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ASTRONOMY, PHYSICS AND COMPUTER SCIENCE

2009

NEWTON KEPLER AND THE FALLING MOON

Universal Gravitation

Newtons law of universal gravitationFree fall acceleration and gravitational forceKeplers lawsThe gravitational field

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Newtons Law of Universal Gravitation

Gravitational force is always attractive. It follows an inverse-square law.F1 and F2 are an action-reaction pair.m1 and m2 are attracted to each other with the same force.We can treat spherical mass distributions as if the mass was concentrated in the center of the sphere.

Free Fall Acceleration and Gravitational Force

For an object on the surface of Earth:

For an object at a height h above Earth:

Keplers Three Laws

First Law: Planetary orbits are elliptical with the Sun at one focus.Second Law: A planet sweeps out equal areas in equal times as it orbits the Sun.Third Law: The orbital periods scale with ellipse size such that the period squared is proportional to the semi-major axis length cubed. The square of the orbital period of a planet is directly proportional to the cube of the semi-major axis of its orbit (T,a)

For any two planets:

In the Solar System

Planets (except Mercury) are on an almost circular orbit.

For Earth:

For the solar system planets:

The Gravitational Field

*

Good morning/afternoon ladies and gentleman

FROM NEWTON TO CERNuk.innovativeteachers.com

Assessment and StandardsThis project focuses on enhancing students creativity, innovation, critical thinking, problem solving, communication and collaboration while achieving curriculum objectives. These are innovation skills that students who are prepared for increasingly complex life and work environments should master. People in our century live and work in a technology and media-driven environment, characterized by quick search and access to information, fast changes in tools and methods and the ability to collaborate and make individual contributions on an phenomenal scale. To be effective in our century individuals must be able to exhibit Information and Communications Technology (ICT) literacy. Interdisciplinary work can help students see the crucial connections between bodies of knowledge, and more fluently synthesize different and distinct domains. Click the documents below to see the assessment rubrics and standards cover in this learning project:Assessment Rubrics: Examples of assessment rubrics provided to students showing how the project was assessed.Mapping the Standards: Mapping this projects learning objectives against curriculum standards.National Educational Technology Standards for Students (NETS): Performance indicators for technology-literate students.

Documents

Assessment and Authenticity

The authenticity of the context in which we develop students understandings is crucial to the degree to which those understandings can be applied to new and different situationsa salient difference between simply recounting facts and applying knowledge to new problems. In discussing standards for student work, Sergiovanni refers to the work of Newman, Lopez, and Bryk, which suggests that authentic work involves the original application of knowledge and skills rather than routine use of facts and procedures. It also entails disciplined inquiry into the details of a particular problem and results in a product or presentation that has meaning or value beyond success in school. (Sergiovanni 2001, 91)

For knowledge to be authentic it must have value in some utilitarian, aesthetic or personal way, beyond simply confirming that a school objective has been met. Quizzes, exams, spelling bees may have their place, but the proof of authentic learning is in its relationship to real-world problems and issues; in the ability of students to understand them, to engage them and to offer defensible solutions. (Sergiovanni 2001, 91)

As we develop curriculum for understanding and embed technology within that experience, designing authentic assessment tasks is essential: the proof of authenticity is in its relationship to real-world problems and issues. The Virtual Classroom Tour projects accompanying these guides have been selected because of their authenticity and their relationship to real-world problems and issuesfor example, overcoming prejudice and intolerance in a global society.

Assessment needs to be seen as a continuum of assessment methods, including ongoing assessment and informal assessment, to help students achieve understanding and avoid misunderstanding.

Continuum of Assessment Methods (Wiggins and McTighe 1998, 12)

As the performance task is developed, it is wise to bear in mind the need for a product or presentation that has meaning or value beyond success in school. Wiggins and McTighe suggest that in designing lessons, a teacher needs to think like an assessor, and they acknowledge that this is not a natural or easy process for many teachers. Thinking like an assessor involves considering two basic questions:

Where shall we look to find hallmarks of understanding?

What should we look for in determining and distinguishing degrees of understanding? (Wiggins and McTighe 1998, 67)

As we design performance tasks and assessment criteria for the use of technology, we also need to use at least two distinct criteria to assess quality: the quality of the performances (this would include the technology use) and the quality of the ideas.

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Sergiovanni, T. 2001. Leadership: Whats in It for Schools? London: Routledge Falmer.

Wiggins, G., and J. McTighe. 1998. Understanding by Design. Alexandria, Virginia: ASCD.

Microsoft Innovative TeachersMicrosoft.com/Education/InnovativeTeachers

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Title

Double-click to type notes. Subselect "Title"to edit the title.

Informal Checks for Understanding

Observation/Dialogue

Quiz/Test

Academic Prompt

Performance Task/ Project

Figure 1.3: Continuum of Assessment Methods

Mapping Curriculum Standards

The standards for this project are indicated below.

