class for extracurricular activities like singing, dancing, and crafts. I enjoy those classes very much. We also have a games period. We go to the playground and play different games during the games period. We also play in the park, which is made for small children like us. I also have many good friends in school with whom I play and share my pencils and erasers. I also share my tiffin with them. We have a school canteen where we get yummy dumplings, dosas, idlis, sandwiches, chips, and so much more. Once a week, my mother gives me money to go and buy food from the canteen. I share the food I buy with my friends. I love my friends and my teachers.

Your child will learn to think about different aspects of the school they study in. It will develop their observation and thought process, especially physical aspects like the colour of the school building, the ground, etc. They will also learn the important role of teachers. Besides respecting the teachers, your child will also learn to appreciate people’s work, like the gardener or the janitor. The child will learn the importance of their friends with whom they share things, along with discipline and honesty. They will also learn the value of serving others and the value of truthfulness and love.

When kids in Class 3 write essays, it plays a major role in developing their mental ability. Their observation skills improve as they think about everything they see and pen their thoughts down on paper. Their thought process improves along with their vocabulary and creative thinking. Writing such essays also often leave an impact on building kids’ characters and personalities. Therefore, kids must always be encouraged to write essays.

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Essay for Class 3 Students and Children | Creative Writing Topics For Grade 3

While Writing Essays most of you will feel difficult to express your ideas. In this article, you will find Essays for Class 3 belonging to different categories. We have listed the Short and Long Essay Topics for Grade 3 in an organised manner. Access the Essay Writing Topics for 3rd Standard all in one place through the quick links available and know how to write different essays.

List of Ideas & Essay Topics for Class 3

To help students of Class 3 we have listed the most common Essay Writing Topics. All of them are given in simple and easy to understand language. Just click on the concerned Essay Topic and learn how to write on the particular topic in a matter of seconds. You will find Short & Long Essays for 3rd Std provided here extremely helpful to inculcate creative writing ideas among your kid.

• My School Essay for Class 3
• My Family Essay for Class 3
• My Best Friend Essay for Class 3
• My Country Essay for Class 3
• Essay on My School Garden for Class 3
• My Favourite Game Essay for Class 3 Kids
• My Dream Essay for Class 3
• English Is My Favourite Subject Essay For Class 3
• Essay on Rainy Day for Class 3
• My Mother Essay For Class 3
• Myself Essay in English for Class 3
• My Pet Essay for Class 3
• My Neighbour Essay for Class 3
• My Favourite Season Essay for Class 3
• 10 Lines Essay on Save Trees
• My Hobby Essay for Class 3
• My Brother Essay In English For Class 3
• My Favourite Fruit Essay For Class 3
• My Grandparents Essay for Class 3
• Essay on Train for Class 3
• Essay on Diwali for Class 3
• Essay on Holi for Class 3
• Dussehra Essay for Class 3
• Essay on Television for Class 3
• Essay on National Flag for Class 3
• Essay on Good Habits for Class 3
• Republic Day Essay for Class 3
• Essay on My Father for Class 3
• Essay on Winter Season for Class 3
• Essay on Earth Day for Class 3
• My PET Dog Essay for Class 3
• Independence Day Essay for Class 3
• Summer Vacation Essay for Class 3
• My Classroom Essay for Class 3
• Discipline Essay for Class 3
• Essay on Christmas for Class 3
• My Favourite Food Essay for Class 3
• Importance of Trees Essay for Class 3
• Essay on Moon for Class 3
• My House Essay for Class 3
• A Visit to a ZOO Essay for Class 3
• Essay on Pollution for Class 3
• Essay on Birds for Class 3
• Essay on Computer for Class 3
• Essay on Butterfly for Class 3
• Essay on Doctor for Class 3
• Essay on Journey by Train for Class 3
• Essay on Football for Class 3

FAQs on Essay for Class 3

1. How to get better at writing essays?

Make an outline and acquire a solid understanding of grammar, punctuation. Use the Right Vocabulary and write an introduction, body and conclusion supporting your ideas.

