Jodrell Bank Discovery Centre Big Science: Big Telescopes

www.jodrellbank.net
Gravity: Lesson Plans
A series of 2-3 lessons on the nature of gravity for Key Stage 3 pupils.

This lesson plan has been developed by the Jodrell Bank Discovery Centre as part of the Science and
Technology Facilities Council’s (STFC) Science and Society Large Award project Big Science: Big
Telescopes.

This lesson plan is free for teachers to download and share.

This lesson/series of lessons is designed to excite and inspire pupils by engaging them with examples
of the ‘Big Science’ carried out with the ‘Big Telescopes’ funded by STFC, whilst also teaching key
points from the KS3 2014 Science National Curriculum.

Some of the Big Telescopes with funding from STFC include the VLT (Very Large Telescope), ALMA
(Atacama Large Millimetre/sub-millimetre Array), e-MERLIN (the UK's facility for high resolution
radio astronomy observations), E-ELT (European Extremely Large Telescope) and SKA (Square
Kilometre Array).

The Lovell telescope at Jodrell Bank, part of e-MERLIN.

Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net

Table of Contents
Introduction 3
Lesson Plan Part 1: Gravity on Earth 4
Lesson Plan Part 2: Big Telescopes 9
Lesson Plan Part 3: Gravity in Space 13
Practical Activity 1 17
Practical Activity 2 19
Answers to the Mass and Weight Worksheet 21
Answers to the Part 1 Review 22
Answers to the Part 3 Review 22
Additional Resources 23
Use of Images 23
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Introduction
Gravity is one of the four fundamental forces in the universe. The force of gravity was first described
mathematically by Sir Isaac Newton in 1687. His theory described how objects feeling the force of
gravity behaved, but Newton could not explain gravity’s origins. This came in 1916, when Albert
Einstein published his theory of General Relativity, which described gravity as the result of mass
curving space-time around it.

Through observations made by Big Telescopes, our understanding of gravity is tested. These
observations include examining how objects like planets and stars move in space and the way light
bends around massive objects like galaxies. This is still an open area of research as there are many
mysteries remaining in the universe. The answers to some of these mysteries may force us to update
our current ideas of gravity.

These lesson plans are presented in three sections: Gravity on Earth, Big Telescopes and Gravity in
Space. Depending on the length of lessons in your school these could be delivered as a single lesson,
or split into a series of two or three separate lessons.

Within this lesson/series of lessons your pupils will learn about the classical force of gravity, put
forward by Newton. They will learn the difference between mass and weight, the equation that
relates the two and perform an investigation into the strength of gravity on Earth. Pupils will then
use a 3D model of gravity, similar to the model of General Relativity put forward by Einstein, to
better imagine the force of gravity and its effects.

All pupil materials are provided, including suggestions on how these could be differentiated for
different abilities. At the end of sections one and three there are review questions that assess the
learning objectives of those sections.

An artist’s impression, using real data from the European VLT telescope, of the stars which orbit the supermassive black-
hole at the centre of the Milky Way galaxy and the cloud of gas which is falling into it.

Part 1: Gravity on Earth

Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Learning Objectives

 Comprehend the terms mass and weight

All  Use the formula weight = mass x gravity
 Run a scientific investigation, taking repeat readings to collect meaningful results
 Identify anomalous data to generate more accurate results
Most  Compare everyday evidence with evidence from the Moon to conclude air
resistance prevents objects falling at the same rate
 Rearrange the formula weight = mass x gravity
Some  Analyse data to conclude that objects fall at the same rate regardless of mass
(depending on choice of practical activity)

Suggested timeline of activities (times dependent on group)

Time & Activity Sli

Teaching notes Differentiation
Activity details de
 Part 1 focuses on our experience of
Introduce gravity on Earth and includes a practical
topic, investigation to measure the strength of
0-3
structure of gravity on Earth.
mins 1
lesson and  Part 2 describes how Big Telescopes are
& N/A
lesson used to collect data about objects in
Introdu 2
objectives space.
ction
(if  Part 3 uses a model to investigate how
required). gravity behaves over large distances
between planets and stars.
Use the hyperlink on the slide to be taken to
the official video on YouTube.

Watch Felix Felix Baumgartner is an Austrian skydiver.

3-8
Baumgartne On 14th October 2012, he set the world
mins
r’s record record for skydiving by falling from 39
3 N/A
breaking kilometres (24 miles) above the Earth’s
Part 1:
jump in surface. On his descent he reached an
Starter
2012. estimated speed of 1,357.64 km/h (843.6
mph), or Mach 1.25. He became the first
person to break the sound barrier without
vehicular power.
Newton developed the first mathematical
Introduce
description of the force of gravity. Newton
Newton’s
8-10 said that he started thinking about gravity
theory of
mins after watching an apple fall from a tree (it
gravity and
did not actually hit him on the head, as it is
set the
Introdu often claimed!). After much work he realised
lesson in 4 N/A
ce it was the same force that was holding the
historical
Newton Moon in orbit around the Earth. His theory
context.
and perfectly described the force between the
mass Earth and Moon and how they moved.
Define the
term mass.
NB: Newton did not discover gravity; this is
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
a common misconception. He was the first
to realise that gravity extended out into
space; that it was gravity which kept the
Moon in orbit around the Earth and the
planets in orbit around the Sun. Previous to
this, it was thought to perhaps be a
magnetic force.
Newton realised that any object which has
mass produces a force of gravity and
attracts other objects with mass. The size of
that force increase as the object’s mass
5 increases. N/A

Mass refers to the amount of matter an

object is made from. Mass is measured in
grams and kilograms.
Pupils could vote on
their choices using
voting cards, or
Present pupils with the image of the dog
mini-whiteboards.
(there is no reason for it to be a dog, I just
For higher achieving
like dogs). Ask them to choose the force
10-12 pupils the options
acting on the dog (represented by a force
mins Assess could be deleted
arrow), and then name the force. Most
pupils' prior and pupils could
6 pupils would probably name the force as
Introdu knowledge draw their answer
‘gravity’. This answer would be accepted in
ce of weight. on the board, if
most KS3 tests; however the correct name
weight using an IWB.
for the force is ‘weight’. This activity
Alternatively side 6
requires pupils to have a prior knowledge of
could be printed out
representing forces with force arrows.
for pupils, to answer
individually or in
pairs/groups.

Peer support could

Summarise the difference between the
Summarise be used for pupils
terms mass and weight using the table and
12-14 the who are struggling.
introduce the equation which relates the
mins difference Pupils could be
two.
between 7 asked to consider
Some pupils often struggle to understand
Summar the terms situations where
‘mass’ and the difference from ‘weight’,
y mass and weight would be
since the terms are used in everyday life
weight. different, but mass
interchangeably.
the same.
Assess See the accompanying document ‘Mass and The questions
14-20
pupils Weight Worksheet’. The questions require supplied become
mins
understandi N/ pupils to use the formula W=mg. The Earth gradually harder.
ng of mass A is not used as an example on this worksheet, Select and use the
Questio
and weight, since measuring the strength of gravity on questions suitable
ns
by using the Earth is the objective of the following for your group.
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
practical activity. For the answers go to
equation. Answers to the Mass and Weight
worksheet.
Pupils could be
placed in mixed
ability groups, for
peer support.
Alternatively,
20-32 Practical
different groups
mins investigatio See section Practical activity 1 for more could complete
n measuring information about the various practical
8 different
Practica the strength activities available at this point. experiments based
l activity of gravity
on their
1 on Earth.
achievement. Pupils
could then compare
to see if different
methods gave the
same results.
32-36 Pupils could decide
mins within groups which
Depending on which practical activity your
Pupils are the anomalous
pupils have followed, they may need to
Determi identify and readings.
identify and delete anomalous readings.
ne delete 9 Alternatively pupils
This will be especially important if they have
anomal anomalous could take copies of
completed a data logging or freefall timing
ous readings. the results and
activity.
reading analyse them
s individually.

