ALEX Resources

   View Standards     Standard(s): [SC2015] (5) 6 :

6 ) Construct an explanation from evidence to illustrate that the gravitational force exerted by Earth on objects is directed downward towards the center of Earth.

In this lesson, students will share their background knowledge of gravity and how it affects skydivers. After a brief whole group discussion on gravity, students will work in small groups to explain why the International Space Station does not fall to Earth. Finally, students will create a model helicopter to provide evidence that the gravitational force of earth will cause the helicopter to fall downward toward the center of Earth.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SC2015] (3) 1 :

1 ) Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically.

[SC2015] (3) 3 :

3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).

[SC2015] (4) 1 :

1 ) Use evidence to explain the relationship of the speed of an object to the energy of that object.

[SC2015] (4) 3 :

3 ) Investigate to determine changes in energy resulting from increases or decreases in speed that occur when objects collide.

[SC2015] (5) 6 :

6 ) Construct an explanation from evidence to illustrate that the gravitational force exerted by Earth on objects is directed downward towards the center of Earth.

[SC2015] (5) 7 :

7 ) Design and conduct a test to modify the speed of a falling object due to gravity (e.g., constructing a parachute to keep an attached object from breaking).*

This lesson is adapted from a lesson entitled, "Marble Run", from the NASA Education Guide Amusement Park Physics with a NASA Twist.

Students will explore the effects of force, speed, motion, and gravity in creating a roller coaster track for a marble.

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

   View Standards     Standard(s): [SC2015] (5) 6 :

6 ) Construct an explanation from evidence to illustrate that the gravitational force exerted by Earth on objects is directed downward towards the center of Earth.

We often take the force of gravity for granted, even though Earth's gravity is what keeps each of us from floating off into space! In this lesson, students begin to more fully understand and appreciate the force of gravity. They predict what will happen when a whole apple and half an apple are dropped at the same time from the same height then test their predictions. Next, they observe cannonballs of different masses being dropped out of a tower, and leaking cups being dropped into a bucket. These activities demonstrate that all objects fall at the same rate, regardless of their mass--a concept known as the law of falling bodies. Students then watch a video segment showing a NASA astronaut dropping a feather and a hammer on the Moon. They repeat the activity in the classroom then consider why these objects fall at the same rate on the Moon but not on Earth. Finally, they use what they have just learned to predict what will happen when two balls of the same mass but different volumes--and then two balls of different masses but the same volume--are dropped at the same time from the same height.