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1. Multimedia a PG m Gravity E on Rockets Teacher s Guide Table of Multimedia Contents Introduction How to use the CD ROM _ o Rockets Unit Overview and Bibliography Background o Video Segments o Multimedia Resources _ Unit Assessment Answer Key Unit Assessment Activity One Newton s Slider Lesson Plan Activity Sheet _ Activity Two Lift Off Lesson Plan Activity Sheet _ Activity Three Rocket Power Lesson Plan 20 Gravity Unit Overview and Bibliography 23 Background 24 Video Segments 25 Multimedia Resources 25 Unit Assessment Answer Key 25 Unit Assessment 26 Activity Sheet 7 Activity Two Around and Around Lesson Plan Activity Sheet _ Activity Three Faster and Faster Lesson Plan Introduction Welcome to the Newton s Apple Multimedia Collection Drawing from material shown on publictelevision s Emmy award winning science series the multimedia collection covers a wide variety of topics in earth and space science physical science life science and health Each module of the Newton Apple Multimedia Collectioncontainsa CD ROM aprinted Teacher s Guide a video with two Newton s Applesegments and a scientist profile and a tutorial video The Teacher s Guide provides three inquiry based activities for each of the topics background information assessment anda bibliography of additional resources Th
2. Overcoming the Human Factor cosmonauts deal with problems living in space U S News and World Report May 16 1988 Community Resources NASA Educational Outreach Lewis Research Center Cleveland Ohio 44135 Physics and astronomy departments at local colleges or universities Local skydiving clubs 24 Gravity Gravity Background What is it that keeps us from floating up into the sky when we step outside What force keeps Earth orbiting the sun instead of spinning off into space Isaac Newton contemplated these questions in 1666 and came up with his universal law of gravitation Today well over 300 years later Newton s concept of gravity is still universally accepted by scientists We tend to think of gravity as the pull of the earth on our bodies what we feel as our weight That s correct but gravity is more than that It s also the force that we exert on the earth Gravity is the attraction between any two objects that have mass between the sun and other stars between tiny molecules or between you and Earth The size of the force is proportional to the mass of the object so we exert a much much smaller force on Earth than the Earth does on us Newton s profound insight as he supposedly watched an apple fall from a tree was how the force of gravity operates the same way everywhere in the universe At Earth s surface gravitational force makes falling objects accelerate at a fixed rat
3. More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities NASA Spacelink http spacelink msfc nasa gov An educational site for NASA with references activities and links dealing with many aspects of space flight and gravity Gravity Questions Answered University of Maryland http www physics umd edu rgroups gen_rel_the question html An interactive web site that allows teachers and students to pose ques tions about gravity that are answered by the physics faculty of the University of Maryland Educational materials developed under a grant from the National Science Foundation 23 l ETE Multimedia Internet Search Words gravity microgravity weightlessness satellites Books and Articles Crummett B Measurements of the Acceleration Due to Gravity The Physics Teacher May 1990 p 291 Eckroth C Earth and Moon Motions Around Their Common Center of Mass The Physics Teacher Septem ber 1990 VanCleave Janice Gravity Mind Boggling Experiments You Can Turn Into Science Fair Projects New York John Wiley amp Sons 1993 Excellent simple hands on activities Boslough J Searching for the Secrets of Gravity National Geographic May 1989 pp 563 583 Epstein L Thinking Physics San Francisco Insight Press 1989
4. Rockets Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue the tape Make copies of Activity Sheet 1 for each student Gather the necessary materials for the student experiments Review the Background information on page 8 Engage Approx 15 minutes Ask the students if they have any ideas about what makes a rocket lift off and what keeps it going Accept all ideas If students indicate rockets must have something to push against ask how rockets fly in space After a brief discussion explain that the movement of a rocket can be explained by Newton s third law of motion for every action there is an equal and opposite reaction Show Video Clip 1 01 43 to 02 49 Ask students what made the cannon move backward when it was fired The cannonball moving forward Explain that the exploding gunpowder could only launch the cannonball one way by pushing the other way inside the cannon Ask the students to think of how a cannon firing relates to a rocket blasting off A rocket and a cannonball are both projectiles Show Video Clip 2 02 51 to 04 09 David Heil throws bean bags to propel his space shuttle Ask students how Newton s law is being applied action reaction Ask them what is pushing a real rocket Accept all answers Have a student volunteer stand on the skateboard facing you Stand about 5 feet away and ask the student to throw you a baseball Ask students what pushes t
5. there In fact we re only seeing the leftovers The gases that are really doing the work are inside the rocket where we can t see them Activity 3 Explore approximately 40 minutes Have students work in groups to design and build a balloon powered rocket racer The object is to build a vehicle that will achieve the greatest distance The basic design is shown on the activity sheet although students should be encouraged to modify this design Have students use the coffee can lid to trace four wheels on a piece of cardboard They should cut out the wheels and make sure that the wheel edges are as smooth and round as possible Next have students punch a small hole in the exact center of each wheel Have students take the second piece of cardboard and mark a line across the short side about 10 cm 4 in from one end Carefully fold the cardboard along the line and put a hole about 4mm 1 4 in wide through the center of the small folded section The balloon will go in this hole Have students use cellophane tape to attach the two straws across the width of the larger section of the folded cardboard The straws must be parallel to each other and should be at least 20 cm 8 in apart Students should place shish kebab skewers through the straws to serve as axles Wheels should be attached to each axle The wheels should turn smoothly without rubbing on the frame of the vehicle Insert the balloon through the hole at the ba
6. 525 5273 http www waltham com Consultants Dave Arlander John Marshall High School Rochester MN Bobbie Faye Ferguson NASA Chuck Lang University of Nebraska Maynard Miller Juneau Ice Field Research Project John Olson Arlington High School St Paul MN Dr Helen M Parke East Carolina University NEWTON S APPLE Multimedia AT LAST a supplemental middle school science curriculum that helps you meet the challenges of today s science classroom The program engages students by incorporating segments from the award winning Newton s Apple television show into hands on minds on activities Each lesson plan helps you integrate the technology using an inquiry based approach A variety of assessment options allow you to gauge student performance And the entire program is corre lated to the National Science Education Standards EACH CURRICULUM MODULE CONTAINS e a CD ROM with two Newton s Apple segments a video profile of a working scientist and additional audio visual resources ateacher s guide with lesson plans for six inquiry based activities e a Newton s Apple videotape 38 topics in 19 modules Choose the curriculum modules that benefit your needs Physical Science Life Science and Health Earth and Space Science Air Pressure Domed Stadiums Antibiotics Cancer Clouds Weathering Electric Guitars Electricity Blood Typing Boner Dinosaur Extinction Earthquakes Gravity Rockets DNA DNA Fingerp
7. Draw a sketch of each design Then record your observations Include information about stability dis tance and trajectory WHAT DID You FIND OUT Where on a rocket are fins most effec Rocket without fins Observations tive First design E SIR E What other modifications might create a smoother flight Second design Observations Which design worked best What might have made this design work better than Third design Observations theothers Fourth design Observations IZ Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 Rocket Power How does Newton s third law of motion apply to rocket engines How do expanding gases provide the necessary thrust to propel a rocket How does a rocket powered vehicle work Getting Ready Key Words inertia The tendency for an object to Overview remain at rest or in motion The greater Students learn how a rocket engine works They discover how the mass the greater the inertia expanding gases are used to propel a rocket through space Students aropek Te aush Se rmaveina straight use a balloon to build and test their own rocket powered racer line Objectives After completing this activity students will be able to e explain how Newton s third law of motion applies to rocket engines e discuss variables that alter the efficiency of a rocket powered vehicle Time Needed Preparation approximately 2
8. Record your observations in your journal Construct a second line with a second set of seven weights Arrange the weights so they will hit the cookie sheet at regular intervals Attach the line of weights to the cookie sheet and then drop the line and record your obser vations If necessary adjust the weights and repeat the activity until you get the result you want RECORDING YOUR DATA Record the distances in centimeters between the weights on your fishing line for both parts of the activity Record your observations about what you heard in both trials NOTE The illustration is not drawn to scale WHAT DID YOU FIND OUT What did you hear Are some of the weights falling faster than others Did gravity pull more strongly on some objects than on others What do your observations tell you about acceleration of falling objects In order to achieve the goal of weights hitting the cookie sheet at regular intervals did you have to space the weights closer together or farther apart Explain how your spacing allowed the weights to hit the ground at regular intervals If time allows see if you can determine a formula for the position of the weights on the string CD ROM PROJECT STAFF KTCA TV NEWTON S APPLE MULTIMEDIA Dr Richard Hudson Director of Science Unit David Heath Lee Carey Curriculum Development Managers Cori Paulet Paddy Faustino Curriculum Development Coordinators Edward Voeller Lesson Edito
9. dures Students should not shoot rockets toward another person You may wish to have students wear eye protection during the activity e Tell students that they should test to make sure no air escapes from the rocket nose cone e Remind students to try different shaped fins not only triangular ones e If you have many students and a small classroom you might want to assign each group their own flight number so that they can take turns with launches This will help prevent any misfires in the wrong direction e If time allows you may wish to have students view the entire Newton s Apple video segment on rockets 16 Rockets Rockets Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Make copies of Activity Sheet 2 for each student e Gather the necessary materials for the student experiments e Review the Background information on page 8 Engage Approx 15 min Invite several students to draw quick outlines of rockets on the board Ask the class what the similarities among the drawings are Did anyone draw a spherical rocket Chances are all of the rockets will have conical noses Ask students why rockets always seem to have the same characteristic shape Is there anything special about a conical design that makes them fly better What do all the rockets have in common They are all streamlined and have fins They use engines to produce the