Pupils bring together their results, to form If you have

a class average. The first three questions completed a freefall
on slide 10 provide pupils with a structure practical and used
Pupils to evaluate their results and their differing masses of
36-40
review methodology. similar sizes, some
mins
their higher achieving
findings 10 The fourth question has been specifically pupils may be able
Reflect
and included if you have completed a freefall to recognise that
on
methodolo practical and have used differing masses of acceleration of fall is
practical
gy. similar sizes. In this case, acceleration independent of
results should be independent of mass mass (depending on
(depending on quality of results) and some the quality of pupils’
pupils may be able to discern this. results).
40-42 If pupils concluded that freefall Pupils could vote on
mins Test prior acceleration is independent of mass in the the correct answer,
knowledge above practical, this can be linked to the maybe using voting
Consider of 11 activity below. cards, or mini-
a popular misconcep whiteboards.
misconce tion. Ask pupils to consider a hammer and a Higher achieving
ption: feather. Which one has the largest weight pupils could be
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
force? Which one will hit the ground first
that
when dropped?
heavy asked to explain
Why?
objects why the hammer
fall falls to Earth
The hammer will have the largest weight
quicker quicker, to better
(shown by the larger force arrow). On
than assess prior
Earth, the hammer will fall to the ground
lighter knowledge.
quickest, but this is not because it is
objects
heavier.
In 1971, during the Apollo 15 mission on the
Moon, Commander David Scott dropped a
1.3 kilogram hammer and a 3 gram feather Pupils could be
from the same height. asked to predict
what will happen.
Show
Click the link to watch this video on YouTube. Higher achieving
evidence
42-46 The quality is not great due to the 1970s pupils could be
contradic 1
mins recording technology. Hopefully it can be asked to rationalise
ting 2
seen that both objects hit the Moon’s surface their choice, lower
misconce
Address at the same time. achieving pupils
ption.
misconc could vote on a
eption It’s possible to complete this as a number of multiple
that demonstration in the classroom, with a choice options.
heavy ‘guinea and feather tube’ and a vacuum
objects pump1.
fall Some pupils may be
Ask pupils to re-evaluate everyday
quicker able to answer this
experience, with new understanding.
than Pupils re- question directly.
lighter examine Others may require
The only reason that a feather falls slower
objects evidence further support,
1 than a hammer on the Earth is that air
based on such as a list of
3 resistance has much more of an effect on the
new differences between
feather. The Moon on the other hand is a
knowledg the Moon and
vacuum. Since it has no atmosphere, there is
e. Earth. Pupils could
no air resistance slowing the feather’s
answer in groups, or
descent.
think-pair-share.
Assess To assess the learning objectives of part 1,
46-50 Pupils could peer
whether pupils can answer the six questions presented
mins assess their answers
learning 1 on slide 14.
and suggest
objectives 4
Review improvements
have been See Answers to the Part 1 Review for the
of Part 1 where necessary.
met. answers.

Part 2: Big Telescopes

Learning Objectives

1
An example of this experiment being done can be found at https://www.youtube.com/watch?
v=clom4DdnFfM
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
 Set 'Part 3: Gravity in Space' in a real-world, global context
All  Understand that science is ongoing and new scientific projects are underway
 Inspire pupils with the scale and scope of scientific enquiry
 Comprehend that visible light is not the only sort of wave that travels through space
Most
and that other waves show different things
Some  List the advantages of building big telescopes

Suggested timeline of activities (times dependent on group)

Time & Activity Sli Differentiati
Teaching notes
Activity details de on
Introduce
idea that
astronome
In order for astronomers to study gravity in space,
1.2 mins rs need to
they need to make observations of planets and
collect
15 stars with telescopes. N/A
Introduc data.
e Part 2 Introduce
But why do astronomers need to study gravity?
learning
objectives
if required.
Introduce There is still a lot we don’t know about gravity in
concept space. For example, we don’t know if our current
that theories of gravity are completely correct, or what
2-4 mins
science happens when gravity is very strong, or very weak 2.
research is
Current 16 N/A
ongoing Looking at the effects of gravity can also tell us
gravity
and there about the universe and help us answer questions,
research
is still a lot such as, “What is Dark Matter?” We need
we don’t telescopes to look into space to answer these
know. questions (and many more!).
Telescopes can be thought of as giant eyes which For higher
have been built to collect more light and see achieving
objects better. pupils, this
could be
Introduce This is the VLT (Very Large Telescope) and a picture extended
VLT (Very of the Sombrero Galaxy taken by it. into a
4-6 mins
Large research
Telescope) It is owned and run by ESO (the European Southern task. Pupils
Telescop 17
as example Observatory). There are 15 countries involved in could look up
e
of current ESO, including the UK. The VLT is made up of 4 this and/or
example
big telescopes, each 8 m across. Each telescope uses a other big
telescope. curved mirror to collect light and focus it on to a telescopes
detector. The 4 telescopes can work individually or around the
all together to boost their seeing power. world and
present their
The VLT is 2.6 km high, on a mountain in Chile findings to
2
Seven mysteries about gravity: http://www.newscientist.com/special/seven-things-that-dont-make-sense-
about-gravity
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
where the air is very thin. This means it has an
extremely clear view of the sky. It also uses a laser
the rest of
to measure distortions in the air (this is called
the class4.
Adaptive Optics). This means it can take even
better quality images3.

3
More information on the VLT can be found here: http://www.eso.org/public/teles-instr/vlt/
4
A list of the ten biggest telescopes in the world can be found here: http://www.space.com/14075-10-biggest-
telescopes-earth-comparison.html
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Some pupils
Light is a form of (electro-magnetic) radiation, but may be
there are many others. Astronomers don’t just use familiar with
telescopes that look at light, they also use some other
telescopes designed to pick up these other forms of forms of
radiation. radiation,
especially
Here are three examples: The SOHO (SOlar and infrared
Heliospheric Observatory) satellite a joint mission radiation
by the European Space Agency and NASA. (which can
Introduce Launched in 1995, SOHO observes the Sun in light be felt as
6-7 mins telescopes and ultra-violet rays. SOHO is orbiting in space 1.5 heat). This is
that million kilometres from Earth5. the same
Astrono observe radiation
my at other 18 NASA’s James Webb space telescope is due for that is picked
other forms of launch in 2018. It will observe cool objects in the up by heat
wavelen (electro- universe by detecting infrared radiation. It will look and night
gths magnetic) for the first galaxies after the Big Bang and see how vision
radiation. stars and planets form in massive clouds of gas and cameras.
dust6.
This content
The Lovell telescope at Jodrell Bank in Cheshire is links in to
part of the University of Manchester. It was built most Key
between 1952 and 1957 and it picks up radio waves Stage 4
from objects like exploding stars, dead stars and specification
galaxies out in space. Its dish is 76 metres across, s on the
which makes it the third largest steerable telescope electro-
in the world7. magnetic
spectrum.
This is an image of the Sun as it appears to our
eyes, in visible light (warning: never look directly at
Example of the Sun!).
7-8 mins
an
observatio By looking with ultra-violet rays however, we can
Example
n in 19 see many more features that we couldn’t before. N/A
of
another This image was taken by the SOHO satellite. By
observati
form of looking with other forms of radiation, astronomers
ons
radiation. see things that would be completely invisible in
ordinary light. Other forms of radiation reveal a
hidden universe!
8-9 mins Right now scientists and engineers around the Some pupils
List the world are building new, bigger and better may be able
Advanta advantages telescopes. Big telescopes see better than smaller to predict
20
ges of of big ones, but why? that big
big telescopes. telescopes
telescop Firstly, big telescopes collect more light, so can see can collect
5
More on SOHO at: http://sohowww.nascom.nasa.gov/
6
More on James Webb Space Telescope here: http://jwst.nasa.gov/index.html
7
More on the Lovell telescope at: http://www.jb.man.ac.uk/aboutus/lovell/
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
more light,
especially if
prompted to
fainter objects (like eyes widening in the dark). consider the
eye as an
es
Big telescopes also create better quality (sharper) analogy.
images8. Pupils could
think-pair-
share their
ideas.
With modern technology (e.g. supercomputers and
fibre-optic data networks) it is preferable to build
many linked smaller telescopes, rather than single
large ones.

The Square Kilometre Array (SKA) will be the largest

Example of
9-10 radio telescope in the world, built of over 3000
a future
mins smaller dishes, spread across the deserts of
science
Australia and South Africa9. It will act like one giant
and
Example 21 telescope thousands of kilometres wide. A N/A
engineerin
of future telescope that size would be impossible to build as
g
telescop one giant dish! The SKA will be so powerful it will
developme
e be able to detect organic molecules in space.
nt.
The SKA is being built by a global partnership of ten
countries: Australia, Canada, China, Germany, Italy,
New Zealand, South Africa, Sweden, the
Netherlands and the United Kingdom (India is also
an Associate Member).

