gravity

Transformation 2013 Design Challenge Planning Form

Guide

Design Challenge Title: Bound by Gravity Teacher(s):Pamela Miller School: Harlandale High School Subject: Gravitational History and Theory Abstract: Students will conduct research to explain gravitational theory, applications of gravity in the real world, and speculate what our universe would be like if gravity did not exist.

MEETING THE NEEDS OF STEM EDUCATION

THROUGH DESIGN CHALLENGES

© 2008 Transformation 2013 1 last updated 10/7/08

Begin with the End in Mind

The theme or “big ideas” for this design challenge:

Students will conduct research to explain gravitational theory, applications of gravity in the real world, and speculate what our universe would be like if gravity did not exist.

TEKS/SEs that students will learn in the design challenge:

(4) Science concepts. The student knows the laws governing motion. The student is expected to:

(C) demonstrate the effects of forces on the motion of objects;

(6) Science concepts. The student knows forces in nature. The student is expected to:

(A) identify the influence of mass and distance on gravitational forces;

(B) research and describe the historical development of the concepts of gravitational, electrical, and magnetic force;

Key performance indicators students will develop in this design challenge:

Vocabulary development (gravity, acceleration Newton’s law of gravitation, orbit, Kepler’s laws, the law of orbits, law of areas, law of periods, orbital energy, escape speed); describe the influence of mass and distance on gravitational forces; research historical development of gravitational force; describe how gravitational force affects motion; describe human applications of gravity; speculate on the state of the universe in the absence of gravity

21st century skills that students will practice in this design challenge: www.21stcenturyskills.org

Collaboration, communication, critical thinking

STEM career connections and real world applications of content learned in this design challenge:

Careers: Researcher, Physicist, Writer Connections: Students will make connections to gravity in the world around them, including gravity applications developed by the human race


http://www.21stcenturyskills.org/

The Design Challenge You have been approached by a popular science fiction writer to collect background information for her next novel. Her novel will be about a villain that creates a device that neutralizes the force of gravity. She needs you to research Newton’s law of gravitation, research applications of gravitational force in human life, speculate as to what the world would be like without gravity on its surface, and speculate on what the universe would be like if gravity did not exist.


Map the Design Challenge Performance Indicators

Already Learned

Taught

before the project

Taught

during the project

1. Vocabulary development (gravity, acceleration Newton’s law of gravitation, orbit, Kepler’s laws, the law of orbits, law of areas, law of periods, orbital energy, escape speed)

X X X

2. Describe the influence of mass and distance on gravitational force

X X

3. Research historical development of gravitational force X X

4. Describe how gravitational force affects motion X X

5. Describe human applications of gravity X X

6. Speculate on the state of the universe in the absence of gravity X X


Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.

Blind Polygon

Time: 50 minutes

Props: One blindfold per participant; one 50 - 100 foot length of rope per group

Objective: The blindfolded group (3-5 people) must form a perfect square (or triangle) with the rope.

Instructions:

1. Blindfold the group.

2. Lay a rope on the ground nearby.

3. Instruct the group that there is something close to them that they will need to complete their task. Tell them to move carefully to find the object (the rope). Do not move on until all members of the group have a hold of the rope.

4. After the group finds the rope, tell them to make it into as perfect a square as they can. Give them up to twenty minutes to do so.

5. When the group decides that they have made a square, they can remove their blindfolds and check their work.

Total time to this point is 30 minutes.

Debrief Questions:

1. How did you communicate within your group?

2. In what ways could you have improved your means of communication?

3. What was most frustrating about this situation? Why?

4. Does this situation apply to any situation in your daily lives?

Debrief time is 20 minutes.

Materials: Rope Resources: http://www.firststepstraining.com/resources/activities/archive/activity_blind_polygon.htm


http://www.firststepstraining.com/resources/activities/archive/activity_blind_polygon.htm


5E Lesson Plan Engage Activity

TEKS/TAKS objectives: 4C, 6AB

Design Challenge Title: Bound by Gravity

Bowling ball vs Ping Pong ball Stand in front of the class holding a ping pong ball and a bowling ball. Ask the students which one will hit the ground first if you release them at the same time. Discuss why. Drop the two balls. What happened? Discuss why. Students will record their thoughts in a journal entry www.brainpop.com Watch “Gravity” video. Have students take notes during the video or complete the quiz after viewing. Introduce Design Challenge: You have been approached by a popular science fiction writer to collect background information for her next novel. Her novel will be about a villain that creates a device that neutralizes the force of gravity. She needs you to research Newton’s law of gravitation, research applications of gravitational force in human life, speculate as to what the world would be like without gravity on its surface, and speculate on what the universe would be like if gravity did not exist.

Engage Activity Products and Artifacts

Demonstration Journal Entry BrainPop notes/quiz

Engage Activity Materials/Equipment

Bowling ball, ping pong ball, computer with internet access, projector, BrainPop access

Engage Activity Resources

www.brainpop.com

http://www.brainpop.com/

http://www.brainpop.com/

Explore Activity

Students will complete a webquest on the history of gravity. The product of the webquest will be a timeline containing contributors and their contributions. The timeline can be presented in PowerPoint or can be a physical display (poster). All information, websites, and grading information can be found at the following website: http://www.serrahs.org/gravitation/gravitation.htm

Explore Activity Products and Artifacts

Timeline of scientists that contributed to our knowledge of gravity

Explore Activity Materials/Equipment

Computers with internet access (each student), PowerPoint, butcher paper, poster board, markers, printer (pictures)

Explore Activity Resources

http://www.serrahs.org/gravitation/gravitation.htm

Explain Activity

Students will take Cornell notes during the “Gravity” PowerPoint

Explain Activity Products and Artifacts

Cornell notes

Explain Activity Materials/Equipment

Computer with PowerPoint, projector

Explain Activity Resources

“Gravity”” PowerPoint presentation Instructions for Cornell notes http://coe.jmu.edu/learningtoolbox/cornellnotes.html




http://coe.jmu.edu/learningtoolbox/cornellnotes.html

Elaborate Activity

Students will complete “Measuring ‘g’ at _____________________ High School”

Students will follow the instructions on the handout to develop their own experiment to determine “g” experimentally. Allow students one day for planning and one day to compete their experiment. Emphasize to students that more than one trial is necessary for an experiment to be considered reliable.

