PEER: Gravitation

Gravitational Force and Acceleration - Falling Objects and Energy
Circular Motion - Projectiles - Gravitational Force, Distance, and Mass
The Normal Force - Strength of the Friction Force

Literacy / Driving Question Board Connections

Nonfiction Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Multilingual Learner Language Expectations

Citizen Science Opportunities

Unit Storyline

Before students even begin to engage with concepts of gravitation, they explore the phenomenon of the 2018 mission to Mars, InSight. Students engage with several different videos with the goal of piquing their curiosity and excitement and introducing them to the complexity of space missions. Students look into previous Mars missions by evaluating an infographic that communicates various details about different missions, including their success rates. All of this serves to lay the foundation for the application of the physics concepts from Chapter G to ideas related to planning, executing, or studying missions to Mars.

Phenomenon

What does it take to land on Mars?

Unit Standards

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

HS-PS2-1: Newton's Second Law of Motion

Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (Cause and Effect)

Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.

Boundary Statement: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.

HS-PS2-4: Gravitational and Electrostatic Forces Between Objects

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. (Patterns)

Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.

Boundary Statement: Assessment is limited to systems with two objects.

HS-PS2-5: Electric Current and Magnetic Fields

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (Cause and Effect)

Clarification Statement: none

Boundary Statement: Assessment is limited to designing and conducting investigations with provided materials and tools.

HS-PS3-1: Energy Change in Components of a System

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (Systems and System Models)

Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.

Boundary Statement: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.

HS-PS3-2: Macroscopic Energy Due to Particle Position and Motion

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). (Energy and Matter)

Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.

Boundary Statement: none

HS-PS3-5: Energy Change Due to Interacting Fields

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (Cause and Effect)

Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.

Boundary Statement: Assessment is limited to systems containing two objects.

Crosscutting Concepts To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. Using Thinking Maps in Science

Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?

Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?

Systems and System Models

Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?

Energy and Matter

Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?

Anchor Phenomenon

PEER Anchoring Phenomena & Storylines

PEER Unit Maps

Phenomenon What does it take to land on Mars?

Before students begin engaging with concepts of gravitation, they explore the phenomenon of the 2018 mission to Mars, InSight. Several videos are provided that can help students begin to see the complexity and excitement of planning a mission to Mars. Students then look into previous Mars missions. All of this serves to lay the foundation for the application of the physics concepts from Chapter G to ideas related to planning, executing, or studying missions to Mars.

Full Phenomenon Overview

Local Colorado Phenomenon & Career Connections

Local Colorado Phenomena Connections

Here are a few Colorado phenomena that you can use to address the concept of gravity in your physics class:

Pikes Peak: Discuss how gravitational potential energy changes as one ascends or descends the peak. This can also lead to discussions about the effect of altitude on gravity.

Royal Gorge Bridge: Utilize the height of this bridge to explore free-fall motion and gravitational acceleration. A potential experiment could involve calculating the time it would take for an object to fall from the bridge.

Flatirons in Boulder: Use the steep slopes to talk about gravitational force components on inclined planes. This can also tie into friction and motion along slopes.

Great Sand Dunes National Park: Discuss the movement of sand dunes and how gravity, wind, and other forces interact to shape the landscape.

Garden of the Gods: Investigate how gravity affects rock formations and stability. This can be connected to geological processes and erosion.

These examples allow students to relate theoretical concepts to real-world locations, enhancing their understanding of gravity.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

To connect your students with Colorado-based careers in the field of gravity, consider these options:

University of Colorado Boulder: Known for its strong physics program, particularly in gravitational research. Reach out to faculty members or research labs for guest speakers or partnerships.

National Institute of Standards and Technology (NIST): Located in Boulder, NIST conducts research in physics, including gravitational measurements.

Lockheed Martin Space: Engages in projects related to space and gravity. They have offices in Colorado and might offer internships or tours.

Ball Aerospace: Also based in Boulder, they work on projects involving satellite technology and space exploration.

NASA's Jet Propulsion Laboratory (JPL): Although not directly in Colorado, they often collaborate with local institutions and might offer virtual engagements.

Colorado Space Coalition: Connects various aerospace and space-related companies in Colorado. They might help facilitate career connections.

Consider reaching out to these organizations to explore guest lectures, internships, or mentorship opportunities for your students.

Hands On, Minds On Connections

Hands-On Labs / Lab Safety

PASCO

St Vrain Science Center

Simulations

GIZMOS

Gizmos in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos