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# Concept Compare Frame: Kepler's (and Newton's Laws) of Planetary Motion

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0.24 MB   |   7 pages

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This concept comparison is between: Kepler's Laws of Planetary Motion, and how they relate to Newton's Laws of Motion and the Law of Universal Gravitation. Bring a calculator!

It covers the following Florida Next Generation Sunshine State Standard Benchmarks: SWBAT
SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions.
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
SC.8.E.5.8 Compare various historical models of the Solar System, including geocentric and heliocentric.
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1 )the Sun on the Earth including seasons and gravitational attraction; AND 2) the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.
SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass.
SC.912.E.5.6 Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other.
SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
SC.912.P.12.4 Describe how the gravitational force between two objects depends on their masses and the distance between them.
LAFS.910.RST.2.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Personally, I use the Concept Comparisons and Frame Routines to figure out what I want to say and how I want to say it to students. It keeps my "Sage on the Stage" time limited to what fits onto 2-3 pages (about 45 minutes of directed class discussion). This product includes the completed routines, and the student guides blanked except for vocabulary, scaffolding questions, and graphics already filled in.
Total Pages
7
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Teaching Duration
50 Minutes

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