2. Where do I get different Essay Topics for Class 3?

You can get different Essay Topics for Class 3 on our page.

3. Where do I get Free Resources for improving my Writing Skills?

You can get Free Resources for improving Writing Skills on Worksheetsbuddy.com a trusted portal.

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The best super shoes for marathon running in 2024: Nike, Adidas, Hoka and more

From best-in-class nike carbon shoes to propulsive picks by hoka and adidas, here are the best super shoes of 2024..

The Boston Marathon is right around the corner so we've got running shoes  on our mind. Whether you've just started training for a marathon or you're gearing up for an upcoming race, you've probably heard some buzz (and controversy) about super shoes.

Featuring efficient geometry and advanced materials, these optimized running shoes  have become so powerful that nine out of the ten  fastest marathon times in history were achieved in a pair of super shoes.

Even if you're not an elite competitor vying for a new world record, the best super shoes are fun to run in and can give you the boost you need to set a new personal best. So if you want to see what all the fuss is about, these are the best super shoes of 2024 to experience the benefits for yourself.

The best super shoes of 2024 to wear for your next marathon

From the perpetually sold-out Nike Alphafly 3 to the Adidas super shoe that dominated last year's Boston Marathon, these are the best super shoes of 2024. Just check with the organizers of your upcoming marathon to make sure the pair you want isn't banned.

Best super shoe overall: Nike Alphafly 3

The prototype of this Nike  super shoe carried the late Kelvin Kiptum to his new world record fastest marathon time last year at the Chicago Marathon. So when the Nike Alphafly 3 first dropped earlier this year, it was no surprise to see it sell out instantly. Each new colorway that has dropped since has sold out just as quickly.

Fortunately, you can find the coveted super shoe available for resale on StockX.

Now, what makes the Nike Alphafly 3 such a covet-worthy running shoe? It takes every element a super shoe should have and optimizes it to add that much more propulsive power.

Where many carbon-plated shoes have a flat plate, the Alphafly 3 adds a gentle curve to help your foot transition smoothly from heel to toe. Nike's signature ZoomX foam cushions each impact while being lightweight and springy enough that you can bounce into your next stride. The Air Zoom units built into that foam add even more bounce to your step.

It's everything a super shoe should be and priced to match. The regular retail price on the Nike  Alphafly 3 is $285 and you might end up paying above $300 on StockX. But it's an investment that will pay off. These are PB-breaker shoes.

Top features of the Nike Alphafly 3:

• The full-length carbon plate is curved for a smoother transition.
• ZoomX foam with built-in Air Zoom units offers a lightweight and springy feel that propels you forward.
• The tall stack of foam cushions impact for a comfortable run.

Best super shoe for stability: Hoka Rocket X 2

Debuting last year, the Hoka  Rocket X 2 is the brand's most advanced super shoe yet. Like the Alphafly 3, it offers a curved carbon fiber plate for smooth transitions. On top of that, you get thick, supportive foam that balances springiness with comfort for a cushy ride.

The breathable mesh upper and internal midfoot cage is designed to hug your foot for added support and stability as you run. That's a feature you'll appreciate in those last few miles as your stride gets a little wobbly from exhaustion.

While it's a little bulkier than the Nike Alphafly 3, it's a worthy tradeoff for the cushier feel underfoot if you tend to experience foot fatigue or pain when running marathon distances.

Get a pair at Hoka  for $250.

Top features of the Hoka Rocket X 2:

• A curved carbon fiber plate makes for a smooth transition from heel to toe.
• The tall stack of Hoka's signature cushioning is plush and bouncy to enhance both comfort and speed.
• Foot-hugging construction helps add stability.

Best super shoe for beginners: Adidas Adizero Adios Pro 3

For all their benefits, super shoes can be a bit stiff, mostly as a result of that carbon fiber plate that's acting like a springboard to propel you forward. While it can boost your speed, it takes some getting used to and can feel a little unstable at first.