8
The explanation for this is A-level physics, so it is not addressed here, but it can be found at
http://hyperphysics.phy-astr.gsu.edu/hbase/phyopt/cirapp.html
9
More information on SKA can be found at http://www.skatelescope.org/
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Part 3: Gravity in Space
Learning Objectives
All  To comprehend the terms star, galaxy and universe
Most  Use a 3D model of gravity to address the misconception that there is no gravity in
space
Some  Evaluate a 3D model of gravity

Suggested timeline of activities (times dependent on group)

Time & Activity Sli
Teaching notes Differentiation
Activity details de
Now we will consider how gravity acts on
larger scales; not only on the surfaces of
planets, but further out. Gravity affects
how all objects in space move, such as
planets and stars.

As a starter: Pupils could guess what the

picture on slide 22 shows. Pupils could
0-3 mins Introduce
write their guesses on mini-whiteboards Some pupils may not
gravity on
22 or post-it notes. yet be familiar with
Introduc a larger
the term galaxy.
e Part 3 scale.
The image shows an artist’s impression,
using real data from the European VLT
telescope, of the stars which orbit the
supermassive black-hole at the centre of
our Milky Way galaxy and the cloud of
gas which is falling into it. It’s the force of
gravity from the black-hole that is causing
all this to happen.
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Pupils could vote on
Ask pupils which arrow correctly their choices using
represents the force of gravity acting on voting cards, or mini-
the astronaut. whiteboards. For
Assess
higher achieving pupils
3-5 mins pupils'
Gravity will act between the centre of the the options could be
understan
astronaut and the centre of the Earth. deleted and pupils
Assess ding of the
23 Technically, gravity will act equally in could draw their
prior direction
both directions, but the effect of the force answer on the board,
knowled of the
on the Earth from the astronaut is if using an IWB.
ge force of
negligible (since the Earth is so massive) Alternatively side 23
gravity.
and so it can be ignored. The astronaut could be printed out
will be pulled towards the centre of the for pupils, to answer
Earth. individually or in
pairs/groups.
High achieving pupils
Introduce See section Practical activity 2 for more could be asked to
practical 24 information about the practical activity design and construct
activity. available at this point. their own models of
5-15 gravity.
mins Question 5 (what are
the similarities and
Practical differences between
Pupils use Slide 25 lists some examples of questions
activity 2 this model and real
a 3D model 25 pupils could investigate using the
life?) is aimed at high
of gravity. equipment.
achieving pupils (see
Practical activity 2 for
more information).
High achieving pupils
could be asked to
15-17 come up with a list of
Gravity keeps satellites in orbit around
mins examples before being
the Earth.
presented with slides
Identify 26-28.
A ball tethered to a piece of string and
example Example 1:
26 whirled overhead can be used to
s in Satellites Other examples could
represent an orbit. The tension in the
space include; keeping
string represents the tug of gravity;
where Moons in orbit around
preventing the ball/satellite from hurtling
gravity planets, the pull of
off into space.
acts black holes, galaxies
interacting with each
other, and so on.
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
In exactly the same way, gravity keeps
planets in orbit around the stars.

It is a common misconception that gravity

Example 2: drives the motion of the planets around
27 N/A
planets the Sun. This is not the case. There is no
force driving the planets around the Sun;
the planets were formed in motion and
17-21
there are no resistance forces in space to
mins
slow them down.
Stars are grouped together in space in
Identify
galaxies. On average a galaxy contains
further
about 100 billion stars. Stars are held
example
together in galaxies by the force of gravity
s in
between them.
space
where
This is a picture of galaxy NGC1300, taken
gravity
by the Hubble Space Telescope. It is a
acts
barred spiral galaxy with two spiral arms
(barred refers to the straight 'bar' of stars
Define Example 3:
28 that runs through the central bulge of the N/A
terms Galaxies
galaxy). This is the same type of galaxy
star and
that we think our Milky Way galaxy is. We
galaxy
cannot take an image of our own galaxy
like this, since we are inside it. Our Milky
Way galaxy contains around 200 billion
stars.