10. when you catch it 3 List three examples of falling objects for which air resistance greatly affects the object s accelera tion What are three examples of falling objects for which air resistance is not an important factor What would you say 6 A glass of water falls off the ledge of a fifth floor window Just as it passes the third floor window someone accidentally drops a flower pot from the window Which of the following statements is true a The glass of water hits the ground first and with higher speed than the flower pot b The flowerpot hits the ground at the same time as the glass of water but the speed of the flowerpot is greater c The flowerpot and the glass hit the ground at the same instant and with the same speed d The flower pot hits the ground before the glass Ignoring air resistance if a 10 kg ball and a 200 kg crate were both dropped from the top of a building the acceleration of the crate would be _____ the acceleration of the ball a two percent more than b less than c equal to d twenty time 26 Gravity 4 An airplane pilot is flying at a constant velocity and constant altitude over level ground The pilot drops a flare Ignoring air resistance where will the plane be relative to the flare when the flare hits the ground 5 During space flight astronauts often refer to forces as multiples of the force of gravity on the surface of the Earth What does the force of
11. 5 g mean to an astronaut 8 A toy rocket is launched straight up into the air When the rocket reaches its maximum height its velocity is a at its minimum b zero c equal to its displacement multiplied by time d equal to its displacement divided by its time 9 You throw a ball horizontally as hard as you can At the same instant your friend dropsa ball from the same height as you throw What happens a Your friend s ball will land first b Your ball will land first c Gravity won t affect the thrown ball d They will both hit the ground at the same time Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Falling and Falling Are astronauts in orbit really weightless Does weightlessness mean there s no gravity Can you experience weightlessness on Earth How does a Satellite or space shuttle move through space Do orbiting objects really fall toward the Earth Getting Ready Overview Students simulate weightlessness in three ways and explore why an object seems weightless when it is actually in free fall toward the Earth Objectives After completing this activity students will be able to e explain free fall for objects orbiting Earth e explain the role of horizontal velocity for objects orbiting the Earth e describe the relationship of a body s weight and movement Time Needed Preparation Approx 20 min Classro
12. State College PA Robert J Nicholson Von Tobel Middle School Las Vegas NV Jim Parker Spring Valley Middle School Las Vegas NV Joyce Perkins Whatcom Day Academy Bellingham WA Sharon Reynolds Independence Secondary School Christiansburg VA Judy Stellato Jerling Jr High Orland Park IL Ralph V Thomas Helen C Cannon Middle School Las Vegas NV Credits Robin Tomasino Masconomet Regional Jr High Topsfield MA Donna Treece East Ridge Middle School Russellville TN Darrell Warren Von Tobel Middle School Las Vegas NV Janis Young Montgomery Middle School El Cajon CA SPECIAL THANKS Partners American Psychological Association 750 First Street NE Washington DC 20002 202 336 5500 http www apa org Minnesota Department of Children Families and Learning Capitol Square Building 550 Cedar Court St Paul MN 55101 651 296 6104 http clf state mn us Fender Musical Instruments Corporation 7975 North Hayden Road Suite C 100 Scottsdale AZ 85258 606 596 7242 http www fender com W L Gore amp Associates Inc 551 Paper Mill Road PO Box 9206 Newark DE 19714 9206 302 738 4880 http www gore com National Science Foundation 4201 Wilson Boulevard Arlington VA 22230 703 306 1234 http nsf gov Regents of the University of Minnesota Twin Cities General Biology Program http biomedia umn edu Waltham Consumer Affairs RO Box 58853 Vernon CA 90058 800
13. University of Minnesota Neil F Humphrey University of Wyoming Lisa Hunter Ph D University of Minnesota Sally Jenkins Roosevelt Elementary Minot ND Bruce Jones The Blake School Hopkins MN Leslie Kline Metcalf Junior High Burnsville MN Tom Krinke Maple Grove Junior High Maple Grove MN Frank Lu University of Texas Arlington Cynthia MacLeod Sabin Early Childhood Education Center Portland OR Robert March University of Wisconsin Madison Shannon Matta Ph D Minneapolis Medical Research Foundation Ken Meyer Coon Rapids High School Coon Rapids MN Lou Mongler Mexico High School Mexico MO Educational materials developed under a grant from the National Science Foundation 39 S Qar Candy Musso Vineland Elementary School Pueblo CO John Musso Pueblo Technical Academy Pueblo CO Debbie Nelson Bay Trail Middle School Penfield NY Jack Netland Maple Grove High School Maple Grove MN Joyce Nilsen Technology Learning Campus Robbinsdale MN Ingrid Novodvorsky Mountain View High School Tucson AZ Jon Pedersen East Carolina University MaryBeth Peterson Roosevelt Elementary Minot ND Alberto Ramirez Spanish Translator Miami FL Bev Ramolae Technology Learning Campus Robbinsdale MN Brad Randall Osseo Area Schools North Maple Grove MN Gina Roetker Strickland Middle School Denton TX Fernando Romero University of Houston Dr Lawrence Rudnick University
14. bands Finally hang the washers over the edge of the cup The rubber bands should be under slight tension Tell students they re going to drop the cup into the five gallon pail from a height of about two meters They should write a prediction of what they think will happen and then observe what happens when they drop the cup They should write a description and explanation of their observations In free fall the tension in the rubber bands pulls the weightless washers into the cup as the rubber bands return to their unstretched length Part 3 Spring Scale and Mass Have students loosely crumple several sheets of newspaper and put them in the bottom of the 5 gallon pail Tell them to attach a 1kg weight to the hook of a 20 Newton spring scale Have the students hold the top of the scale and measure and record the weight Next tell students they will hold the scale about 2 meters above the pail and then release the scale and let it fall into pail Before performing the activity students should make predictions They should then carefully observe and record the weight indicated as the scale falls into the pail The weight should be significantly lower than 1 kg Evaluate 1 When you drive rapidly on a hilly road or ride on a roller coaster you feel lighter as you go over low hills and heavier as you reach the bottom of a hill Explain why this is so The acceleration that the rider experiences changes as the car and its occupants mo
15. of Minnesota Greg Sales Seward Learning Systems Inc Minneapolis MN LESSON WRITERS Jon Anderson Fred Bortz Sara Burns Pam Burt Jim Dawson Russ Durkee Vickie Handy Lorraine Hopping Eagan Sheryl Juenemann Chery Lani Juarez Mike Maas Mike Mogil Bruce T Paddock Linda Roach Phyllis Root Zachary Smith Sheron Snyder Caren Stelson Steve Tomecek Edward Voeller Anne Welsbacher REVIEWERS Charles Addison Minnesota Earth Science Teacher s Association Micheal John Ahern Mentor Teacher Science and Math Redwood CA Scott Alger Watertown Mayer Middle School Watertown MN Zan Austin Strickland Middle School Denton TX Jon Barber North Oaks MN Rebecca Biegon Macalester College St Paul MN Juan Cabanella University of Minnesota Rolando Castellanos St Paul Academy and Summit School St Paul MN Sarah Chadima South Dakota Geological Survey Dr Orlando Charry University of Minnesota Dept of Surgery Kristine Craddock Mexico High School Mexico MO Ruth Danielzuk American Cancer Society Steve Dutczak Ph D NASA Richard Erdman Venice High School Los Angeles CA Bruce Fisher Fortuna Elementary Fortuna CA Mike Garcia University of Hawaii Chris Gregg A B O C Inver Grove Heights Family Eye Clinic Inver Grove Heights MN Rick Grigg University of Hawaii Deborah Harden San Jose State University Gloriane Hirata San Jose Unified District Margaret K Hostetter M D
16. of Minnesota Hank Ryan Mounds View High School Arden Hills MN Jan Serie Maclester College St Paul MN Larry Silverberg North Carolina State University Jaine Strauss Ph D Macalester College St Paul MN Thomas Walsh Ph D University of Minnesota Steve Wartburg Fortuna Elementary Fortuna CA Randy Yerrick East Carolina University FIELD TESTERS Scott D Bell Chaminade College Prep St Louis MO Laura S Berry Orland Jr High Orland Park IL Lance Brand Driver Middle School Winchester IN 40 Credits Lorene A Chance East Ridge Middle School Russellville TN Elizabeth Cordle Montgomery Middle School El Cajon CA David Eggebrecht Kenosha Unified Kenosha WI Dennis L Engle East Lawrence High School Trinity AL Dave Fleischman Spring Valley Middle School Spring Valley CA John Frugoni Hillsdale Middle School El Cajon CA Linda Furey Rising Star Middle School Fayetteville GA Rosemary Gonzales Greenfield Middle School El Cajon CA Liz Hendrickson Driver Middle School Winchester IN Bruce M Jones The Blake School Hopkins MN Dave Kahl Wadena Dear Creek High School Wadena MN Theresa Kistner Helen C Cannon Middle School Las Vegas NV Craig Klawitter Wadena Dear Creek High School Wadena MN Linda Love Hillsdale Middle School El Cajon CA Virginia Madigan Montgomery Middle School El Cajon El Cajon CA Steven D McAninch Park Forest Middle School
17. out in an orbiting spacecraft muscles begin to atrophy and bones begin to weaken Our very existence including muscle tone body shape and bone strength is governed by gravity It may be fun to float in space but scientists believe that for very long space flights to places like Mars spaceships will have to have some form of artificial gravity And maybe a bumper sticker that reads Gravity don t leave home without it Vid o amp Stills Video Segments Introduction 8 26 to 9 23 Eileen Galindo poses questions about gravity and introduces host David Heil and physics expert Jack Netland Video Clip 1 Video Clip 3 9 24 to 10 26 David Heil and Jack Netland observe 12 55 to 16 02 David Heil and Jack Netland ex the effect of gravity on a container of water in free plore the force of gravity on projectiles and orbiting fall 1 min 2 sec spacecraft 3 min 7 sec Video Clip 2 Video Clip 4 11 44 to 12 50 Jack Netland explains an everyday 16 07 to 18 19 David Heil solves the classic Mon experience of weightlessness a dropping elevator key and Hunter riddle 2 min 12 sec 1 min 6 sec Multimedia Resources Button A Button C Video Newton s Apple Science Try It Projectiles Video Astronaut juggling apples in the space and Satellites Students can explore how projectiles shuttle 29 sec work 55 sec Button B Button D Video Astronaut Jeff Hoffman explains free fall in Diagra
18. this combination test several variables First vary the amount of water and note its effect on the trajec tory Second determine how the number of pumps of air affects the trajectory Finally using a fixed amount of water and number of pumps vary the launch angle and observe its effect on the trajectory In all trials time the flight for each and relate it to the other variables Isaac Newton first proposed the idea of objects orbiting the earth in the late 1600s In the Principia in which he first published his Universal Law of Gravitation there is a diagram of a cannon on a tall mountain on the earth The diagram shows the launch of several different balls at several different velocities and where they would land Newton proposed that if there were a powerful enough cannon on a tall enough mountain it could launch a ball into near earth orbit You can find a similar diagram on the CD ROM Resource Button D Research Newton s ideas and report to the class Educational materials developed under a grant from the National Science Foundation 33 et AROUND AND AROUND Activity Sheet 2 NAME CLASS PERIOD WHAT YOU RE GOING TO DO You re going to investigate the motion of a projectile including the relationship between horizon tal and vertical velocity of a projectile RECORDING YOUR DATA Follow your teacher s instructions for recording data and plotting graphs For each of the three launchings record th