To get a feel for running in super shoes so you can take full advantage of them come race day, we recommend starting with a pair of Adidas  Adizero Adios Pro 3.

Rather than the plate most super shoes have, the Adizero Adios Pro 3 has two carbon fiber rods running through the length of the midsole. Designed to resemble the metatarsals in your foot, the purpose of using rods rather than a full plate is to allow for more natural movement of your foot.

This slightly more flexible carbon fiber technology is easier to get used to and still offers plenty of explosive speed.

Built for distance, this super shoe also offers an extra wide base that flares out on either side of your foot to keep you stable. That and the tall stack of responsive foam will keep you comfortable through every mile of your next marathon.

Get the comfortable super shoes directly from Adidas  for $250.

Top features of the Adidas Adizero Adios Pro 3:

• Carbon fiber rods, rather than a traditional plate, allow for more flexibility and natural foot movement than most super shoes.
• A wider base adds stability and comfort for long-distance running.
• Two layers of responsive foam cushion impact and add a little bounce to each step.

Best super shoe for trails: Salomon Pulsar Trail Pro 2

Whether you're gearing up for an ultra marathon or you've just chosen a marathon that includes some stretches of unpaved roads or forest trails, you need a super shoe that's built for the terrain. While most super shoes are designed for road racing, Salomon has created the Pulsar Trail Pro 2 to bring all those speed-boosting benefits of super shoes to the trail.

Our favorite trail-specific feature is the 3.5 mm rubber lugs on the outsole. They're deep enough to grip rocky or uneven terrain but not so deep that they would slow you down on a paved road. Another feature you'll appreciate on the trail is the stretchy, fitted collar that keeps debris out while adding a little extra support around the ankle.

As for the super shoe technology, the Salomon Pulsar Trail Pro 2 includes a carbon fiber plate through the midsole, a layer of the brand's bouncy Energy Foam and a rocker midsole. Taken together, those features deliver an energy-efficient design that allows your foot to transition smoothly from heel to toe and then pop forward at the toe-off.

Combining that pop with the grip and stability you need to navigate trails is no easy feat, but we think Salomon has done it with this running shoe.

Get the trail-ready super shoe from Salomon for as low as $120 (reduced from $160).

Top features of the Salomon Pulsar Trail Pro 2:

• A grippy outsole provides enough traction for dirt, gravel and other off-road conditions.
• Carbon fiber plate technology gives you the propulsive boost you're looking for in a super shoe.
• Salomon's Energy Foam balances pop with plush shock absorption to protect your feet from rough terrain.

Shop men's sizes:

Shop women's sizes:

More top-rated super shoes for marathon running

• Get a Hoka super shoe for under $150: Hoka Carbon X 3, $120
• The best alternative to the Nike Alphafly 3: Nike Vaporfly 3, $260
• A lightweight super shoe under $200: Brooks Hyperion Max, $170
• A Hoka super shoe built for the trails: Hoka Tecton X 2, $225
• Supportive super shoes from Asics: Asics Metaspeed Edge+, $250

What are super shoes?

While an official definition doesn't exist, super shoes generally refer to running shoes with carbon fiber plates, ultra-responsive foam and other design elements that help you run faster while exerting less effort as you go.

The biggest benefit of super shoe technology is energy efficiency. The propulsive plate and bouncy foam propel you that much further on each toe-off than you would in a standard pair of running shoes. In short, running faster feels easier.

Another perk of the typically tall stack height of bouncy foam found in super shoes is more shock absorption. With that, your feet and joints aren't getting worn down by the impact of each footfall as quickly as they would in running shoes with thinner soles.

What are the disadvantages of super shoes?

The biggest tradeoff you make when buying super shoes is in lifespan. While those carbon plates and extra springy foam materials work great fresh out of the box, they gradually lose their responsiveness with every step as the foam compresses and the plate stretches.

While a standard running shoe can usually last for about 500 miles, super shoes can wear out in as little as 100 miles. That's about four marathons assuming you only wear them on race day and not for training.