A popular analogy is that a galaxy is like a

'city' of stars; the stars being the
individual houses in that city.
This is an image called the Hubble Ultra
Deep Field, taken by the Hubble Space Higher achieving
Telescope. The Hubble Space Telescope pupils could estimate
was pointed out into deep space to take the number of stars in
21-24 this image. The image is of a tiny patch of the observable
mins Consider sky, in which we can see almost to the universe; 100 billion
image of edge of the observable universe. The stars per galaxy x 100
28
Define Hubble image shows many galaxies, separated by billion galaxies = 1024
term Deep Field. vast distances of empty space. It is stars. This number is
universe estimated that there are around 100 larger than the total
billion stars in the observable universe. number of grains of
sand on all the
The term universe refers to everything; all beaches of the Earth!
the matter and energy in existence.
24-30 Assess 29 To assess the learning objectives of part Higher achieving
mins whether 3, pupils can answer the eight questions pupils could be asked
learning presented on slide 29. to review the 3D
Review objectives model of gravity used.
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
That is: in what ways
did the model
successfully simulate
have been See Answers to the Part 3 Review for the
of Part 3 the force of gravity? In
met. answers.
what ways did it fail?
How could the model
be improved?
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net

Practical activity 1
Objective: To measure the strength of gravity on the Earth's surface.

Option 1: Freefall (Data logging)

The strength of gravity is also defined as the 'acceleration due to gravity'. Therefore it is possible to
directly measure the strength of gravity by measuring the acceleration of an object as it drops to the
ground. For an experiment of this nature, we recommend a group size of three or four.

If you choose to run a freefall experiment, you may need to consider the following:
 You will probably need to use data logging equipment which uses one or two light-gates.
 Choose suitable objects to drop; smaller, denser objects work best as they are less affected by
air resistance. Also, if using data logging equipment, the objects may need to be a regular size;
e.g. square. Please check what your data logging software recommends.
 Data logging software will usually enable your pupils to collect a high number of results.
However, many of these results may be highly inaccurate, e.g. if the dropped object only falls
through one light gate and misses the second, or falls at an awkward angle. To enable pupils to
record successful and unsuccessful readings, we have provided a “Data validity worksheet”. By
referring to this record when analysing their results, pupils can remove their unsuccessful
readings from the calculation of their average.
 It may be possible to demonstrate that acceleration due to gravity is independent of the weight
of the object being dropped (i.e. heavy objects do not fall quicker than light objects). This
depends on pupils collecting good quality results in terms of accuracy. Provide pupils with a
variety of objects of different weights, but similar sizes (exactly the same size if possible). For
example, small blocks made out of wood or metal. Provided the lightest objects are not so light
that they are greatly affected by air resistance, there should not be a correlation between
weight and acceleration.

Depending on the equipment available in your school, it is possible to run a freefall experiment with
one or two light-gates. See more information on these options below.

A. Using data logging equipment with two connected light-gates

Equipment needed
Computer/laptop running data logging software
A pair of connected light-gates
Clamp-stand
Regular shaped object to drop

The easiest way to complete a free-fall experiment is with data logging equipment that uses two
connected light-gates. Attach the light-gates to a clamp stand, one on top of the other, and then
drop an object through the light gates, making sure the object breaks the beams of both light gates.
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Most data logging software will directly calculate the acceleration of the object, provided the size of
the object and the distance between the light-gates is known. Please refer to your data logging
software instructions on how to do this. Pupils can then copy their results to an Excel spreadsheet,
where they can delete unsuccessful readings and/or anomalous data before calculating their
average.

B. Using data logging equipment with a single light gate

If you do not have access to connected pairs of light-gates, another option is to use a single light-
gate and a stopwatch.

Equipment needed
Computer/laptop running data logging software
A light-gate
Clamp-stand
Stopwatch
Regular shaped object to drop

Drop an object from a suitable height above the light-gate. Time on a stopwatch how long it takes
from the start of the drop, to the object passing through the light-gate. The height of the drop does
not need to be known. The light-gate should be used to take a measurement of the final speed of
the object. Most data logging software will directly calculate the speed, provided the size of the
object is known. The acceleration can then be calculated from the equation acceleration = (final
speed - initial speed) ÷ time. Since the initial speed = zero (provided the object is dropped, not
thrown), this simplifies to acceleration = final speed ÷ time. Pupils could enter their results into an
Excel spreadsheet which calculates the acceleration for them, using this equation. Pupils can also
delete unsuccessful readings and/or anomalous data before calculating their average.