19. through the air It s like jumping off a skateboard You jump in one direction and the skateboard zips away in the opposite direction In the case of a rocket the gases from burning fuel provide the thrust Inside the combustion chamber the exploding gases are pushing upward while gravity pulls the rocket down If the exploding gases push hard enough they overcome the weight of the rocket and accelerate it off the launch pad It takes 3 18 million kg 7 million lbs of thrust to put the space shuttle into orbit Each of the two solid rocket boosters provide 1 36 million kg 3 million lbs of thrust while the three main engines combine to provide 455 000 kg 1 million lbs of thrust It s important to understand that the rocket does not fly because the escaping gases push against the outside air In the same way the skateboarder s foot pushes against the skateboard the gases push against the interior of the rocket In reality rockets actually work better in the vacuum of space than they do in air So when it comes to physics there is nothing quite as uplifting as a rocket taking flight Video amp Stills Video Segments Introduction 01 00 to 01 41 Newton s Apple host Dave Huddleston poses some questions about rockets and how they fly 41 sec Video Clip 1 Video Clip 3 01 43 to 02 49 Physics expert Jack Netland demon 04 16 to 05 24 Jack Netland demonstrates how a strates a basic law of physics wher
20. to 16 02 David Heil and Jack Netland explore the force of gravity on projectiles and orbiting spacecraft 3 min 7 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 08 26 09 23 Find out what students already know about rockets As a class discuss the questions posed by Eileen Galindo e The apparatus set up may be con fusing to students You may wish to build one before class so that students can see what it is supposed to look like when completed Direct them to follow thediagram on Activity Sheet 2 e Hot melt glue is a good way to attach the launcher to the board Students should follow established safety pro cedures if they use hot glue e Itis important to use a heavy steel ball as a projectile A heavier ball makes a darker impression with the carbon paper You can find large steel ball bearings at many hardware or auto parts stores The ball from a pinball machine works well e Fresh carbon paper works best e You may choose to vary the angle of the inclined plane This would introduce another variable To do this have students prop up their ramp at a greater angle e It should be emphasized that the friction is so small that the horizontal velocity is constant over the short dis tance that the ball rolls e Many good computer graphing pro grams are available if you have access to a computer lab The two graphing exercises that accompa
21. 0 minutes Classroom approximately 50 minutes Materials For the teacher e large balloon For each group of students 9 balloon 2 rectangular pieces of corrugated cardboard 40 cm x 12 cm strong pair of scissors for cutting cardboard 2 plastic drinking straws 2 small wooden shish kebab skewers roll of cellophane tape 8 small rubber bands the plastic lid from a 1 lb coffee can or other circular templates for wheels bottle of white glue metric ruler Educational materials developed under a grant from the National Science Foundation 19 J Multimedia Video Clip 3 04 16 to 05 24 Jack Netland demonstrates how a rocket engine produces hot gases that provide the thrust for the rocket 1 min 8 sec Video Clip 4 05 28 to 08 11 Jack Netland points out the large fuel tanks on several scale model rockets 2 min 43 sec Guide on the Side The forces on the inside of the balloon Balloon Released At the mouth there s no longer force ON the balloon at that point So the sum of all the forces results in a big push on the front of the balloon Tracing coffee can lids creates fairly large wheels A simple compass may also be used to draw the circle for the wheels Students may want to experi ment with different sized wheels e Thin styrofoam can be substituted for cardboard in the activity The styrofoam trays for packaging meat work well Be sure they are thoroughly cleaned e The axl
22. Indiana University http mirkwood ucs indiana edu space rocketry htm A brief history of the development of the rocket Internet Search Words rockets NASA Books Maurer R 1995 Rocket How a Toy Launched the Space Age Crown Publishing New York A good overview of the historic developments in rocketry Van Milligan T 1995 Model Rocket Design and Construction Kalmbach Books Waukesha WI An overview of the types of model rockets that are available Wiese J 1995 Rocket Science John Wiley amp Sons Inc New York A great book of high flying activities that students can build Winter F 1990 The First Golden Age of Rocketry Rockets of the Nineteenth Century Smithsonian Institution Press Washington D C Overview of early rockets Kagan D Buchholtz L and Klein L 1995 Soda bottle Water Rockets The Physics Teacher March v 33 n 3 Give details on the construction of inexpen sive rockets to demonstrate Newton s laws of motion Other Resources Dr Robert H Goddard Space Flight Center NASA GSFC Greenbelt MD 20771 National Association of Rocketry PO Box 177 Altoona WI 54720 8 Rockets Rockets Background There are few things as impressive as watching a space shuttle launch Even from several miles away the sun like flash of the solid rockets as they ignite and the ground shaking air splitting roar as the shuttle rises from the launch pad are overw
23. ROM has an additional video clip that discusses weightlessness Explore Approx 45 min Tell the students they are going to explore the phenomenon of gravity in three ways Part 1 Styrofoam Cup and Colored Water Have students use a nail to make a hole through the side of the Styrofoam cup The hole should be on the side near the bottom Have them cover the hole with a finger and fill the cup with colored water Next tell students to remove their finger and allow the water to flow into the 5 gallon pail Have students observe the stream and record their observations in their journals Water streams out in an arc Activity 1 Tell students to refill the cup release their finger from over the hole and drop the cup at the same time into the pail from about 2 meters Before they drop the cup have them write a prediction of what will happen Then have students observe the stream of water as the cup falls into the pail and record their observations The stream will either not start or stop soon after the cup begins to fall Part 2 Soup Can and Washers Have students work in groups Tell students to make a small hole with the nail in the middle of the bottom of the soup can Have them make one cut in each rubber band and then push one ends of each rubber band through the hole in the can Tie ends of the bands in a knot on the outside of the can and secure the knot with tape Then tie one washer to each free end of the con nected rubber
24. a video camera you can videotape a falling object To do this find about 2 5 vertical meters of wall space and cover it with black paper about 0 5 meters wide Using masking tape mark and label every 10 cm on the paper Then with the video camera mounted on a tripod and pointed at the paper drop a tennis ball and videotape its fall The video may then be played and analyzed frame by frame to watch and record the motion of the ball You may then wish to drop and videotape a packing peanut and compare its motion to that of the tennis ball The effect of air resistance will be readily apparent when watching the video of this motion Educational materials developed under a grant from the National Science Foundation 37 AmE FASTER AND FASTER pleut Activity Sheet 3 NAME WHAT YOU RE GOING TO DO CLASS PERIOD You re going to investigate how objects accelerate as they fall and the relationship between objects falling different distances How TO DO IT I Work with your group Attach one end of a fishing line to a cookie sheet with tape Clamp seven split shot fishing weights onto the line at intervals 40 cm apart Place the cookie sheet on books One member of the group should stand on a chair and hold the line up taut directly over the cookie sheet Then drop the end of the line Discuss your observations with your group You may want to perform this activity several times to make sure your observations are consistent
25. agogy conform with the Na tional Science Education Standards and most state and local curriculum frameworks This Teacher s Guide presents lessons using an inquiry based approach If you are an experienced teacher you will find material that will help you expand your instructional program If you are new to inquiry based instruction you will find information that will help you develop successful instructional strategies consistent with the National Science Education Stan dards Whether you are new to inquiry based instruction or have been using inquiry for years this guide will help your students succeed in science WE SUPPORT THE NATIONAL SCIENCE EDUCATION STANDARDS The National Science Education Standards published by the National Research Council in 1996 help us look at science education in a new light Students are no longer merely passive receivers of infor mation recorded on a textbook page or handed down by a teacher The Standards call for students to become active participants in their own learning process with teachers working as facilitators and coaches Newton s Apple s goal is to provide you with sound activities that will supplement your curriculum and help you integrate technology into your classroom The activities have been field tested by a cross section of teachers from around the country Some of the activities are more basic other activities are more challenging We don t expect that every tea
26. and test a vehicle that moves by using the principles of Newton s third law of motion How TO DO IT I Work with a group of classmates and construct a Newton s Slider like the one in the diagram Test it out a few times using the thread release on the rubber band Q Set the slider on a smooth flat surface and mark a starting line with a piece of masking tape Use the ruler to measure how far the slider travels from the start line each time and record it in the data sheet below 3 Place pennies in the film canister to increase the mass Do three trials for each mass and average your results RECORDING YOUR DATA In your science journal set up a data table like the one shown below Distance Mass Trial1 Trial2 Trial3 Average 10 pennies 20 pennies 30 pennies 40 pennies 50 pennies If you have time graph the results WHAT DID You FIND OUT Did the distance the Newton s Slider in crease or decrease in a pattern If so what was the pattern Make a statement that describes the relation ship between the distance the Slider traveled and the mass of the projectile Predict how far the Slider would move with a mass of 8 pennies Try it and test your prediction Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Lift Off What keeps a rocket on track Can you steer a rocket What do fins do for a rocket Why do rockets have fins in the back and n
27. ard This is A common example would be when the car you are an example of Newton s third law of motion for riding in goes around a curve You are thrown over every action there is an equal and opposite reaction to one side or the other because your body wants to 2 Molecules of gas continue moving in a straight line Vast amounts of fuel are necessary and fuel tanks take up most of the space of a rocket What would you say 6 b 7 a 8 b 9 d 10 d Educational materials developed under a grant from the National Science Foundation 9 Multimedia DAPELE Unit Assessment What do you know about Rockets Write the answers in your journal or on a separate piece of paper fen do you think 1 How does a rocket move forward when it is traveling in a vacuum such as outer 4 How isa balloon shooting across a room similar to a rocket engine 5 Newton s first law of motion states that N Q space In the model space shuttle in the video David Heil the engine released bean bags to provide motion What does a real rocket engine throw Why are rockets so large What takes up so much space What s your choice 6 7 When a rocket flies through the air a gas molecules are pushing against the air around the rocket b gas molecules are pushing against inside of the engine of the rocket c gas molecules are pushing against the Earth d gas molecules escape as exhaus
28. at other features besides propulsion do they share with modern rockets Research how rocket cars actually work What can you find out about rocket powered cars and boats What are the record speeds for rocket cars and boats Report your findings to the class Explore how to construct water rockets Search the Internet or find information in the library Build rockets then stage a rocket festival Hold contests for the rocket that flies the highest has the most interesting design etc Educational materials developed under a grant from the National Science Foundation 21 et ROCKET POWER Activity Sheet 3 NAME CLASSPERIOD WHAT YOU RE GOING TO DO You re going to build and test a vehicle that uses a balloon to provide rocket power HOW TO DO IT the back of the car so that the nozzle of the I Use the diagram to help you build your balloon is facing out the back Blow up the racer Trace the outline of a coffee can lid balloon while it s attached to the car and on a piece of cardboard and cut out four pinch the end closed Place the vehicle on a wheels Make sure that the wheel edges are smooth floor and release the balloon The car as smooth and round as possible Punch a should start to roll across the floor under its small hole in the exact center of each wheel own power After a few trials try to maxi mize your car s distance by making modifica Mark a line across the width of the tions Record the modifi
29. cations you make second piece of cardboard about 10 cm from one end Carefully fold the card board along the line and punch a RECORDING small hole through the center of YOUR DATA the small In your science folded Be 52 SS journal record section This 7777777 information hole will be about each design for the balloon Record the distance traveled and any observa tions you have made Draw a diagram of each modification you make to your rocket car Indicate if the modification helped the car or not 3 Use cellophane tape to attach the two straws across the width of the larger section of the folded cardboard The straws must be parallel to each other and at least 20 cm apart Place one shish kebab skewer through each straw to serve as an axle and attach a wheel to each axle You WHAT DID You FIND OUT can also use a tightly wrapped rubber band What factors made a difference in the dis around the end of the axle to secure the tance your team s rocket car traveled wncelson yot cange teni place What modifications could you make that 4 Insert the balloon through the hole at would improve performance How did your team s car perform compared to others in the class What might account for the differences Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use jar A Oa Down to Earth What is gravity Does gravity affect large and small objects in th
30. cher will use every activity You choose the ones you need for your educational objectives Educational materials developed under a grant from the National Science Foundation 3 i ABETE Multimedia Teacher s Guide We suggest you take a few minutes to look through this Teacher s Guide to familiarize yourself with its features Each lesson follows the same format The first page provides an overview of the activity learning objectives a list of materials and a glossary of important terms The next two pages present a lesson plan in three parts ENGAGE EXPLORE and EVALUATE e ENGAGE presents discussion questions to get the students involved in the topic Video clips from the Newton s Apple segment are integrated into this section of the lesson e EXPLORE gives you the information you need to facilitate the student activity e EVALUATE provides questions for the stu dents to think about following the activity Many of the activities in the collection are open ended and provide excellent opportu nities for performance assessment GUIDE ON THE SIDE and Try THs are features that provide classroom management tips for the activity and extension activities 4 Introduction Usna THE CD ROM When you run the Newton s Apple CD ROM you will find a main menu screen that allows you to choose either of the two Newton s Apple topics or the scientist profile Simply click on one of the pictures to bring up
31. ck of the car so that the nozzle of the balloon is facing out the back Blow up the balloon while it s attached to the car and pinch the end closed Place the vehicle on a smooth floor and release the balloon The car should start to roll across the floor under it s own power Students should test the vehicle and make modifications to maximize the car s dis tance They should keep a record of the modifications and the results in performance Evaluate 1 Why does the rocket powered racer start slowly and then speed up as it moves across the floor It takes a great deal of energy to over come the initial inertia but once it starts moving it starts to develop some momentum 2 In this particular vehicle explain how the car is being powered by the air escaping from the balloon The air escaping from the balloon is actually pushing against the balloon itself Since the balloon is attached to the car the car moves with it 3 How would increasing the mass of the car affect its overall perfor mance Why Increasing the mass would give the car more inertia which would mean that it would take longer to get going and prob ably wouldn t go as far Try This Rocket power is not new in the animal kingdom Creatures like the squid and octopus use the principle of rocket propulsion to move around their environments Research animal propulsion and find out how these creatures have used Newton s laws to adapt to their environments Wh
32. e the faster it moves the more speed it has Objectives After completing this activity students will be able to describe the acceleration of falling objects predict acceleration using velocity and distance traveled Time Needed Preparation Approx 10 min Classroom Approx 45 min Materials Each team of students 14 split shot fishing weights 2 lines of monofilament fishing line each about 2 5 meters long cookie sheet or metal pan pliers books to place under the cookie sheet adhesive tape Educational materials developed under a grant from the National Science Foundation 35 i Multimedia Video Clip 4 16 07 to 18 19 David Heil learns first hand that two objects fall at the same speed by solving the classic Monkey and Hunter riddle 2 min 12 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 08 26 09 23 Find out what students already know about rockets As a class discuss the questions posed by Eileen Galindo e If you have deaf students in your class have them place their hands on the cookie sheets to feel the impact of each weight as it hits the surface e In Part Two the ideal ratios for the weights are the first weight 5 cm from cookie sheet the next weight 15 cm from the first weight the third weight 25 cm from the second fourth weight 35 cm from the third fifth weight 45 cm from the fourth the si
33. e CD ROM holdsa wealth of information that you and your students can use to enhance science learning Here s what you ll findon the CD ROM e twofull video segments from Nawton sApple e additional visual resources for each ofthe Newtons Apple topics e background information on each topic e avideo profile ofa living scientist working ina field related to the Newton sApplesegments e an Adobe Acrobat filecontaining the teacher s manual along with student reproducibles e UGather and UPresent software that allows you and your students to create multimedia presentations e QuickTime 3 0 QuickTime 3 Pro and Adobe Acrobat Reader 3 0installers in case you need to update your current software The Newton s Apple Multimedia Collection is designed to be used by a teacher guiding a class of students Because the videos on the CD ROM are intended to be integrated with your instruction you may find it helpful to connect your computer to a projection system or a monitor that is large enough to be viewed by the entire class We have included a videotape of the seg ments so that you can use a VCR if it is more convenient Although the CD ROM was designed for teach ers it can also be used by individu als or cooperative groups With the help of many classroom science teachers the staff at Newton s Apple has developed a set of lessons activities and assessments for each video segment The content and ped
34. e for information concerning system require ments Directions for installing and running the program are also provided there Make sure you have the most current ver sions of QuickTime and Adobe Acrobat Reader installed on your hard drive The installation programs for QuickTime 3 QuickTime Pro and Acrobat Reader 3 0 can be found on the CD ROM Double click on the icons and follow the instructions for installation We recommend installing these applications before running the Newton s Apple Multimedia program Trouble Shooting There are several Read Me files on the CD ROM The information found there covers most of the problems that you might en counter while using the program 6 Introduction INTEGRATING MULTIMEDIA We suggest that you have the CD ROM loaded and the program running before class Select the video and allow it to load The video usually loads within a couple of seconds but we recommend pre loading it to save time All ofthe video segments are captioned in English The captions appear in a box at the bottom of the video window You can choose to play the clips in either English or Spanish by clicking one of the buttons at the bottom right of the screen You can also choose Spanish or English soundtracks for the scientist profile The Resources button provides you with four additional resources There are additional video clips charts graphs slide shows and graphics to help you
35. e front but now at the mouth there s no resistance to the air Based on their knowledge of Newton s third law of motion ask students to explain what provided the action and reaction The air moving out of the balloon was the action the balloon being pushed forward by the air was the reaction Ask the students to think about how the motion of the balloon is similar to the way a rocket works Show Video Clip 3 04 16 to 05 24 Do the students notice anything peculiar about the balloons The red balloon with hydrogen is almost used up while the blue balloon with oxygen is still half full What does this demonstrate When a rocket engine fires it doesn t use the fuel evenly Why is so much fuel needed in the Saturn V to get such a small capsule to lift off The amount of mass that the rocket has with a full load of fuel makes it tough to escape Earth s gravity Why does a rocket first lift off slowly and then start to speed up Due to inertia movement starts slowly and then speeds up Show Video Clip 4 05 28 to 08 11 The segment ends with some fascinating facts about rockets Ask the students to explain how the fire extinguisher powers David s tricycle Gasses from the fire extin guisher pass out of the nozzle in one direction so the extinguisher and cart move in the opposite direction Newton s third law Explain that when we see the rush of gases from a rocket we tend to think there s something happening
36. e horizontal and vertical distance the projectile traveled during each inter val Record the distances in centimeters How TO DO IT Work with a small group of classmates Your teacher will help you set up an apparatus like the one shown in the diagram Plot two graphs for each path a vertical distance graph x time y vertical distance and a horizontal distance graph I x time y horizontal distance WHAT DID You FIND OUT For each path was there any change in the horizontal distance the ball traveled in each time interval For each path was there any change in the vertical distance the ball traveled in each time interval What conclusions can you draw about the relationship between the different trajectories Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 Faster and Faster What is acceleration What determines the acceleration of a falling object Is acceleration constant What is velocity Does velocity affect the acceleration of a falling object Getting Ready Important Terms Overview free fall The motion of a falling body being pulled by the force of gravity Students listen to falling weights and hear how they accelerate By adjusting the distance the weights fall they explore the relationship speed The distance an object travels between distance and acceleration as objects fall toward Earth over a set amount of tim
