Mark Sailer
Science Teacher
Pioneer Jr-Sr High
Physics
1 Name : ________________________________________
Gravitation and
Satellite Motion Unit - Chapters 12, 13 & 14
Study Guidelines
- Explain Newton’s
idea of why the apple falls to Earth.
- Explain why the
moon does not fall to Earth.
- Explain how Earth
is falling.
- State Newton’s
Law of Gravitation.
- Explain the significance
of an inverse-square law.
- Explain the connection
between gravitation and the idea that the universe may
stop expanding and begin to contract.
- Describe the gravitational
field outside Earth.
- Explain why an
astronaut in Earth orbit seems weightless even though
there is a gravitational force.
- Explain ocean
tides.
- Give examples
of tides other than those in water.
- Describe black
holes.
- Explain how the
speed of a satellite in circular orbit around Earth is
related to the distance an object falls in the first second
due to gravity.
- Explain why the
force of gravity does not cause a change in the speed
of a satellite in circular orbit.
- Describe how the
speed of a satellite changes in different portions of
an elliptical orbit.
- Determine the
vertical speed required to ensure a projectile can “escape”
Earth.
State Standards and
Benchmarks Addressed:
| P.1.10 |
Demonstrate
an understanding of the inverse square nature of
gravitational and electrostatic forces. |
| P.2.1 |
Explain that Isaac
Newton created a unified view of force and motion
in which motion everywhere in the universe can be
explained by the same few rules. Note that his mathematical
analysis of gravitational force and motion showed
that planetary orbits had to be the very ellipses
that Johannes Kepler had proposed two generations
earlier. |
| P.2.2 |
Describe how Newton's
system was based on the concepts of mass, force,
and acceleration, his three laws of motion relating
to them, and a physical law stating that the force
of gravity between any two objects in the universe
depends only upon their masses and the distance
between them. |
| P.2.3 |
Explain that the Newtonian
model made it possible to account for such diverse
phenomena as tides, the orbits of the planets and
moons, the motion of falling objects, and the earth's
equatorial bulge. |
Class Plan
Day 1 – November
7 – Notes – Gravitation & Other work
Day 2 – November
8 – Notes – Gravitation Interactions & Other work
Day 3 – November
9 – Notes – Gravitation Interactions & Other work
Day 4 – November
10 – Notes – Gravitation & Satellites & Other work
Day 5 – November
11 – Notes – Satellites & Other work
Day 6 – November
14 – Project Work & Other work
Day 7 – November
15 – Project Work & Other work
Day 8 – November
16* – Early Release Day – Project Work
Day 9 – November
17 – Project Work
Day 10 – November
18 – Unit Test – Finish Project work – Projects due Nov
21
C Layer Points Earned
(65 points Maximum) _______
Project points Earned
(35 points Maximum) ______
Total Points Earned ___________
Grades
C Layer Activities
(65 Points Maximum)
1. Class Notes
(5 points per day) _____ _____ _____ _____
_____ Total _____
OR Video Notes (Gravity 1) (Gravity II) (Satellite Motion)
2. Reading
Notes Chapter 12 (5 points) (OR CH 12 Questions #1-14) _____
3. Reading
Notes Chapter 13 (5 points) (OR CH 13 Questions #1-20) _____
4. Reading
Notes Chapter 14 (5 points) (OR CH 14 Questions #1-14) _____
5. Concept
Page 12-1 (2 points) _____
6. Concept
Page 13-1 (5 points) _____
7. Concept
Page 13-2 (5 points) _____
8. Concept
Page 13-3 (5 points) _____
9. Concept
Page 14-1 (5 points) _____
10. Lab 38
– Apparent Weightlessness (5 points) _____
11. Lab 39
– Getting Eccentric (5 points) _____
12. Lab 40
– Trial and Error (Computer Lab) (5 points) _____
13. Chapter
12 Questions pp. 180-181 (10 points) # 15-16, 21-27, 29,
35 _____
14. Chapter
13 Questions pp. 196-198 (10 points)
#21-22, 25, 28-29,31, 33-34, 38, 40, 41, 43 _____
15. Chapter
14 Questions pp. 210-211 (10 points) #15-16, 18-24,
28 _____
16. Vocabulary
cards (Ch 12, 13 &1 14) – Follow scoring guide (10 points) _____
Unit Projects
(Choose one – 35 points maximum)
1. One day,
a colony will be set up on the moon and families will live
there for extended periods. Plans will have to be
made for exercise and entertainment while people live on
the Moon. Since sports on Earth satisfy both of these
needs – exercise and entertainment – it is reasonable to
assume that people on the moon colony will also wish to
participate in sports. It may even be possible that
Moon sporting events could be television entertainment for
the people back home on Earth. Your challenge is to
identify, adapt, or invent a sport that people on the Moon
will find interesting, exciting and entertaining.
Write a proposal to NASA that includes the following:
(a) a description of your sport and its rules and how it
meets the basic requirements of a sport; (b) a comparison
of factors affecting sports on earth and on the moon in
general; (c) a comparison of the play of your sport on the
Earth and on the Moon, including any changes to the size
of the field, alterations to the equipment, or changes in
the rules; (d) a newspaper article for the sports section
of your local newspaper back home describing a “championship”
match of your Moon sport. The proposal will be graded
on the quality, creativity, and scientific accuracy of your
invented sport as well as the description of your sport,
the factors affecting sports on the Earth and on the Moon,
the comparison of play of your sport on the Earth and on
the Moon, and the newspaper article. NASA proposals
that include a mathematical analysis of the sport will be
considered superior to those that describe the sport qualitatively.
In your pursuit of finding the “best” sport for the Moon,
you may investigate sports that would not be suitable for
the Moon. Descriptions of these rejected sports and
the reasons that they were rejected would raise the quality
of your proposal.
2. Research
the historical development of the concept of gravitational
force. Find out how scientists’ ideas about gravity
have changed over time. Identify the contributions
of different scientists, such as Galileo, Kepler, Newton
and Einstein. How did each scientist’s work build
on the work of earlier scientists? Analyze, review,
and critique the different scientific explanations of gravity.
Focus on each scientist’s hypotheses and theories.
What are their strengths? What are their weaknesses?
What do scientists think about gravity now? Use scientific
evidence and other information to support your answers.
Use an A layer research form for your research. Create
a written report over this information using your own words
and giving credit to your resources. (OR Create a
poster/display OR Present your findings to the class using
visual aids)
Dr Kathie Nunley
_ 