Option 2: Newton meters

If light-gates and data loggers are not available to you, pupils can measure the strength of gravity on
Earth by taking measurements from masses hanging from Newton meters.

Equipment needed
Newton meter
Variety of masses

By hanging different masses from Newton meters and reading off the weight, it is possible to
calculate the strength of gravity in N/Kg, from the equation strength of gravity = weight ÷ mass.
Pupils may get a variety of readings from different Newton meters and also if the masses attached
are too low to stretch the spring, or so large that they overstretch the spring. This will give pupils the
opportunity to identify anomalous results and to calculate a class average. For a Newton meter
experiment, we recommend a group size of two.
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Practical Activity 2

Objective: To use a 3D model of gravity to address the misconception that there is no gravity in
space.

Method
Equipment needed
Hula hoop
2
Approx 1m (depends on size of hula hoop) of stretchy lycra material
Bulldog clips
Balls of different sizes and masses

Cut a section of stretchy lycra material so that it can be stretched taut over a hula hoop and securely
clip it with bulldog clips around the edge. This is now a 2D representation of space. Hold up the hula
hoop above the ground and place a ball on the lycra surface. A suitably heavy ball will sink into the
lycra, creating a curve. The ball represents a star or planet in space and the curved lycra represents
the gravity field around it.

Pupils should draw an analogy between the stretched lycra and an object’s gravity extending
outwards into space, gradually getting weaker as the distance increases. This will hopefully work
towards dispelling the misconception that gravity is binary, i.e. that is that it is ‘on’ at the surface of
the Earth and ‘off’ when in space.

This model actually represents the curved ‘spacetime’ of Einstein's theory of General Relativity,
published in 1916. In this theory, Einstein proposed that mass bends spacetime around it, curving
and stretching space and time (opposed to the perfectly flat space in classical physics). Objects, e.g.
planets or particles or rays of light, travelling near massive objects such as stars and other planets
follow the curvature of space, so their path bends around these objects. We perceive this change of
direction as the force of gravity pulling on them.

For this activity, we recommend a group size of three or four. An excellent (if very large scale!)
demonstration of this activity can be found at: https://www.youtube.com/watch?v=MTY1Kje0yLg.

Examples of things to try

These are listed on slide 25 of the accompanying PowerPoint, but more information is found below.
1. Place a second ball onto the lycra. The two balls will be attracted together, if they come too
close to one another.
2. Experiment with the strength of the 'gravity fields' around balls of different masses.
3. Try to get a planet (a smaller, lighter ball, e.g. a marble) to orbit around a star (a larger,
heavier ball).
a) By rolling the planet around the star. It’s possible to get one or two good orbits, but not
many more; the planet will lose energy quickly and start spiralling into the star, due to
the friction of the fabric (there is no friction in space, so this does not occur).
b) By applying small rotations. First, apply a bit of pressure to the star to hold it in place.
Now those holding the hula hoop can rotate it in small circles. This will provide the force
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
necessary to overcome the friction of the lycra and start the planet rolling around (in
real space there is no friction, so no constant driving force is required). The gravity of the
star will constrain the planet and keep it in orbit. If the driving force is too strong, the
planet will overcome gravity and fly off out into space.
4. Try to get a planet to orbit two stars in a figure of eight shape (you may have to hold the
stars in place to stop them attracting together). Many stars exist in binary systems. A figure
of eight also represents the path the Apollo missions took to get to and from the Moon.
5. Consider the similarities and differences of this model with real life (for higher achieving
pupils). This model excellently demonstrates the pull of gravity in one plane, however in
reality gravity acts in three dimensions. Also this model has a lot of friction, so objects lose
energy quickly.
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Answers to the Mass and Weight worksheet