37. e of 9 8 meters per second for every second they fall If a falling rock were somehow equipped with a speedometer in each succeeding second of the fall its reading would increase by 9 8 meters per second The force of gravity does decrease with distance The farther apart objects are the smaller the force of gravity is between them but it never vanishes com pletely And for very large objects like stars and planets the force of gravity is still strong over great distances For example the sun s gravity keeps Earth in orbit and the sun is 93 million miles away When you see pictures of astronauts floating in an orbiting spacecraft it s tempting to think that they are far enough from the earth that they are totally weightless If there were no gravity out in Earth orbit and beyond then the moon would drift off into space The astronauts are inside a spacecraft orbiting Earth at several thousand miles an hour It is their speed and accelera tion relative to the shuttle that gives them the experience of weightlessness The force of gravity doesn t vanish it s simply canceled out by the motion of the spacecraft When Soviet cosmonaut Oleg Atkov came back to Earth in 1988 after eight months in the space station Salyut 7 he was so weak he had to be carried from his landing craft The physical problems suffered by Atkov were blamed on the weightless environment Our bodies are adapted to Earth s gravity When that gravity is canceled
38. e same way Is there gravity in outer space Are astronauts really weightless Themes and Concepts gravity and weightlessness e acceleration and velocity e the path of a projectile e orbits and orbiting National Science Education Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of motions and forces Content Standard G Students should develop an understanding of the nature of science Activities 1 Falling and Falling approx 20 min prep 60 min class time How does an object orbiting the earth experience weightlessness Are astronauts in orbit truly weightless Students investigate why objects appear to be weightless in free fall by simulating the free fall of an orbiting body in three ways 2 Around and Around approx 30 min prep 75 min class time How does an object stay in orbit around the earth How do the horizontal and vertical components of a projectile s motion affect one another Students simulate the movement of a projectile and investi gate its motion 3 Faster and Faster Approx 30 min prep 45 min class time What is acceleration and velocity What determines the acceleration of a falling object Is acceleration constant Does velocity affect the acceleration of a falling object Students investigate the roles of acceleration and velocity in falling objects Gravity Teacher s Guide
39. e should go through the exact center of the wheel Direct students to be careful in determining the center of the wheel e A small dab of hot melt glue works well to secure the wheels to the axles e If vehicles are not moving in a straight path the axles are not parallel and should be remounted One of the key energy losses in the vehicle is due to friction Have the students evaluate places where friction could be hurting the performance of their vehicles e If time allows you may wish to have students view the entire Newton s Apple video segment on rockets Balloon Sealed All the forces balance 20 Rockets Rockets Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Make copies of Activity Sheet 3 for each student e Gather the necessary materials for the student experiments e Review the Background information on page 8 Engage Approx 10 min Begin by blowing up a balloon Pinch the end closed with your fingers Release the balloon and let it fly around the room Based on their observations ask students to explain what made the balloon fly When the balloon is still sealed all of the forces inside the balloon balance each other and the balloon doesn t move i e the skin of the balloon pushes on the air and the air pushes on the skin of the balloon When you release air out the mouth of the balloon the air is still pushing on the inside of th
40. e there s action rocket engine produces hot gases which provide the there s reaction 1 min 6 sec necessary thrust 1 min 8 sec Video Clip 2 Video Clip 4 02 51 to 04 09 With the help of some bean bags 05 28 to 08 11 Jack Netland points out the large David Heil gets some hands on experience on how a fuel tanks on several model rockets 2 min 43 sec rocket moves 1 min 18 sec Multimedia Resources Button A Button C Video Newton s Apple Science Try It Water Diagram A simple drawing compares how liqui Turbine Students can explore action reaction with fuel and solid fuel rockets function a milk carton filled with water 1 min 30 sec Button B Button D Video NASA footage of several rocket lift offs Diagram A drawing illustrates trajectories an 1 min 23 sec orbits Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the video segment and the Background on the Unit Theme section in this guide The assessment does not require completing all of the activities However students should view the complete Newton s Apple video before doing this assessment The Unit Assessment may be used as a pre or post test There is an additional assessment at the end of each activity Think about it Both release molecules of gas propelling the engine 1 The exhaust leaving the rocket exerts a reaction forward force that causes the rocket to move forw
41. ection of flight and the overall path After a few flights have them modify their rockets with fins cut out of the index card Suggest that they try placing the fins at different locations on the rocket and also try fins of various sizes The object is to create a design that will have the smoothest straight flight After each test flight have the students record their observations and draw a diagram showing the placement of the fins on the rocket Advise students that they should test at least three different design modifications Evaluate 1 How do the fins on the rocket help improve the stability of the flight Air pushes on the sides of the fins and that pressure tends to keep the fins in a straight line 2 What is the best placement for fins on a rocket Toward the tail of the rocket students may have other observations as well 3 What is the purpose of having a nose cone on a rocket and why are rockets streamlined The streamlined shape and nose cone help to cut down on drag or air resistance 4 Once a rocket is in space would the fins help or hurt the flight Explain Neither In space there is no air so the fins have no effect on flight Try This How would changing the weight of the rocket affect its flight Try modifying your rocket by placing bands of tape at different locations on the body Do heavier rockets fly better than light ones After experimenting with straw rockets of different designs have a t
42. h the help of some bean bags David Heil gets some hands on experience on how a rocket moves 1 min 18 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 01 00 01 41 Find out what students already know about rockets As a class discuss the questions posed by Dave Huddleston e Students may have difficulty with the idea that a rocket doesn t push against anything externally Accept students ideas on this and discuss them as part of the activity e Remind students to use care when pounding the nails Follow estab lished classroom safety procedures e Nails should not come through the other side of the board e To minimize the number of variables have the students make sure they start the slider from the exact same position each time and that the rubber band is stretched the same distance each time Students should understand that measure ments have to be consistent for them to make valid observations e Students may graph the relation ship between the number of pennies in the canister and the distance the slider moves Ask them what their results might mean e For best results rubber band should be adjusted up or down so it is in the middle of the canister s center of mass depending on the number of pennies e If time allows you may wish to have students view the entire Newton s Apple video segment on Rockets 12 Rockets
43. he National Science Foundation 29 NEWTON S APPLE Multimedia Activity Sheet 1 NAME FALLING FALLING CLASS PERIOD WHAT YOU RE GOING TO DO You re going to investigate free fall and the concept of weightlessness How TO DO IT I Styrofoam Cup and Colored Water Work with your group With a nail punch a hole through the side of the cup near the bottom Put your finger over the hole and fill the cup with colored water Remove your finger and allow the water to pour into the pail Record your observations in your journal Refill the cup With the cup held over the pail you will release your finger from the hole and drop the cup into the pail at the same time Predict what will happen and write your prediction in your journal Carefully observe the cup and water fall into the pail Record your observations in your journal How did your observation compare to your prediction 2 Tin Can and Washers Work with a team Follow your teacher s direc tions and refer to the diagram when building the device for this activity After the device is con structed hang the washers over the edge of the can The rubber bands should be under some tension You are going to drop the can into the five gallon pail from a height of about 2 meters Predict what will happen then perform the activity Record your observations in your journal Try this several more times and record any differences you may observe How did your
44. he skateboard backward The motion of the arm throwing the ball exerts force on the body On a skateboard you can get it to move even if you don t let go of the ball Now ask the class to predict what will happen when you use a heavier basketball or football The skateboard will move farther because the mass of the larger ball is greater so it takes more muscle force to make it move If you throw a ball that s twice as heavy will the skateboard go twice as far Maybe four times as far Does it depend on how hard you throw it Tell students they are going to explore these questions during this activity Activity 1 Explore Approx 45 minutes Explain that students are going to build a special vehicle to test how changing the mass of a projectile will change the amount of motion The goal is to use a rubber band to push a mass in one direction As a result of this action the device will move in the opposite direction By measuring the distance that the slider moves when different masses are used students will observe the relationship between the mass and the amount of motion Explain how to construct the sliders Have students work in small groups Give each group the materials they will need and a copy of Activity Sheet 1 Have them construct their slider using the diagram on the activity sheet They should begin by pounding in the three nails in the positions shown in the diagram Take a short length of threads and tie them in eq
45. he video must be started with the arrow at the left end of the scroll bar As you play the video you can pause reverse or advance to any part of the video with the scroll bar You can return to the Clips Menu by clicking on the Video button Multimedia Tools The Newton s Apple staff has designed a product that is flexible so that you can use itin many different ways All of the video clips used in the program are available for you to use outside the program You may combine them with other resources to create your own multimedia presentations You will find all the video clips in folders on the CD ROM You may use these clips for classroom use only They may not be repackaged and sold in any form You will also find a folder for UGather and UPresent These two pieces of software were developed by the University of Minnesota They allow you to create and store multimedia presentations All of the information for installing and using the software can be found in the folder There isan Adobe Acrobat file that allows you to read or print the entire user s manual for the software We hope you will use these valuable tools to enhance your teaching Students may also wish to use the software to create presentations or other projects for the class Educational materials developed under a grant from the National Science Foundation 5 Multimedia Technical Information Refer to the notes on the CD ROM cas
