Gravity. Earth and Space. Gravity. Background
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- Tyrone Richardson
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1 Background Gravity All of the celestial bodies in the solar system move in predictable patterns known as orbits, and this motion is controlled by gravity. Gravity is a force of attraction between two or more es. Everything that has has gravity. The more you have, the stronger the gravitational pull. For example, Earth has more than the Moon, so its gravitational field is stronger. The Sun, as the most ive object in our solar system, governs the motion of all other bodies in the system by the force of gravity. Bodies of the solar system remain in orbital paths due to a balance between gravitational forces and the constant forward motion of the celestial bodies. The strength of the gravitational attraction not only depends on the of the objects involved but also the distance between the two objects. As the distance between two es increases, the gravitation attraction between them decreases. For example, Earth's gravitation pull on us is strongest when we are standing on its surface compared to if we were located in space, thousands of miles away. The celestial body in our solar system with the most and hence strongest gravitational force is the Sun. Because the Sun is so ive, its gravitational field is able to attract all of the objects within the solar system but due to the great distance, the Sun does not attract objects outside of the solar system. Answer the Background questions in your Student Journal. 1
2 Part I: The Bigger, The Better Gravity is a force of attraction between two or more es. Two things must be considered when thinking about the strength of the force of gravity: The distance between the es that are attracted by gravitational force. The amount of present in the es that are attracted by gravitational force. This activity will demonstrate how increasing or decreasing affects the force of gravity. Procedure: 1. The teacher will divide the class into two groups of equal size. Group A will stand in the designated Group A location and Group B will stand in the designated Group B location as marked on the floor. Groups A and B represent two large es such as two planets of equal. 2. The teacher will select one student to be an object positioned at a location between the two es/planets. This student represents an object such as a Moon. The student will choose which floor marking is the most appropriate location for the object with respect to the effects of gravitational force. 3. Half of the students in Group A will now move to become members of Group B. 4. The student or object/moon will choose a new location appropriate for the change in the es of Group A and Group B. Complete Part I in your Student Journal. 2
3 Part II: Big, Bigger, Biggest The scientific law concerning gravity is named Newton's Universal Law of Gravitation because the law is true for all objects in our universe. Newton concluded that any two objects in the universe exert gravitational attraction on each other in a universal manner: He reasoned that every object in the universe attracts every other object with a force that is directly related to the of the objects and inversely related to the distance between the objects. In other words: (1) Direct relationship: the greater the of the objects, the greater the force of gravity; and, the smaller the of the objects, the smaller the force of gravity. (2) Inverse relationship: the greater the distance between the objects, the smaller the force of gravity; and, the smaller the distance between the objects, the greater the force of gravity. This is true for every object in the universe, not just planets, stars, and moons. Gravitational interaction exists between ALL objects in the universe, even between you and your desk, the person next to you or the computer sitting on the teacher's desk. These gravitational forces are so small they are not noticed as compared to those exerted by ive objects like the Sun or Earth. In Part I, you modeled the direct relationship between increasing and increasing gravitational force. In Part II, the direct relationship of between and gravitational force is explored by ranking celestial objects in our solar system by. Procedure: 1. Look at the Student Reference Sheet: Planet Sizes. 2. Use the comparative sizes for each of the objects to arrange them in an ordered list from largest gravitational force to least gravitational force in your Student Journal. 3. After completing the table, answer the questions in your Student Journal. Complete Part I and Part II in your Student Journal. 3
4 Part III: How Far is Too Far? Background You have explored the gravitational interaction in the direct relationship between and force of gravity and learned that the Universal Law of Gravitation applies to all objects in the universe although some gravitational interaction are so small they are not noticed. It would also be difficult to measure small gravitational interactions. Magnetism, like gravity, has an inverse relationship between distance and force of attraction. Magnets can be used in the classroom to model the force of gravitational attraction. In this experiment, you will test the relationship between distance and the strength of magnetic force to model that of gravitational force. Force Force All objects attract all other objects. The greater the of an object, the greater the attraction. There is a relationship between distance and the strength of the gravitational force. As the distance between objects increases, the strength of attraction between the two objects decreases. Complete Part III of your Student Journal. 4
5 Part IV: Plan Your Investigation You will now develop an investigation to test the relationship between distance and the strength of the force of gravity. Since the force of gravity between two es is difficult to observe in a classroom and magnetic force has the same relationship between distance and strength, you will use magnets to observe magnetic force as a model of the relationship between distance and the strength of gravitational force. Question of Inquiry: With your class and teacher, discuss the Question of Inquiry and list the materials that you will need to conduct your investigation. Safety Precautions There are no special safety concerns in this investigation; however, lab safety rules and procedures should always be followed. Complete Part IV in your Student Journal. 5
6 Part V: Implement Your Investigation Procedure: 1. Take four books of the same size and build two stacks, two books in each stack. 2. Place the stacks 25 cm apart. 3. Take a sturdy piece of cardboard and place it on top of both stacks. To keep the cardboard from moving, secure it with a large rubber band wrapped around the top book and the cardboard. 4. Place a paperclip on top of the cardboard. 5. Take a magnet and hold it under the cardboard and paperclip. 6. Move the magnet along the bottom of the cardboard so that the attracted paperclip also moves along the top of the cardboard. 7. Remove the paperclip and the magnet. 8. Place a second piece of cardboard on top of the first piece of cardboard. Use two binder clips to clip the cardboard in place. 9. Repeat steps 3 through 7 until the paper clip is no longer attracted to the magnet (does not move). 10. Use a ruler to measure the thickness of the cardboard plus the added pieces of cardboard Complete Part V and the Reflections and Conclusions in your Student Journal. 6
7 Technology Connections: Use Video and Image Capture to Increase Your Understanding! Make a video recording of the movement of the paperclip in response to the movement of the magnet. Upload your video to a computer and capture a few specific image frames of the paperclip. Save the images and using an image editor, label the images to demonstrate your understanding of the Universal Law of Gravitation. Instructions 1. Place the paperclip on top of the single layer of cardboard. 2. Set up the camera so that the movement of both the magnet held under the cardboard and the movement of the paperclip on top of the cardboard may be observed. You may have to film from two different positions. 3. Start recording and direct your partner to move a magnet along the underside of the cardboard so that the attracted paperclip also moves. 4. Stop filming. 5. Place a second piece of cardboard on top of the first piece. Repeat steps 1 to Continue adding pieces of cardboard and repeating steps 1 to 4 until the paperclip is no longer attracted to the magnet and does not move. 7. Upload your video to a computer and open it with video editing software. 8. Capture and save the video clips showing each test of the attraction of the paperclip after adding each layer of cardboard. 9. Put a title at the top of each video clip. 10. Write a description underneath each clip to relate your investigation to the Universal Law of Gravitation. Present your findings to your teacher/class. 7
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