Download Investigating Gravity`s job in the solar system

Gravity
at
work
Investigating
Gravity’s job in the
solar system
Developed by: Betsy Mills, UCLA NSF GK-12 Fellow
Title of Lesson: Gravity at Work
!
Grade Level: 8th
Subject(s): Gravity
Summary:
In this lesson, students will take their own experience of the effects of gravity, and use
this to construct and understanding of how gravity works to shape larger objects in our
solar system. Students will observe the role of gravity in toppling towers made of
marshmallows, investigate the relationship between how round asteroids are and their
mass, infer the role that gravity plys in this relationship, and finally predict which planet
would have the tallest mountain (and on which planet one could build the tallest tower
out of marshmallows!)
Time Required: 90 minutes
Group Size: Class should be divided into groups of 3-4 to complete this activity
Cost to implement: ~$12 to $15 for marshmallows
Materials List:
• Printed copies of asteroid pictures for each group
• 6 to 10 marshmallows per group (or per student)
• Rulers
• Calculators
Safety Issues: Make sure students do not eat the marshmallows
Learning Goals:
Students will see the role of gravity in determining:
• why asteroids are different shapes
• why planets and stars are round
• the height of the tallest mountains
Level of Inquiry:
This lesson incorporates a low to medium level of inquiry. Students are provided a
question and told what data to collect. Students then formulate their own explanation
from summarizing the data they collect, and are guided to make a connection between
this data and their understanding of gravity.
Background knowledge:
Students should already have some familiarity with gravity, and its dependence upon
the mass of an object (for example, the earth has more gravity than the moon).
Introduction / Motivation:
To open the lesson, have students divide into groups, and work with marshmallows to
build the tallest tower that they can. Towers must be freestanding, and students should
not be allowed additional materials (such as toothpicks) to aid in contruction. (Students
should find that towers taller than 5 marshmallows are virtually impossible to build)
Give students ~5 minutes to build their towers, and after building, have students come
back together as a class and share the difficulties they encountered, and how high they
were able to build their tower.
Procedure:
•
Ask students what was keeping their towers from being higher: why did they all
fall down after reaching 4 or 5 marshmallows in height? Try to steer the
discussion away from engineering, and toward gravity as the reason that
ultimately, all the towers collapsed.
•
Share the goals of today’s lesson with the students: Think like scientists to
understand how gravity does more than just make things on earth fall down.
•
Ask students what they know about asteroids.
•
Ask students, how you determine how round an asteroid is? (Experience shows
that this is difficult for stuents to comprehend, they want to do things like go to
the asteroid, take pictures of it from all sides, or put a string around it to see how
“curvy” it is.) If students are stumped, try making an analogy to pictures of a
rectangle drawn on the board. How would you say how much more
“rectangular” one is than another? Try to get students toward the idea of
comparing how long an asteroid is in one direction, compared to the other,
maybe dividing the two lengths to get a “roundness number” or percentage of
roundness.
•
Return students to their groups, and give them pictures of asteroids to examine.
Students will record the roundness and the mass of each asteroid in their data
table.
•
If students have a good background in math, have them graph their results
(roundness vs. mass). Otherwise, have students make a second data table in
which they order the asteroids by their mass.
•
After students have collected their data, bring the class together again to
discuss.
•
Did they notice any trends? What did the roundest asteroids have in common?
What shape were the least heavy asteroids?
•
Ask students, what could cause a relationship like this? What is different
(besides roundness) for a less massive asteroid, compared to a more massive
asteroid? (Students might think of weight, size, and hopefully gravity!) If
students have difficulty understanding the connection, talk about it as a force
balance. As an object gets bigger, the force of gravity gets stronger and
stronger, until eventually, rocks aren’t tough enough to “stand up” to that force.
Gravity wins! It is like if you went to Jupiter-- you would just be flattened by its
gravity, even if you tried to resist, you wouldn’t have enough force to counteract
the force of its gravity.
Lesson Closure:
•
To end the lesson, have students predict which planet would have the tallest
mountain: Earth, Mars, or Venus, given only the mass of each of these planets.
•
Students should be able to predict the order by height of each planet’s tallest
mountain (for example, Mt. Everest) and justify their answers.
•
To bring the lesson full circle, ask where in the solar system students would
want to go to build the tallest marshmallow tower.
References: None
List CA Science Standards addressed:
2g: Students know the the role of gravity in forming and maintaining the
shapes of planets, stars, and the solar system.
4e: Students know the appearance, genral composition, relative position and
size, and motion of the objects in the solar system, including planets, planetary
satellites, comets, and asteroids.
Attachments:
• Handouts of asteroid images to measure roundness
• Powerpoint slides for accompanyng lesson presentation
PROMETHEUS
MASS: 2 x 1017 KG
AVERAGE SIZE: 50 KM
HYPERION
MASS: 6 x 1018 KG
AVERAGE SIZE: 135 KM
VESTA
MASS: 3 x 1020 KG
AVERAGE SIZE: 500 KM
EROS
MASS: 7 x 1015 KG
AVERAGE SIZE: 15 KM
CERES
MASS: 9 x 1020 KG
AVERAGE SIZE: 470 KM
IDA
MASS: 4 x 1016 KG
AVERAGE SIZE:
PALLAS
MASS: 2 x 1020 KG
AVERAGE SIZE:
YOUR MISSION:
WITH YOUR LAB GROUP,
BUILD THE TALLEST
TOWER YOU CAN OUT OF
MARSHMALLOWS
WHAT STRATEGIES
WORKED WELL?
WHAT WERE THE MAIN
PROBLEMS?
TODAY’S GOALS:
1. UNDERSTAND WHAT
GRAVITY DOES OTHER
THAN JUST MAKING
STUFF FALL DOWN
2. PRACTICE BEING A
SCIENTIST!
SCIENTIFIC METHOD:
HOW DO STARS FORM?
(QUESTION)
I THINK STARS FORM FROM DENSE CLOUDS OF GAS AND DUST
(HYPOTHESIS)
I WILL LOOK IN GAS CLOUDS FOR VERY YOUNG STARS
(TEST HYPOTHESIS)
ARE THE STARS FOUND NEAR GAS CLOUDS YOUNG OR OLD?
(ANALYZE RESULTS)
I WILL GO TO HAWAII AND TELL OTHER ASTRONOMERS ABOUT THIS!
(REPORT FINDINGS)
YOUR JOB:
MEASURE THE SIZES OF THE
ASTEROIDS
COMPARE THEIR MASS AND THEIR
ROUNDNESS
ROUNDESS MASS
#1
#2
#3
ROUNDESS
1
0
15
10
MASS
21
10
DESCRIBE WHAT YOUR
GRAPH SHOWS. WHY DOES
ROUNDNESS DEPEND ON
MASS?
PREDICT:
WHICH PLANET HAS THE
HIGHEST MOUNTAIN?
23
10
MARS (MASS = 6 x
kg)
24
EARTH (MASS = 6 x 10 kg)
24
VENUS (MASS = 5 x 10 kg)
DOES THE DATA SUPPORT
YOUR HYPOTHESIS?
MARS: OLYMPUS MONS, 27 km
EARTH: MT. EVEREST, 9 km
VENUS: MAXWELL MONTES, 11km
BASED ON YOUR EXPERIENCES
TODAY, WRITE A SHORT
PARAGRAPH ON HOW GRAVITY
SHAPES OBJECTS IN THE SOLAR
SYSTEM.