Math: Day 6 & 7 Objectives:
1. Students will discover the differences between the weights of an object on the various planets.Materials:
2. Students will graph their lab results.
3. Students will clearly and creatively represent their data.
4. Students will appreciate the wonder of God’s creational design.1. CalculatorsProcedure:
2. Estimated surface gravity of the moon and planets (Earth = 1)
3. Activity sheet: My Pet’s Weight on Another Planet
4. Butcher paper, or other large paper for student graphs1. Before class, instruct students to find out how much their pet weighs (other options include their own weight or the weight of another object).Assessment:
2. Explain to students that if we were on Mercury, my dog, Frankie, would weigh only 7 pounds (your pet’s weight x .39). Ask students what affect the mass and density of a planet has on that planet’s surface gravity (this question assumes some previous knowledge of mass and density). The greater the mass of an object, the greater the surface gravity will be.
3. Review some concepts about gravity: Gravity is an invisible force that keeps us grounded on Earth. On other planets the strength of gravity’s pull is different because those planets have different sizes, masses, and densities. It is those three factors that determine how strong gravities pull will be. Earth’s surface gravity is considered to be equal to 1.
4. Provide the attached chart for students to predict their pet’s weight (or their own weight) on other planets, calculate their pet’s weight, and find the difference.
5. If students do not have any pets, and are comfortable providing their own weight, either option is acceptable.
6. After calculating their pet’s weight on the various planets, students will be put into groups of two and will begin deciding how to graph their data. The data should be graphed in such a way that the reader can easily determine the weight of each participant on the various planets. Students may choose what type of graph they will create.
7. Encourage students to be creative in their graph making. Their graphs should represent their data clearly and be eye-catching.
8. (If available, this would be a good opportunity to teach students how to graph using Microsoft Excel, or another spreadsheet program.)
9. If time allows, use some of Day 7 to allow students an opportunity to share their graphs with each other. Some of the graphs may be done quite creatively, while still being effective visual representations of data. The students may be eager to share their creations.
10. Encourage discussion on the differences and similarities between the graphs.
11. Post the graphs for all to see!1. Evaluate the accuracy of the procedures used to calculate weights, the accuracy of the results, and the ability of students to round numbers to the nearest tenth or hundredth.
2. Evaluate the clarity and creativity of the graphs.
3. Evaluate how well students worked together (social rubric).
4. Refer to the other four rubrics that assess the goals of this unit.