You may want to provide students with a list of equipment/materials available for their use. Encourage students to use equipment that will increase the precision of their measurements (e.g. photogates).

Elaborate Activity Products and Artifacts

“Measuring ‘g’ at _____________________ High School” lab

Elaborate Activity Materials/Equipment

Timers, photogates, ring stands, objects for dropping, computers, motion sensors, Logger Pro ® software

Elaborate Activity Resources

: http://en.wikipedia.org/wiki/Earth%27s_gravity http://www.sciencedaily.com/releases/2005/05/050504191450.htm

Evaluate Activity

Students will complete their research papers. Students should turn in all notes with their completed papers. Papers should be typed and all sources should be cited correctly. Information on writing research papers http://www.ccc.commnet.edu/mla/index.shtml

Evaluate Activity Products and Artifacts

Completed research paper

Evaluate Activity Materials/Equipment

Computers with internet access and word processing capabilities


http://en.wikipedia.org/wiki/Earth%27s_gravity

http://www.sciencedaily.com/releases/2005/05/050504191450.htm

http://www.ccc.commnet.edu/mla/index.shtml

Evaluate Activity Resources

Information on writing research papers http://www.ccc.commnet.edu/mla/index.shtml Possible website sources http://library.thinkquest.org/28187/dindex.html http://library.thinkquest.org/27585 http://science.howstuffworks.com/question232.htm http://en.wikipedia.org/wiki/Gravity http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html



http://library.thinkquest.org/28187/dindex.html

http://library.thinkquest.org/27585

http://science.howstuffworks.com/question232.htm

http://en.wikipedia.org/wiki/Gravity

http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html

Measuring ‘g’ at _____________________ High School

The variable ‘g’ represents acceleration due to gravity. Objects experiencing free fall accelerate in accordance with this value. This value varies slightly depending on your location on the Earth’s surface. In this lab you will design an experiment to calculate ‘g’ at our high school. Pre-lab questions:

1. Based on the information above, how could ‘g’ be measured experimentally? 2. What equipment will provide you with the most precise measurements?

Hypothesis: _____________________________________________________________________________________________

_____________________________________________________________________________________________

Write your procedure on a separate sheet of paper and attach it to this sheet. Data: Draw a data table in the space below. Show any calculations for your data below the table or on a separate sheet of paper. Analysis: Why does the value of ‘g’ vary depending on your location? (think back to Newton’s law of gravitation) Conclusion: On a separate sheet of paper summarize your results. Refer back to your hypothesis and discuss its accuracy or inaccuracy. Discuss any changes you would make to your experimental procedure to improve your results.


Plan the Assessment Engage Artifact(s)/Product(s): Journal entry, BrainPop notes/quiz

Explore Artifact(s)/Product(s): Webquest scientist timeline

Explain Artifact(s)/Product(s): Cornell notes

Elaborate Artifact(s)/Product(s): “Measuring ‘g’ at _____________ High School” lab

Evaluate Artifact(s)/Product(s): Research Paper


Rubrics

The Challenge: You have been approached by a popular science fiction writer to collect background information for her next novel. Her novel will be about a villain that creates a device that neutralizes the force of gravity. She needs you to research Newton’s law of gravitation, research applications of gravitational force in human life, speculate as to what the world would be like without gravity on its surface, and speculate on what the universe would be like if gravity did not exist. Important information: All notes will need to be turned in with your final paper. All sources should be cited in the appropriate format (MLA-see below). Your final paper should be typed and address all four topics outlined in the challenge. Refer to the rubric below as you work. Information on writing research papers http://www.ccc.commnet.edu/mla/index.shtml

Research Report : Bound by Gravity CATEGORY 4 3 2 1

Notes Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded.

Notes are recorded only with peer/teacher assistance and reminders.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Amount of Information

All topics are addressed and all questions answered with at least 5 sentences about each.

All topics are addressed and most questions answered with at least 3 sentences about each.

All topics are addressed, and most questions answered with 2 sentence about each.

One or more topics were not addressed.

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.




Story Board Day 1 Day 2 Day 3 Day 4 Day 5

Week 1 Activities

(50 minute

class periods)

“Blind Polygon” Team Building activity (45 min)

Engage demo (15 min)

BrainPop “Gravity” video with notes/quiz (15 min)

Introduce challenge (15 min)

Explore Webquest Research (45 min)

Webquest timeline development (45 min)

Explain “Gravity” PowerPoint with Cornell notes

Day 6 Day 7 Day 8 Day 9 Day 10

Week 2 Activities

Elaborate: write procedure for “Measuring ‘g’ at ____High School” and gather materials (45 min)

Carry out lab procedure (30 min)

Complete analysis and conclusion for lab (20 min)

Research for paper (45 min)

Finish Research and begin writing paper (45 min)

Complete paper for homework, do not make it due the next day

gravity

Documents