46. helming But rockets are nothing new They can be traced back to the first century A D In ancient China bamboo tubes were crammed with crude gunpowder and then thrown into fires to cause explosions at festivals Every so often some of these tubes would shoot out of the fire causing the revelers to dive for cover This sparked the interest of local craftsmen who began making fire arrows the first primitive rockets By 1232 fire arrows were used in warfare between the Chinese and Mongols Several hundred years later Robert Goddard an American inventor achieved the first successful flight with a liquid propellant rocket on March 16 1926 Fueled by liquid oxygen and gasoline the rocket flew for only 2 5 seconds climbed 12 5 meters and landed 56 meters away in a cabbage patch But it was the predecessor of the gigantic Saturn rockets that launched the manned trips to the moon A rocket is essentially a chamber that is filled with a gas under pressure and has a small opening that allows the gas to escape When you inflate a balloon and let it go you re launching a very simple rocket The air under pressure provides the thrust that makes the balloon fly Newton s Third Law of Motion helps us understand why rockets fly It states For every action there is an equal and opposite reaction With the balloon the action is the air under pressure pushing on the inside of the balloon the corresponding reaction is the balloon s motion
47. ill land at regular intervals on the cookie sheet Have them listen to the dropping weights and record their observations Activity 3 Evaluate 1 How did your group determine how to space the weights for the second part of the activity Answers will vary Have groups compare and discuss their experiences 2 If an object has a greater speed does it necessarily have a greater acceleration Explain using examples No speed is a constant relationship between time and distance acceleration is a change in speed 3 Explain why weights increasingly further from the ground land at equal intervals of time Are the higher weights falling faster when they hit the cookie sheet Yes Why Because of gravity falling objects accelerate Try This Observe fly balls in a televised baseball game Which falls to the ground faster a high fly ball or a pop fly If a high fly ball has more velocity going up does it take longer than a pop fly to fall to the ground Adjust a faucet or other source of water so that drops come out at regular intervals Allow the drops to fall a distance of 1meter or more Notice that the drops at the bottom are farther apart than the drops higher up The best way to see this is in a dark room and by shining a stroboscope on the column of drops The stroboscope makes it possible to freeze the motion of the drops and dramatically show the variation in distance between them If you have access to
48. ink about how you might improve the device in this activity to maximize the distance they travel Hold a competition to see which team can get the most distance out of its vehicle Besides the mass is there any other place where the energy can be gained Would doubling up the rubber band help How about stretching it farther Experiment with your ideas View the Newton s Apple Science Try lt Resource Button A on the CD ROM It contains a short video that explores another application of Newton s third law Invent your own action reaction vehicle using devices such as catapults slingshots and springs Have an invention convention to see who can come up with the most unique design using Newton s third law of motion Do some research on the development of rocket engines over time and how the fuels they use have changed What were the first rocket fuels used and what were their limits Are there any new types of rocket propulsion on the horizon Try to make use of Newton s third law in a unique way For example have a skateboard race using only projectiles to power your vehicles Who has a better chance of winning a heavy person or a light one What projectiles provide the best thrust Try it and find out Educational materials developed under a grant from the National Science Foundation 13 HE NEWTONS SLIDER Activity Sheet 1 NAME oo oo CLASS PERIOD WHAT YOU RE GOING TO DO You re going to build
49. ion a straight line forever or until it hit something What would happen if they dropped the same ball in the presence of gravity The same ball would fall toward Earth with an increasing velocity Explain that the path of a projectile is the combination of these two motions forward and downward Explore Approx 60 min Have students work in small groups Explain that they are going to simulate observe and record the motion of a projectile Explain that the projectile is a steel ball that they will release on an inclined plane By rolling balls down a ramp you can actually see the effect of gravity This is how Galileo made his discoveries in the 1600s Have students construct the testing apparatus They should refer to the illustration on the activity sheet Have them test the apparatus to make sure it functions correctly The ball should roll from the chute and curve across the paper Then attach the paper with the carbon paper on the outside facing the blank sheet Tell students to launch the projectile three times from different points on the ruler at least 5 cm apart The launch points result in different launch velocities This will create three projectile paths on the graph paper After students have launched the steel ball from three heights on the ruler have them remove the carbon paper and retrace the paths on the graph paper with a pencil to make them darker Next have them draw a horizontal line across the paper at
50. m A series of pictures demonstrate how a orbit 31 sec dropping elevator can cause weightlessness Answer Key to Unit Assessment The Unit Assessment on the following page covers the basic concepts presented in the Newton s Apple video segment and the overview section in this guide The assessment does not require completing all of the activi ties The Unit Assessment may be used as a pre or post test However students should view the complete Newton s Apple segment on the CD ROM or videotape before doing this assessment There is additional assessment at the end of each activity Think about it 5 It means five times the pull of gravity and makes Air resistance causes friction that decreases accel the astronauts feel five times heavier eration 10 meters per second Answers will vary A feather a sheet of paper and a tissue would be affected by air resistance a bowling ball a rock and a baseball would not be affected significantly Directly above the flare What would you say 6a 7c 8b 93d Educational materials developed under a grant from the National Science Foundation 25 Multimedia DAPELE Unit Assessment What do you know about Gravity Write the answers in your journal or on a separate piece of paper Think about it 1 What is the effect of air on the acceleration of a falling object 2 If you throw a ball straight up with a speed of 10 meters per second how fast will it be moving
51. ncrease in velocity vertical segment 1 2 3 4 5 6 7 8 9 10 increase Ocm 1cm 1 5cm 2 5cm 4cm Next tell students to determine the distance the ball dropped vertically for each time interval Subtract the distance the ball dropped in one interval from the one before it Have students record these values Have students plot two graphs for each path a vertical distance graph x time y vertical distance and a horizontal distance graph x time y horizontal distance Discuss their results as a class Evaluate 1 Compare the distance a ball falls during the first interval after it is dropped with the distance it falls during the last interval It falls farther during the second Why It has accelerated and is falling faster 2 Satellites in close circular orbit fall 4 9 m during each second of orbit How can this be if the satellite does not get closer to the earth The earth falls slopes away from the satellite at exactly the same rate 3 If you stopped an earth satellite dead in its tracks it would simply fall to the earth Why then don t the geostationary communication satellites that hover motionless above the same spot on earth simply crash into the earth They are still moving orbiting the earth at the same rate the earth is rotating Try This Fill a toy water rocket partially with water and then using the combination pump launcher pump air into the rocket along with the water to fire it Using
52. ny this lab might be a good opportunity to use one of these e If time allows you may wish to have students view the entire Newton s Apple video segment on gravity 32 Gravity Gravity Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Gather the necessary materials for the student experiments e Make copies of Activity Sheet 2 for each student e Review the Background information on page 24 Engage Approx 15 min Ask students what a projectile is and to give examples List their suggestions on the board missile bullet a snowball in the air a toy car that rolls off a table Ask what these things have in common Try to elicit that a projectile is an object that is projected forward and follows an arc shaped path as it moves Can an orbiting object be consid ered a projectile Yes Do projectiles follow predictable paths Yes Show Video Clip 3 12 55 to 16 02 Ask students how it s possible for both balls to land at the same time Gravity affects falling objects in the same way Ask students how the object launched horizontally is similar to an orbiting object They both follow the path of a projectile perpendicular to the pull of gravity Discuss the concept of projectiles with the class Have your students imagine Earth without gravity What would happen if they threw a ball straight out in front of them It would continue moving in the same direct
53. om Approx 60 min Materials For each group of students empty 16 oz can 2 rubber bands nail and small hammer masking tape 5 gallon pail an 8 ounce Styrofoam cup food coloring and water 20 Newton spring scale kilogram weight such as an exercise weight or a lump of clay newspaper several heavy metal washers Important Terms gravity One of four natural forces The force of attraction between two or more objects that have mass the force of the Earth s mass on bodies on or near the Earth acceleration The rate of change of velocity expressed as meters per second per second m s velocity A measurement that ex presses both the speed and direction an object is moving Educational materials developed under a grant from the National Science Foundation 27 J Multimedia Video Clip 1 09 24 to 10 26 David Heil and Jack Netland observe the effect of gravity on a container of water in free fall 1 min 2 sec Video Clip 2 11 44 to 12 50 Jack Netland explains an everyday experience of weightlessness a dropping elevator 1 min 6 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 08 26 09 23 Find out what students already know about gravity As a class discuss the questions posed by Eileen Galindo e If a video camera is available it is very helpful to videotape the falling objects for observation in these ac
54. ot on the front How come rockets don t need wings Getting Ready drag lIn rocketry the force of moving Overview ae AEA ae air against the surface of a rocket Students learn how rockets maintain stability in flight Using a model rocket they experiment with the position shape and size fin A device used for deflecting the Ot fine to cee how they attect flight flow of air over the surface of a rocket stability The tendency to fly ina Objectives straight path After completing this activity students will be able to e describe how frictional drag affects the flight of a rocket e explain how fins affect the flight of a rocket Time Needed Preparation 15 minutes Classroom 45 minutes Materials For the teacher e arrow with feathers fletching attached e wooden dowel about 50 mm in diameter and 60 cm long e large cardboard box For each group of students pair of scissors roll of cellophane tape thin plastic drinking straw thick plastic drinking straw should fit snugly over smaller straw 3 x 5 index card Educational materials developed under a grant from the National Science Foundation 15 i Multimedia Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 01 00 01 41 Find out what students already know about rockets As a class discuss the questions posed by Dave Huddleston e Review classroom safety proce
55. power You may wish to show the NASA video clip of rocket launches found at Resource Button B on the CD ROM Hold up a wooden dowel in one hand and an arrow in the other Ask students which will be more stable in flight if they were thrown like darts Clear an area in front of the class and set a cardboard box on a chair for a target From a distance of about three meters 10ft throw the dowel and then the arrow into the box Throw them as if you are throwing a dart Which had the straighter flight How is the arrow similar to the rocket Explore Approx 30 min Tell students they are going to work in small groups to make their own rockets and find out how fins affect the stability of the craft Tell students the thick straw will be the body of the rocket If the straw is the type with an accordion bend in it have students cut the straw at the bend and use the longer piece Have them wrap a piece of cellophane tape around the tip of one end of the straw and crimp it tight so that it forms a nose cone They should blow in the other end of the straw and make sure that no air comes out the taped end Explain that the narrow straw will serve as the launcher By slipping it into the rocket body and blowing the rocket will fly off and across the room Demonstrate how to launch the rocket and advise students of the proper safety precautions Activity 2 Have groups start by testing their rockets with no fins at all They should record the dir
56. pposite direction Students also learn that increasing the mass of a projectile increases the amount of energy and the forward motion of the device Objectives After completing this activity students will be able to e explain how Newton s third law of motion applies to the movement of a rocket e explain the role of mass in controlling a rocket s thrust Time Needed Preparation approximately 20 minutes Classroom approximately 60 minutes Materials For the teacher e skateboard e football softball or handball For each group of students a piece of wood approximately 10 cm x 6 cm x 1 cm three 1 1 2 roofing nails 1 thick rubber band an empty 35mm film canister with a lid scissors 50 pennies masking tape hammer ruler spool of thread Important Terms kinetic energy The energy of a moving object friction The resistance to movement caused by the rubbing of two surfaces mass The amount of matter an object has The greater the mass the heavier an object is potential energy Stored energy that can be released reaction The force which occurs as a result of a direct action Educational materials developed under a grant from the National Science Foundation 11 Multimedia Video Clip 1 01 43 to 02 49 Physics expert Jack Netland demon strates a basic law of physics where there s action there s reaction 1 min 6 sec Video Clip 2 02 51 to 04 09 Wit
57. prediction compare to your observations 3 Spring scale and mass Loosely crumple several sheets of news paper and put them on the bottom of the pail Attach the 1 kg weight to the hook of a 20 Newton spring scale Record the weight regis tered You will be dropping the scale and weight from about 2 meters above the pail Predict what will happen Record your prediction in your journal Now drop the scale and weight from about 2 meters above the pail Carefully observe the weight on the scale as it falls Repeat if neces sary to obtain a good reading Record this information RECORDING YOUR DATA Set up a data table in your journal and record your predictions and observations WHAT DID YOU FIND OUT Explain why the draining water acted as it did in this investigation Explain why the washers acted as they did in this investigation Explain any differences between your predic tions and your observations Compare your results and observations to those of other groups What might account for any differences Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Around and Around What is a projectile What effect does gravity have on a projectile Does gravity affect objects that are orbiting Earth If you were orbiting 200 miles above the surface of Earth and threw a ball straight out in front of you how would it move Getting Read
58. r Jeffrey Nielsen Additional Resources Coordinator Michael Watkins Susan Ahn Sandy Schonning David Yanko Production Managers Lisa Blackstone Erin Rasmussen Producers Steve Flynn Producer Editor Videographer Lesley Goldman Danika Hanson Kim MacDonald Associate Producers Janet Raugust Screen Designer Ben Lang Production Assistant Linda Lory Blixt Field Test Coordinator Michael Johnston Joe Demuth Short Course Facilitators Nick Ghitelman Intern NEBRASKA EDUCATIONAL TELECOMMUNICATIONS John Ansorge Interactive Media Project Manager Andy Frederick Interactive Media Designer Christian Noel Interactive Media Project Designer Kate Ansorge Intern GREAT PLAINS NATIONAL Tom Henderson Jackie Thoelke Diane Miller Diedre Miller Guide Design and Production NATIONAL ADVISORY BOARD Rodger Bybee National Academy of Sciences Richard C Clark Minnesota Department of Education Retired Credits Dave Iverson Imation Enterprises Corporation Vadnais Heights MN Dr Roger Johnson University of Minnesota Dr Mary Male San Jose State University Dr Carolyn Nelson San Jose State University Lori Orum Edison Language Academy Santa Monica CA Janet Walker B E T A School Orlando FL Michael Webb New Visions for Public Schools New York NY SENIOR ADVISORS David Beacom National Geographic Society Dr Judy Diamond University of Nebraska State Museum Dr Fred Finley University
59. rajectory contest Set up a firing range in an open area of the classroom and use either a garbage can or a large ring as the splash down point See what design can make the most accurate landings Research the history of launch vehicles and discover some of the criteria that NASA and Jet Propulsion Lab engi neers use in selecting rocket types for various missions Educational materials developed under a grant from the National Science Foundation 17 aa LIFT OFF Activity Sheet 2 NAME CLASS PERIOD WHAT YOURE GOING TO DO You re going to make soda straw rockets and investigate how fins on a rocket affect its flight How TO DO IT 1 Follow the diagram Make the basic rocket by forming a nose cone out of tape and attaching it to the thicker straw Make sure that the nose cone doesn t let air escape Do not attach fins to the rocket Test the flight of the finless rocket a few times and record your observations Cut out fins from the file card and attach them to the straw rocket body using cellophane tape Draw a sketch of how your rocket and fins look and then test the rocket Record your observations next to the drawing Change the design of your rocket by either moving the fins or trying a new fin design Each time you adjust the design draw a sketch and then test it Be sure to record your observations of the flight RECORDING YOUR DATA In your science journal create a data table N like the one shown
60. re 3 Rocket Power approx 20 min prep 50 min class time What does a rocket engine do to make it move in space With the help of a balloon powered vehicle explore how expanding gases are all that s needed to provide thrust Rockets Teacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities National Air and Space Museum How Things Fly http www nasm edu GALLERIES GAL109 NEWHTF HTF030 HTM A great site on everything from how things orbit to why people can t fly NASA Sites http spacelink nasa gov Instructional Materials Curriculum Support Technology Educator Guides and Activities index html Superb resource Everything every teacher needs to know about rockets and space flight The site features downloadable lesson plans and activities on rockets and space http nssdc gsfc nasa gov about about_wdc a html The web site for the World Data Center for Rockets and Satellites A good source of information on rockets rocket launches and the history of rockets Educational materials developed under a grant from the National Science Foundation 7 l APPLE Multimedia http www lerc nasa gov www k 12 TRC RocketsRocketActivitiesHome html An additional NASA site that has a wealth of classroom activities on rockets
61. rinting Everglades Sewers Infrared Reflection Hearing Human Eye Geothermal Energy Glaciers Nicotine Smiles Greenhouse Effect Ozone Sports Physics Meteors Solar Eclipses Hang Gliders Surfing Phases of the Moon The Sun High Wire Skateboards Spinning Water skiing Individual Packages 49 95 To order by mail To order by phone call toll free Three CD collection 119 45 1 800 228 4630 Four CD collection 159 95 GC inf Fax your order to 1 800 306 2330 EE eee E mail your order to P O Box 80669 gpn unlinfo unl edu Lincoln NE 68501 0669 Order today Distributed by Box 80669 Lincoln Nebraska 68501 800 228 4630
62. t and do nothing to power a rocket When a rocket lifts off which best de scribes its motion a The law of action and reaction b The law of gravity c Bernoulli s principal d None of the above 10 Rockets an object in motion will stay in uniform motion in a straight line unless it s acted upon by an outside force Give an ex ample In the video demonstration with the can non the cannonball represents a the rocket b the fuel of the rocket c the rocket payload d Newton s third law Once a rocket escapes Earth s gravity P g y a the rocket s engines do not work any longer b Newton s third law no longer applies c fuel is no longer needed d None of the above 10 An example of Newton s third law is a pedaling a bicycle b swimming c a gasoline engine d All of the above Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Newton s Slider How does a rocket move Where does it get its thrust What is Newton s third law of motion and how does it apply to a rocket How does the amount of mass relate to the amount of thrust needed to make a rocket lift off Getting Ready Overview Students learn how rockets move and why Newton s third law of motion describes how a rocket flies Students make a sliding device that propels itself forward by launching projectiles in the o
63. tance overall Ask students whether they think a falling object picks up additional speed as it drops toward Earth What makes them think so Ask them for examples that lead them to believe this It is safe to catch a stone dropped from a meter or two but not one dropped from a high building Ask students if they can think of a way that they could demonstrate that an object accelerates when it is in free fall Explain that in free fall gravity is the only force affecting the object and there is no air resistance A classroom experiment cannot be done in the absence of air resistance so students will have to ignore that variable in their experiments Explore Approx 30 min Have the students work in small groups Tell them they are going to explore the acceleration of an object as it falls Part One Have the students attach one end of a fishing line to a cookie sheet with tape Tell them to clamp seven split shot fishing weights onto the line at even intervals 40 cm 16in apart Then place the cookie sheet on books This allows for maximum clatter Direct one student in each group to stand on a chair hold the line up taut directly above the cookie sheet and then drop the end of the line Students listen and record their observations Students should do this several times to verify their observations Part Two Challenge students to construct a second line with a second set of seven weights in such a way that the weights w
