*ba dum tss*) for students. Each year my students push through the long equations and we go without a lab for about a week. That's pretty unusual in my classes and they can feel the change. If a student asks why we aren't doing a lab I usually reply, "Well I can't haul Jupiter in here to measure it so ...."

Practice problems were always difficult for students, more about living by the Order of Operations (PEMDAS) then actually understanding the problem. Some would take one look at that period of revolution equation and say "No, nuh uh, not gonna make me. Nope."

I tried to make them fun by creating word problems. It wasn't just calculating the Force of Gravity between you and Jupiter, "Let's compare that to the Force of Gravity between you and the doctor that delivered you! Jupiter's gravity doesn't affect you and astrology is bunk!" But still going through problems together wasn't engaging students.

Your birth Mass (kg) | Jupiter & Doctor (kg) | closest distance (m) | Universal Gravitational Constant | Force of Gravity (N) |

4 | 1.90E+27 | 588000000000 | 6.67E-11 | 1.47E-06 |

4 | 100 | 0.1 | 6.67E-11 | 2.67E-06 |

The kids loved it. They probably work through more practice problems than they would have if I had just supplied them with certain ones to do and they were very invested in letting chance choose which they would calculate. A new development this year was that they are so used to checking their answers with me while they whiteboard they wanted to know the "answer." That was harder to do as I walked around the room since there were so many variations. I decided to create and project an answer chart in Excel.

Depending on how your school or district is defining "physics" from the NGSS framework you may or may not be finding yourself teaching more Earth & Space Science. We had our own sort of NGSS Draft among Chemistry, Physics and Biology trying to divide up the Earth & Space Science topics. In my district Physics ended up, rightly so I feel, with HS-ESS1-4:

HS-ESS1-4. | Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.[Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.] |
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HS-PS2-4. | Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] |
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## 1 comment:

This looks great! I'll definitely give this a try when I hit universal gravitation in February!

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