On the bright side, worn-out super shoes can still serve as a perfectly average pair of everyday running shoes once they lose their propulsive power. So you can downgrade your racing shoes to daily trainers or recovery shoes once they're no longer super enough to be called super shoes.

Are super shoes illegal for racing?

The speed boost that runners get from a pair of super shoes is so significant that some races have banned specific models of these high-powered running shoes. There's no comprehensive list of banned super shoes as every race has its own guidelines, so you'll need to check with the organizers of your next marathon to find out which running shoes, if any, aren't allowed.

With that said, these rules generally apply to elite runners who are competing for first place. If you're running a marathon just for fun and have no intentions of placing first (or even tenth), you're probably fine. 

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• International

Iran attack on Israel

Mayorkas impeachment proceedings

Columbia president testifies

Iran launches barrage of strikes toward Israel

By Tori B. Powell , Sophie Tanno, Emma Tucker , Kaanita Iyer , Paul LeBlanc and Adrienne Vogt , Jerome Taylor and James Legge, CNN

Our live coverage of Iran's attack on Israel has moved here .

Iran warns its response will be "stronger and more resolute" if Israel retaliates following latest strikes

From CNN’s Alireza Hajihosseini and Eyad Kourdi

Iran has warned that it will respond with more force if Israel retaliates over this weekend's strikes, which Tehran said were themselves a reply to an Israeli attack earlier this month on its embassy complex in Syria's capital Damascus.

“The Islamic Republic of Iran will not hesitate to exercise its inherent right of self-defense when required," Iran’s Ambassador and Permanent Representative to the UN, Amir Saeid Iravani, said in a statement.

Citing self-defense against repeated Israeli military aggressions, Iravani said the strikes were specifically in retaliation to an Israeli attack on April 1 against what Iran says were diplomatic facilities in Damascus.

Iran claims the attack violated international law and led to the death of seven Iranian military advisors, including key commanders from the Iranian Revolutionary Guard Corps.

The statement also criticizes the United Nations Security Council for “failing to uphold international peace,” allowing Israel to “breach” established international norms and “escalate” regional tensions.

Additional context: Israel has carried out numerous strikes on Iran-backed targets in Syria, often targeting weapons shipments allegedly intended for Hezbollah, a powerful Iranian proxy in Lebanon. 

Israel has not claimed responsibility for the April 1 attack which destroyed an Iranian consulate building in the capital Damascus, including Mohammed Reza Zahedi, a top Revolutionary Guards commander.

However an Israel Defense Forces spokesman told CNN that their intelligence showed the building was not a consulate and was instead “a military building of Quds forces disguised as a civilian building.”

China expresses 'deep concern', calls for ceasefire

From CNN's Philip Wang and Irene Nasser

China has expressed "deep concern" over the "current escalation" following Iran's attack on Israel, according to a spokesperson for its Ministry of Foreign Affairs on Sunday, adding that it is a "spillover of the Gaza conflict" and a ceasefire should be implemented without delay.

In a statement, China called "on relevant parties to exercise calm and restraint to prevent further escalations."

"The ongoing situation is the latest spillover of the Gaza conflict," the spokesperson said, adding that a UN Security Council resolution calling for a ceasefire between Israel and Hamas should be implemented without any more delay.

Beijing did not  name or condemn Hamas  in the wake of the initial October 7 attacks. Since then, it has condemned the war and been a vocal  proponent of an immediate ceasefire  and the implementation of a “two-state” solution.

Last month, Chinese diplomat Wang Kejian met Hamas political leader Ismail Haniyeh in Qatar, the first meeting between a Chinese and Hamas official publicly acknowledged by Beijing since the outbreak of the  war in Gaza .

Wang’s visit follows efforts by Beijing to step up its profile as a  peace broker in the Middle East conflict.

US forces intercepted 70+ drones and at least three ballistic missiles, US officials say

From CNN's Oren Liebermann and Haley Britzky

US forces intercepted more than 70 one-way attack drones and at least three ballistic missiles during Iran's attack on Israel, according to two US officials familiar with the situation.

