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National Aeronautics and Space Administration

Digital Learning Network

**Event Title:** Falling for Galileo

**Length:** 60 minutes

**Grade Level(s):** 5--12

**Focus Questions:** What is Galileo\'s law for falling objects? Under
what conditions does this law apply? What is the effect of aerodynamic
forces on falling objects? What is the terminal velocity of a falling
object?

**Description:** Students are taught Galileo\'s law of falling objects:
All objects fall at the same rate in a vacuum. Because vacuums are hard
to produce, this is difficult to demonstrate in a classroom. The
"Falling for Galileo" event includes a movie clip from Apollo 15
(http://www.grc.nasa.gov/WWW/K-12/airplane/apo15g.mov) that demonstrates
Galileo's law of falling objects on the Moon. Earth-bound experiments
(including the hypothetical cannonball drop from the Tower of Pisa) deal
with air resistance, which provides an interesting application of
Newton\'s First Law of Motion: All objects fall at a constant terminal
velocity that depends on their weight and shape.

The event demonstrates real world applications of math and physics
principles as applied to falling objects. It shows participants why they
learn scientific notation, trigonometry, geometry, algebra, vectors, and
Newton\'s Laws of Motion. Presentations are prepared in collaboration
with the requesting teacher to re-enforce topics taught in the
classroom.

**Instructional Objectives:**

-   Students will demonstrate an understanding of Galileo\'s law for
    falling objects and its application by creating and explaining an
    experiment that will show Galileo's law of falling objects.

-   Students will demonstrate an understanding of terminal velocity and
    the effects of aerodynamic drag by creating and explaining an
    experiment that will show the effects of adding drag to a falling
    object.

**Pre-Conference Activities:**

**Grades 5--8: Complete "**Free Falling," Texas Space Grant Consortium
(http://www.csr.utexas.edu/grace/education/activities/pdf/FreeFalling.pdf)

**Grades 9--12:** Complete "The Way Things Fall," NASA Goddard
(http://pwg.gsfc.nasa.gov/stargaze/Lfall.htm).

Advanced consultation with the presenter is required in order to tailor
the event to your specific needs.

**Background Information:** Participants should become familiar with the
"Beginner\'s Guide to Aerodynamics"
(http://www.grc.nasa.gov/WWW/K-12/airplane/bga.html) and the specific
group of Web pages related to falling objects as described in the
"Aerodynamic Index"
(http://www.grc.nasa.gov/WWW/K-12/airplane/short.html). Begin with
(http://www.grc.nasa.gov/WWW/K-12/airplane/newton1a.html) Newton\'s
First Law and follow the "Falling Objects" guided tour at the bottom of
the page.

**Videoconference Activities:** The event includes interaction with NASA
scientist Tom Benson
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/benson.html).

**Post-Conference Activities:**

**Grades 5--8: Complete "**Free Falling," *NASAExplores*
(http://www.nasaexplores.com/show_58_teacher_st.php?id=030108125814)

**Grades 9--12:** Complete "Falling Objects," Learner.org
(http://www.learner.org/channel/courses/teachingmath/grades9_12/session_06/section_04_b.html)

**National Standards:**

**[Science Standards]{.underline}**

**Science as Inquiry**

Understanding about scientific inquiry (5­--12)

**Physical Science**

Motions and forces (5--12)

**History and Nature of Science**

Historical perspectives (5--12)

**[Math Standards]{.underline}**

**Numbers** **and** **Operations**

Compute fluently and make reasonable estimates

**Algebra**

Understand patterns, relations, and functions

Represent and analyze mathematical situations and structures using
algebraic symbols **Measurement**

Apply appropriate techniques, tools, and formulas to determine
measurements

**Problem** **Solving**

Apply and adapt a variety of appropriate strategies to solve problems

**Reasoning** **And** **Proof**

Make and investigate mathematical conjectures

Select and use various types of reasoning and methods of proof

**Connections**

Recognize and apply mathematics in contexts outside of mathematics

**Lesson Plan/Activities URL:**
http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/fallingalileo.htm

**Office of Education**

**Interim Approval**

**Self-Compliance Checklist**

Submitter Name: Ruth Petersen

Submitter Phone: 216--433--9714

Submitter Email: ruth.petersen@grc.nasa.gov\
Product Name: Digital Learning Network Event called Falling for Galileo

**[Received approval through the CMR process]{.underline}**

Education Material has received concept approval by the Communications
Materials Review (CMR) Process.

