Grade 12 · Week 09 · U2
Essential question: How can the same gravitational interaction explain falling and orbiting?
Five deep lessons, two offline gravitational laboratories, printable data, interactive games, teacher notes and randomized open-book practice. The original journal continues below.
Astronauts in orbit are continuously falling without hitting Earth.
Build an initial model and explanation for: How can the same gravitational interaction explain falling and orbiting?
Record observations, questions, an initial model, and one claim that could be tested. Use these concepts where relevant: gravity; field; inverse square; orbit; centripetal.
Study and explain the week's core ideas: gravity; field; inverse square; orbit; centripetal
NGSS orbit modeling and open gravitation text.
Revise Monday's model. Add two evidence-backed annotations and explain one limitation or uncertainty.
Use proportional gravity/orbit models; Extended pathway algebra.
Show units, setup, calculation or graph reasoning, then write what the quantitative evidence can and cannot establish about: How can the same gravitational interaction explain falling and orbiting?
Orbital simulation and inverse-square data analysis.
Use the course safety charter. If supervision, facilities, materials, or conditions are not appropriate, use the supplied-data/simulation alternative rather than improvising hazardous procedures.
Record variables or design constraints, procedure/model, observations/data, and one revision you would make after reviewing the evidence.
Answer the essential question: How can the same gravitational interaction explain falling and orbiting?
Submit a claim, at least two specific pieces of evidence, reasoning that connects them, one limitation/counterclaim, and a correction note for any essential concept below 80%.
Select one artifact from this week and explain why it is trustworthy evidence of growth.