These standards will assist you in mapping the project against your own state or district standards. You may consider using the following Web sites to help you in this process:

http://edstandards.org/standards.html

http://www.statestandards.com/

You might also like to consider how this project may be used to develop technology standards. A useful framework for reviewing student technology standards is the ISTE NETS project. Use this URL to search the NETS standards:

http://cnets.iste.org/index2.html

When you are mapping activities against standards, it is better to focus on a small collection of critical standards, rather than link activities to a large number of standards, which will broaden the focus and make assessing student work more difficult.

Direct evaluation

The evaluation of the overall activity was made with the following criteria:

Comprehension

Teaching efficiency

Participation

Enthusiasm

Collaboration

Motivation to improve

The results were amazing and show the superiority of this approach.

Students believe that this activity presents:

Combination of technology with learning

Direct and empirical application of their knowledge

Conversion of knowledge to experience and expertise

Dissemination of outcomes and results to the school community

Exit Skills and Assessment

Content

Skills / Objectives

Assessments

Applications of motion of charged particles in magnetic field

Keplers laws of Planetary Motion

Lorenz force

Magnetic field on a current-carrying conductor

Magnetic force on a current loop

Magnetic force on a moving charged particle

Newtons Laws of Motion.

Particle accelerators and detectors

Particle physics

Quarks

Solar System

The Copernican Revolution

Describe how accelerators built, how does they work, and why and where is it used

Draw the lines of magnetic field around current-carrying wire

Explain how astronomers have measured the true size of the solar system.

Explain how is a mass spectrometer built and how does it work

Explain how the observed motions of the planets led to our modern view of a Sun-centered solar system.

Know the biggest accelerators in the world

Know the direction of the particle motion in a magnetic field

Know the formula for magnetic force acting on a charged particle; know the right hand thumb rule;

Know the formula for magnetic force acting on a straight wire

Know the unit of a physical quantity magnetic field

Name basic particles

Shortly describe quarks

Sketch the major contributions of Galileo and Kepler to the development of our understanding of the solar system.

State and apply Keplers laws of planetary motion

State and apply Lorenzs force

State and apply Newtons laws of motion and his law of universal gravitation.

Summarize the orbital and physical properties.

Use the right thumb rule to show the direction of magnetic force acting on a current-carrying loop.

1. Current news articles

2. Journals

3. Power point project presentations

4. Questioning and answering during classroom discussion.

5. Questionnaires

6. Videos

7. Worksheets

NATIONAL STANDARDS

1. Describe the essential ideas

2. Distinguish among the principles

3. Analyze the key ideas

Microsoft Innovative TeachersMicrosoft.com/Education/InnovativeTeachers

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FROM NEWTON TO CERNuk.innovativeteachers.com

HAEF-PSYCHICO COLLEGEhttp://www.haef.gr/

15 Stefanou Delta 154 52 P. Psychico TEL: +30 210 67.98.207-FAX: +30 210 67.56.762 George Diplaris, g_diplar@haef.gr & Dr. Kostas Dimitriou, kdim@haef.gr

Teacher and School Information

*This Virtual Classroom Tour template has been provided so you can develop your own Virtual Classroom Tours. Use the template to record a special learning project that you have found particularly successful in your classroom. Then share the project with other teachers in your school, district or beyond.

Heres how:Follow the prompts on each slide and in the embedded Word documents, in this PowerPoint document, to insert your project information. When you have finished inputting all of the project information that is requested, delete the prompts. Select each one and press the Delete key.

Note: To enter the title of your Virtual Classroom Tour you must select View, Master, Slide Master, and enter it on the slide master. Then click Close Slide Master. This will cause the title to appear on each of the slides.

From the File menu choose Save As and save the document as a PowerPoint Show. (Use the File type: drop-down list to choose PowerPoint Show). You can then distribute the Virtual Classroom Tour.

*Open the Word documents at the bottom of each slide by double clicking the icons. Follow the prompts [in the yellow boxes] for inserting information about your learning project.

*On this slide, embed the student handouts and the resources created for this project. Some examples are a student project overview, Internet and other resources, directions for art projects, or instructions to students for peer editing of projects. To embed the resources, follow these steps:

Have the resource document available.From the Insert menu choose Object.Select Create from File and click Browse.Find the file you want to include and click OK.Select Display as icon and click Change Icon and add a suitable caption.Click OK to add the caption and click OK to embed the file.Position the document icon at the bottom of the slide. You can go to View, Grid and Guides, and click Display Grid on Screen for a grid on which to line up your icons.

*Add any assessment materials you developed for the project to this slide.

Have the resource document available.From the Insert menu choose Object.Select Create from File and click Browse.Find the file you want to include and click OK.Select Display as icon and click Change Icon and add a suitable caption.Click OK to add the caption and click OK to embed the file.Position the document icon at the bottom of the slide. You can go to View, Grid and Guides, and click Display Grid on Screen for a grid on which to line up your icons.

To include the Standards targeted through your learning project, open the Mapping the Standards document and then add your own standards at the bottom of the document. Links are included to help you search for local curriculum and technology standards.

*Use these resources for assistance in working with and learning more about Microsoft Office applications.