64. teach the science content of the unit J ie Ti PRAAT HR aT 3 Brera be amn AT DOAL sl ST DE 3I anm Tom Os nT j ee AH IMATE Resources Menu The other navigation buttons on the left side of the window allow you to go back to the Main Menu or to exit the program ID NEWTON S N dia Blast Off How do rockets get off the ground Do they push against the earth How do rockets move through space How do Newton s laws of motion help us understand rockets Themes and Concepts e motion and forces e Newton s laws of motion e transfer of energy National Science Education Content Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of motions and forces Content Standard B Students should develop an understanding of transfer of energy Content Standard G Students should develop an understanding of the nature of science Activities 1 Newton s Slider approx 20 min prep 60 min class time How do Newton s laws of motion apply to the movement of a rocket Simulate the movement of a rocket to discover how a basic rule of physics works and where a rocket gets its push 2 Lift Offl approx 15 min prep 45 min class time What is the key to keeping a rocket stable Design and construct your own rocket and test its stability Discover how devices like fins help guide a rocket through the atmosphe
65. the launch height They then divide the space from that line to the bottom of paper into 10 equal parts by drawing a series of parallel horizontal lines These represent the horizontal distances the projectiles traveled Students should label these intervals A through Activity 2 Tell the students to divide the longest projectile path into ten equal segments with vertical lines beginning at the launching point These sections represent time intervals Have students label the time intervals 1 through 10 The speed of the projectile doesn t change it goes the same distance in each interval of time For each of the ten intervals have students measure the vertical distance from the launch height to the projectile path for each of the three projectile paths The table for one path might look like this Path One vertical distance verticalsegment 1 2 3 4 5 6 7 8 9 Q distance to path 2cm 3cm 4 5cm 7cm 11cm One table for horizontal distance might look like this Path One horizontal distance vertical segment 1 2 3 4 5 6 7 8 9 10 horizontal distance 2cm 2cm 2cm 2cm 2cm Determine the distance the ball traveled down the ramp for each time interval Subtract the distance the ball falls in one interval from the one before it How far does the ball fall in one interval of time compared to the previous one More or less Is it speeding up or slowing down The table for increases in vertical distance might look like this Path One i
66. the menu for that topic Main Menu Once you have chosen your topic use the navigation buttons down the left side of the screen to choose the information you want to display DOWN To EARTH Topic Menu The Background button brings up a short essay that reviews the basic science concepts of the topic This is the same essay that is in the Teacher s Guide PLAYING THE VIDEO The Video button allows you to choose several different clips from the video seg ment We have selected short video clips to complement active classroom discussions and promote independent thinking and inquiry Each video begins with a short introduction to the subject that asks several questions These introductory clips can spark discussion at the beginning of the lesson The Teacher s Guide for each activity presents specific strategies that will help you engage your students before showing the video Each of the individual clips are used with the lesson plans for the activities The lesson plan identifies which clip to play with each activity Pavie Hen ome jara mnen gamma TERS er ETAPA cba Ps Bc s TEE EDSTSISIM FALL POH N le PLAET JECA I CEE Sar ee ce Cn BIE Pees RAN a ad a a ee meas Devic Her ooo dee ce He Sre nmgr CFF CTE RT Bah Hi eC DHIE J CRED IE Sen ALIH k fare HEIL OR T TEST nm ar rug pma peN HH ce es Bebe Video Menu Once you select a video and it loads you ll see the first frame of the video segment T
67. tivities For best results the camera should tilt and follow the object down rather than remaining stationary The image will be less blurred when replaying in slow motion or freeze frame e The concept of weightlessness is difficult for many people to understand Many students believe gravity doesn t exist in space Allow time to discuss this concept to help students understand it e It may be more convenient to mix a large quantity of colored water in advance of the activity than to have students do it at their desks The colored water can then be distributed to student groups e Colored water can stain clothing Students may wish to wear lab aprons for that portion of the activity e You may wish to prepare cans with the hole in the bottom in advance It may help the activity to go more smoothly It also insures that the holes are centered and not too large e When the washers are attached to the rubber bands in the soup can the rubber bands should have a bit of tension in them Choose the size of rubber band accordingly You may use coins 20 gram masses or other weights to achieve similar results e If time allows you may wish to have students view the entire Newton s Apple video segment on gravity 28 Gravity Gravity Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Gather the necessary materials for the student experiments e Make copies of Activit
68. ual size loops Stu dents can use the film canister as a template for the loops Place the rubber band through a loop of thread and across the two end nails Pull the rubber band back with the thread and loop the thread over the third nail The rubber band should be tightly stretched Place the film canister in front of the rubber band Use the scissors to cut the thread so that the rubber band shoots the canister off the back of the slider Have students measure the distance the slider moves to determine the relationship between the amount of mass and the distance moved To increase the mass of the film canister they add pennies to it beginning with ten pennies and adding ten more pennies with each successive trial Students record the results of the trial Evaluate 1 What makes the slider move across the table when you release the rubber band As the rubber band pushes against the mass the mass also pushes against the rubber band which pushes or pulls on the slider This action reaction pair makes the slider move forward 2 What happens to the distance the slider moves as you increase the amount of mass in the film canister Why The distance should increase because the more mass you push back the greater the reac tion 3 How is the Newton s slider similar to a rocket engine In a rocket engine the mass and velocity of the escaping gases cause the action instead of the rubber band moving the mass Try This Th
69. ve up and down relative to the Earth The body is sensitive to these changes in acceleration and senses them as weight changes 2 Suppose you were going to work ina weightless environment of space How would you have to modify your everyday activities to accommodate your new environment Answers will vary Students should indicate that most tasks would be very different Accommodations would have to be made for virtually every activity from washing dishes to throwing a ball A person could notuse his her weight to their advantage 3 What statement could you make about gravity based on your observations in these three experiments Answers will vary When two objects are falling they tend to fall at the same rate of speed or accelerate relative to one another Objects become weightless during their fall Try This Have a representative from a sky diving club come to your class and speak about free falling and weightlessness Research Galileo s classic experiments with gravity and falling objects Stu dents may want to replicate these experiments for the class Write or e mail NASA see resources and request two items a Mission Highlights for a recent space shuttle flight and a Groundtrack Chart for the same mission Use these two items to list the purpose and accomplishments of a shuttle mission and chart the orbital paths that the shuttle covered Educational materials developed under a grant from t
70. xth weight 55 cm from the fourth and the last weight 65 cm from the sixth Tomake the weights hit the pan in equal intervals they must be positioned on the string the distance they will fall according to the formula d 1 2 g t where g is the acceleration of gravity 32 ft sec Students will hear the same result as long as the position on the string is pro portional to the square of the number of the weight The distances are given here for 5 n with n ranging from 1 to 7 If possible students should experiment with varying lengths of strings and differing relationships If students grasp that objects accelerate in proportion to the square of the elapsed time they will gain a new insight into what speeds falling bodies achieve in only a few seconds Jumping off bridges is very dangerous e If time allows you may wish to have students view the entire Newton s Apple video segment on gravity 36 Gravity Gravity Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the student experiments Make copies of Activity Sheet 3 for each student Review the Background information on page 24 Engage Approx 15 min Show students Video Clip 4 16 07 to 18 19 Ask students what principle this demonstrates Are they falling at the same speed yes the speed of the vertical drop is the same even though one ball goes a greater dis
71. y Overview Students launch a steel ball on an inclined board and observe the path of the ball as it falls in an orbiting motion As the horizontal launching velocity is changed the ball takes different paths that students study and compare The activity stresses the connection between a projectile and an object in orbit Objectives After completing this activity students will be able to e explain the concept of projectile motion e explain the independence of the horizontal and vertical motions of a projectile e discuss the motion of a projectile and relate it to that of an orbiting object Time Needed Preparation Approx 30 min Classroom Approx 75 min Materials For each group of students steel ball approx 2 5 3 0 cm diameter sheet of graph paper masking tape 30 cm x 30 cm board or similar portable flat wood surface metric ruler with groove in the center sheet of carbon paper books for elevating the plane and the ruler Important Terms air resistance tThe frictional force of air against moving objects height of fall The height from which a projectile drops trajectory The curved path or arc that a projectile follows as it moves through space friction A force between surfaces or substances that resists the motion of one object or surface past another Educational materials developed under a grant from the National Science Foundation 31 l APPEL Multimedia Video Clip 3 12 55
72. y Sheet 1 for each student e Review the Background information on page 24 Engage Approx 15 min Everyone has probably seen an astronaut on television in a weightless environment Ask students what they think it would be like to be weightless in orbit around Earth Accept all answers Ask the students what causes weightlessness Accept all answers Show Video Clip 1 09 24 to 10 26 Ask students what happened to the water that was leaking out the bottom of the container It stopped leaking Ask them why the water stopped leaking when the container was dropping Because the container and water were accelerating at the same rate What is weightlessness It is the sensation of falling Tell the students that they have all probably experienced weightlessness at one time or another Ask them if they can think of examples Tell students that they experience weightlessness when they jump off a diving board Explain that when you are on a rapidly falling elevator you experience a weight reduction that will show up ona scale Show Video Clip 2 11 44 to 12 50 Ask students how a falling elevator is similar to an object that is in orbit around Earth Both objects are falling toward Earth Ask them what would happen if you held your keys out in front of you and let go of them while jumping from a high board at a pool Everything would fall at the same speed so the keys would appear to float in front of you Resource Button B on the CD

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