The ballistic missiles were intercepted by warships in the eastern Mediterranean Sea, one of the officials said. Iran launched more than 100 ballistic missiles in total at Israel, according to a senior administration official.

The US Navy currently has two destroyers in that area, both are guided missile destroyers capable of intercepting missile and drone launches.

US fighter jets were also part of the response to Iran’s attack on Saturday and shot down drones launched towards Israel, another US official told CNN.

Biden to meet with G7 leaders Sunday as he condemns Iran's "brazen attack"

From CNN’s Lauren Koenig

US President Joe Biden will meet with G7 leaders Sunday “to coordinate a united diplomatic response to Iran’s brazen attack,” according to a statement released by the White House. 

“My team will engage with their counterparts across the region. And we will stay in close touch with Israel’s leaders,” the statement from Biden reads. “And while we have not seen attacks on our forces or facilities today, we will remain vigilant to all threats and will not hesitate to take all necessary action to protect our people.”

US defensive assets moved to the region earlier this week and “helped Israel take down nearly all of the incoming drones and missiles,” according to the statement.

Biden also spoke to Israeli Prime Minister Netanyahu following Saturday’s attack “to reaffirm America’s ironclad commitment to the security of Israel.” 

United Airlines cancels three Middle East flights

From CNN’s Sara Smart

At least three United Airlines flights headed to or departing from the Middle East have been canceled amid the ongoing conflict unfolding between Iran and Israel.

On Saturday a flight from Newark, New Jersey to Tel Aviv, a flight from Washington D.C. to Amman, Jordan, and one from Dubai to Newark were canceled, the airline told CNN in a statement.

There have been no changes to any Sunday flights for United as of Saturday night, according to the airline. 

CNN has reached out to other airlines regarding cancellations.

Biden told Netanyahu US will not participate in offensive operations against Iran, US official says

From CNN's MJ Lee

The US will not participate in any offensive operations against Iran, US President Joe Biden has made clear to Israeli Prime Minister Benjamin Netanyahu, a senior administration official told CNN.

The comments were relayed during the phone call that the two leaders shared in the aftermath of Iran's retaliatory strikes against Israel.

Biden tells Netanyahu tonight was a win, nothing of "value" hit in Israel, US official says 

Israel should consider tonight a win because the current US assessment is that Iran’s attacks had been largely unsuccessful and demonstrated Israel’s superior military capability, President Joe Biden told Israel Prime Minister Benjamin Netanyahu in their phone call, a senior administration official told CNN.

The US’s assessment tonight was that almost all of the drones and missiles – including more than 100 ballistic missiles -- launched by Iran had been knocked out of the sky. No cruise missile made impact, the official said, and nothing of “value” was hit. 

Bolton: 'Passivity at this point for Israel would be a big mistake'

From CNN's Heather Chen

John Bolton, the former US national security adviser and ambassador to the UN, said “passivity at this point for Israel would be a big mistake,” warning of more attacks. 

“This is not time to play academic games and message and signal. This is a question of power,” Bolton told CNN’s Wolf Blitzer. "If they came from a different location containing nuclear warheads, Israel might not be so lucky.”

A known Iran policy hawk, Bolton served in senior national security positions during the Trump and Bush administrations. A neoconservative, Bolton has in the past advocated war with Iran and a pre-emptive strike on North Korea.

In 2022, he was the target of an alleged assassination attempt orchestrated by a member of Iran’s Islamic Revolutionary Guard Corps. 

He has warned against underestimating Iran’s nuclear program, which Tehran has said is for peaceful purposes only.

“I think we have enough experience with faulty intelligence by now, not to be so sure, not to know how much of Iran’s uranium enrichment program is really being conducted under a mountain in North Korea,” Bolton said.

If Tehran sent “a wire transfer to Pyongyang,” it would give the North Koreans “enough time to put a couple of warheads on an airplane and fly them to Tehran. (But) if you take away their nuclear capability, that would be a dramatic hit to the regime, maybe enough to topple it.”

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