-   Yes

> []{.mark}No

**[A. Quality and Appropriateness]{.underline}**

*The product has a clear educational purpose, uses effective
instructional practices and is appropriate for the intended audience.*

> []{.mark}Materials emphasize effective instructional practices

-   Active student participation

-   Students revise prior knowledge and draw connections between prior
    knowledge and new concepts

-   Process skills are used to develop scientific inquiry

> []{.mark}Appropriate, Complete, and Effectively Presented for Targeted
> Audience

-   Information is appropriate for intended audience

-   Material is engaging, stimulating, and/or entertaining

-   Provides real-world applications of NASA science

-   Effectively and well written

-   Includes resources and safety information

> []{.mark}Materials meet science, geography, mathematics or technology
> education standards

-   Content is aligned to National standards in the appropriate field(s)

-   Identifies only standards that are the focus of the material

-   Content and standards match

**[B. Partnerships/Sustainability]{.underline}**

*Products achieve high leverage and/or sustainability through intrinsic
design or the involvement of appropriate local, regional, and/or
national partners in their design, development, and dissemination.*

> []{.mark} The materials took advantage of appropriate partnerships
> within and/or outside of NASA.

-   Partners and their contribution are clearly identified.

-   Effectively leverages off of other partners, within and outside of
    NASA.

-   Replicable in educational settings.

> []{.mark}The projected shelf life is appropriately defined and the
> product is sustainable beyond initial NASA funding.

-   What is the suggested shelf life?
    \_\_\_[12/25/2011]{.underline}\_\_\_\_

**[C. Evaluation/Assessment]{.underline}**

*Appropriate evaluation tools have been designed and contain all
necessary information*[.]{.underline}

> []{.mark}Materials present opportunities to develop fundamental
> understandings of key scientific concepts, principles, theories, and
> laws.

-   Encourage development of scientific perspective

-   Develops an understanding of science as a human endeavor

-   Develops student understanding of issues facing society

-   Develops an understanding of science and technology

-   Provides opportunities to nurture scientific reasoning

-   Promotes fundamental understandings within NASA content disciplines.

> []{.mark}Materials promote student assessment.

-   Complete and appropriate assessments provided.

-   Assesses students prior knowledge

-   Assessment is correlated with learning objectives.

**[D. Content]{.underline}**

*Products reflect scientific process and make direct use of NASA
content, people or facilities "As only NASA can."*

> []{.mark} Information presented is accurate.

-   Technically accurate and up to date

-   Does not perpetuate misconceptions

-   Instructions/explanations are understandable by intended audience.

-   Good/relevant references provided

> []{.mark}The product is based on scientific and technical activities,
> and education goals and objectives that demonstrate scientific
> research "As only NASA can."

-   Uses NASA-unique content

-   Makes connections between NASA content and educational concepts.

-   Supports NASA Education Goals and Objectives to inspire and motivate
    students to pursue STEM careers relevant to NASA

**[E. Pipeline]{.underline}**

*Products make a demonstrable contribution to attracting diverse
populations to careers in science, technology, engineering, and
mathematics (STEM).*

> []{.mark}Provides information on science, technology, engineering, and
> mathematics (STEM) careers.

-   Engages students in activities that promote STEM subjects or careers

-   Provides career information

-   Designed for diverse populations

**[F. Diversity]{.underline}**

*Products contribute to the involvement, broad understanding, and/or
training of underserved and/or underutilized groups in science and
technology.*

> []{.mark}Conformance with Federal Regulations

-   Web sites, videos, software, CD-ROMs, images, and animations meet
    508 requirements

-   Conformance with Children\'s On-line Privacy Protection Act (COPPA)

> []{.mark}Customer Focused/ Diversity

-   Meets a need of the intended audience

-   Reached diverse audience

**[G. Design]{.underline}**

*Products utilize effective design features according to their format,
content, and intended audience.*

> []{.mark}The medium chosen is appropriate for the content presented

-   Visually attractive and maintains a consistent format

-   Engaging and easily conveys information

-   The design supports the content

> []{.mark}The resource is easy to use and free from technical
> difficulties.

-   [Non-technology based]{.underline}:

    -   Effective and stimulating design

    -   Language is appropriate for intended audience

    -   Visuals and audio/music are appropriate, clear, and support the
        content

    -   Provides ample space for written answers

    -   Typeface is legible

    -   Titles and headings are clear and appropriate

-   [Technology-based]{.underline}:

    -   Interface is easy to use

    -   Instructions are appropriate and clear

    -   User-friendly, free from technical difficulties

    -   On-line help is available where appropriate

    -   Specifies technical requirements

> []{.mark}Materials appropriately and effectively integrate learning
> technologies.