Law of Gravity - direct & inverse relations
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Sean Bird
Nov 22, 2009, 12:02:24 AM11/22/09
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Attached is a slightly improved version of what is available at http://education.ti.com/educationportal/downloadcenter/SoftwareDetail.do?website=US&tabId=1&appId=6749
under the Physics Sampler.
I used this file this past week in my physics class along with the student worksheet (and some quick polls that came along just before they utilized the 'self-check' feature of similar questions that were embedded in the tns file).
Since context is so important in the teaching of mathematics, it is possible that algebra teachers would be interested in this document as well. Do you teach direct relations? Mass varies directly with the force. Do you teach inverse relationships? The force F varies inversely with distance r between the center of the two objects. This problem presents a little twist. It is an inverse square law relationship.
Geometry teachers may appreciate that doubling the mass (of the presumable uniform dense planet) does not result in the diameter of the planet doubling. Volume of a sphere is 4/3 pi r^3 and I tried to respect this in a 2D manner when the mass is increased.
If a math teacher does find a use for this I would be quite intrigued to hear about it.
I know scientific notation and exponents comes up in algebra, but actually solving law of gravity problems is a topic in physics that really shows students deficiencies in this area.
G = 6.67 * 10 ^ -11 Nm^2/kg^2
Also using exponential entry with technology is another stumbling block. If the answer says 6.67E-11 they often don't write down the E-11 in their answer or they inappropriately write E when they are talking to humans rather than machines. It is as if it had never come up before in their education. But that is why they have teachers, so we can "introduce" things to them again.
--
Sean Bird
Covenant Christian High School
Indianapolis, IN
Website: http://covenantchristian.org/bird
Psalm 111:2 “Great are the works of the LORD, studied by all who delight in them.”
under the Physics Sampler.
I used this file this past week in my physics class along with the student worksheet (and some quick polls that came along just before they utilized the 'self-check' feature of similar questions that were embedded in the tns file).
Since context is so important in the teaching of mathematics, it is possible that algebra teachers would be interested in this document as well. Do you teach direct relations? Mass varies directly with the force. Do you teach inverse relationships? The force F varies inversely with distance r between the center of the two objects. This problem presents a little twist. It is an inverse square law relationship.
Geometry teachers may appreciate that doubling the mass (of the presumable uniform dense planet) does not result in the diameter of the planet doubling. Volume of a sphere is 4/3 pi r^3 and I tried to respect this in a 2D manner when the mass is increased.
If a math teacher does find a use for this I would be quite intrigued to hear about it.
I know scientific notation and exponents comes up in algebra, but actually solving law of gravity problems is a topic in physics that really shows students deficiencies in this area.
G = 6.67 * 10 ^ -11 Nm^2/kg^2
Also using exponential entry with technology is another stumbling block. If the answer says 6.67E-11 they often don't write down the E-11 in their answer or they inappropriately write E when they are talking to humans rather than machines. It is as if it had never come up before in their education. But that is why they have teachers, so we can "introduce" things to them again.
--
Sean Bird
Covenant Christian High School
Indianapolis, IN
Website: http://covenantchristian.org/bird
Psalm 111:2 “Great are the works of the LORD, studied by all who delight in them.”
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