1. How much would a 10 Kg suitcase weigh on the surface of…?

a. The Moon 16 N
b. Mars 37 N
c. Saturn 90 N
d. Pluto 6N
2. How much would a 25 Kg suitcase weigh on the surface of…?
a. Mercury 95 N
b. Venus 220 N
c. Jupiter 577.5 N
d. Uranus 217.5 N
3. What would be the mass of a 10 Kg suitcase be on…?
a. Mercury 10 Kg
b. Venus 10 Kg
c. Neptune 10 Kg
4. Which place in the above table will it be easiest to stand up? Why? Pluto, gravity is weakest
5. On which place from the table above would you have…?
a. The most weight Jupiter
b. The most mass N/A: mass would be the same on every one
6. If you stood on Mars and had to pick up a 15 Kg pack, you would have to pull with a force
greater than…? 55.5 N (this is the force of weight on the pack)
7. If a 60 Kg person was standing on a platform at the surface of Saturn and they jumped, they
would have to push with a force greater than…?
540 N (this is the force of weight on the person)
8. The Curiosity rover on Mars has a weight on Mars of 3,330 N. What is its mass?
mass = weight/g = 3330/3.7 = 900 Kg
9. A 60 Kg person standing on the dwarf planet Ceres would weigh 16.2 N. What is the strength
of gravity on the surface of Ceres? g = weight/mass = 0.27 N/Kg
10. Jupiter is made of gas (like Saturn, Uranus and Neptune). What would happen to the
strength of gravity if you...?
a. Moved away from Jupiter It would get weaker
b. Fell in to Jupiter It would get stronger
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Answers to the Part 1 Review

1. What is mass and what is it measured in?

Mass is a measure of the amount of matter that an object is made of.
It is measured in Kilograms.
2. What is weight and what is it measured in?
Weight is the amount of force acting on an object with mass, due to gravity.
It is measured in Newtons.
3. Write down the equation that relates mass and weight.
Weight = Mass x gravity
4. What is an anomalous result and why should you ignore it?
An anomalous result is one that is very obviously different from other measurements, due
to some error in the experiment. It should be ignored to give more accurate results.
For questions 5 and 6, imagine both objects being dropped at the same time and from the same
height.
5. A bowling ball and a leaf.
a) Which object would land first on the Earth? Bowling ball
b) Which object would land first on the Moon? Both would land at the same time
c) Which object weighs more? Bowling ball
6. A piece of paper scrunched up into a ball and an identical, but flat piece of paper.
a) Which object would land first on the Earth? Scrunched up paper
b) Which object would land first on the Moon? Both would land at the same time
c) Which object weighs more? Both weigh the same

Answers to the Part 3 Review

1. Place these objects in order from smallest to largest: Galaxy, universe, planet, star.
Planet, star, galaxy, universe
Decide whether the statements are true or false. If the statement is false, write a correct statement.
2. The Earth’s gravity pulls objects downwards, towards the South pole.
FALSE. Gravity pulls objects towards the centre.
3. There is no gravity in space.
FALSE. Gravity extends outwards into space from objects.
4. The more mass an object has, the stronger its force of gravity. TRUE.
5. A planet’s gravity pulls objects towards the centre of that planet.. TRUE.
6. The force of gravity extends outwards from objects. TRUE.
7. Gravity sometimes pushes objects apart.
FALSE. Gravity only attracts objects together.
8. The force of gravity from an object stays the same no matter how far away you are from the
object.
FALSE. The force of gravity gets weaker the further you go from an object.
Jodrell Bank Discovery Centre Big Science: Big Telescopes
www.jodrellbank.net
Additional resources on big telescopes

1. Full 50 minute documentary about current big optical telescopes

http://www.youtube.com/watch?v=QeobrudynUE

2. Square Kilometre Array Official Animations http://www.skatelescope.org/media-

outreach/videos/

3. More information about current and future big telescopes, including school resources
http://www.bigtelescopes.org.uk/

4. Star Gazing Live video demonstrating how to make your own small telescope
http://www.bbc.co.uk/programmes/p00n6zkf

Use of Images

All images used in this lesson's presentation have been released under a creative commons license.
Every effort has been made to credit all images used. Where images do not display credits, this is
because this information could not be found. If you believe an image has been used incorrectly or
has been mis-credited, please email Jamie Sloan on the address shown below and we will be happy
to amend the presentation.
jamie.sloan@manchester.ac.uk