Briefly summarize the main points of the article in your own words. Discuss one or more specific ways that the article is directly tied to the concepts studied in this module. Give us “your take” on the relevance and importance of the article’s main points by providing personal points of view or related experiences.

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Discussion: Putting it All Together – Corrosion Control

Aircraft corrosion is a perennial problem and will continue to be problematic as long as metals continue to be used in aircraft construction. Corrosion prone areas in an aircraft are exhaust trail areas, battery compartments and battery vent openings, bilge areas (sumps for waste hydraulic fluid, water, etc.), wheel well and landing gear, wing flap and spoiler recesses, external skin, and the engine front and cooling air vents. In geographic regions with high humidity, acid rain, or proximity to saltwater, aircraft corrosion must be vigilantly protected against.

The primary methods of corrosion control are 1) materials selection (e.g., anodized or alodized alloy), 2) pre-treatment (trivalent chromium, epoxy primer), 3) finish layer (e.g., Alclad, paint, wax or oil, polyurethane, polymers, sol-gel, nanoparticles, sacrificial metallic coating), 4) drainage (removal of water, the most common electrolyte), 5) corrosion-inhibiting compounds.

Initial Post
Choose a recent news article highlighting a current event or recent research from an online science news source such as Science Daily, (Links to an external site.) Science News, (Links to an external site.) or Phys.org Spotlight Science News (Science X) (Links to an external site.) regarding aircraft corrosion. The article could focus on corrosion mechanisms, corrosion control, or corrosion-resistant materials. Just be sure that the article centers on aircraft corrosion. Do not use reference websites like Wikipedia. If you use a blog, you must thoroughly evaluate the credibility of the author.

Construct an engaging 3-paragraph initial post that covers the following points:

Paragraph 1: Briefly summarize the main points of the article in your own words.
Paragraph 2: Discuss one or more specific ways that the article is directly tied to the concepts studied in this module.
Paragraph 3: Give us “your take” on the relevance and importance of the article’s main points by providing personal points of view or related experiences.

Embed at least one graphic or video that helps visualize some aspect of your initial post discussion.

 

Discuss at least one advantage and one disadvantage of using composite material for a specific aircraft component, connecting the properties of composite materials to the functional requirements of the component.

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Module 7 A&S Question (PLG1)

In this activity, you will take your learning to the next level by applying and synthesizing (A&S) concepts explored in this module.

Instructions
Choose one question option (1 or 2) to answer. Place your chosen question and the formulated answer* within a separate document.

Integrate information from the module lessons to develop and support your answers.

Question 1

Discuss at least one advantage and one disadvantage of using composite material for a specific aircraft component, connecting the properties of composite materials to the functional requirements of the component.

Question 2

Choose a specific metal alloy (aluminum or otherwise) used in the construction of aircraft components, and identify one particular aircraft component that contains this alloy. Connect the properties of the alloy to the functional requirements of the component to justify the use of the alloy for this particular aircraft component.

Measure and calculate the total wing area for each design. Then, using one of the test gliders for each design, calculate and record the total wing area in square centimeters (cm2) in the appropriate table in the testing worksheet.

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The Science of Flight

Paper Airplane Project Glider Design Testing Instructions

Follow the instructions and guidance below to complete the design testing. Download the Paper Airplane Project Glider Testing Worksheet found in Paper Airplane Project in the Course Specific Information Module to document your testing data and results.

Testing Criteria (based on competition rules):

  1. The glider’s materials will be restricted to a single, complete sheet of 8.5 x 11-inch standard weight copy paper (20 lb bond / standard A4 format – mass = 4.5 grams).
  2. The glider will be modified by folding only – no addition of other materials, ripping, gluing or cutting.
  3. The glider must be launched from ground level.
  4. The distance design must be launched by one person throwing the aircraft unaided from behind a straight launch line marked on the ground.
  5. The duration design must be launched by one person throwing the aircraft unaided from a reasonably static position with both feet firmly on the ground.

Other Testing Considerations

To best mimic the conditions in a glider competition venue (an aircraft hangar), do your best to identify an appropriate and accessible testing area to achieve large heights and distances with the glider. A large indoor location with high ceilings is ideal (like a gymnasium, aircraft hangar, etc.). Do not perform tests indoors in locations that do not allow the glider to achieve its maximum potential flight distance or duration (e.g., hallway, living room, garage, etc). Since outdoors will likely be your best option, perform tests in large, open field (like a park or ball field) on a dry day with minimal wind, if possible. Plan ahead by consulting the weather forecast and choosing an optimal weather day.

If possible, recruit an assistant to help with the testing, and to also video or take pictures of some of the test flights to include with your submission of the testing results.

Testing Materials

  1. 5 x 11-inch standard weight copy paper (standard weight = 10 pounds per 1000 sheets)
  2. A tool to measure flight distance (meter or yard sticks, tape measure, etc.)
  3. A timer of any kind, accurate to 1 second
  4. Testing worksheet
  5. A pen and a pencil
  6. A small ruler for measuring glider wing dimensions

Testing Procedure

Review the steps carefully before beginning your testing, and think about how you will carry out these steps to minimize uncertainty and error.

Testing Part 1

  1. In the Paper Airplane Project Glider Testing Worksheet, document the name of each design, the hypothesis for each design, and the description for the method for imparting thrust for each design to maximize its performance (distance or flight duration) as appropriate (Note: these items were completed in part 1 of the project).
  2. For each design, build three test gliders per the stated restrictions identified in Testing Criteria and Other Testing Considerations. Number each test glider with a pen, minimizing the amount of ink used.
  3. Devise and document the method* you will use to measure and calculate the total wing area for each design. Then, using one of the test gliders for each design, calculate and record the total wing area in square centimeters (cm2) in the appropriate table in the testing worksheet. The glider mass, equal to a single sheet of standard copy paper, is already recorded in the testing worksheet.

*To calculate the total wing area, you must devise a method for how to measure (using the small ruler) and then calculate the area of the wings based on their geometric shape. You may need to do some research on the geometry of common shapes and area calculations, and consult with your instructor or classmates to confirm the correctness of your procedure. Note: 1 in2 = 6.45 cm2

  1. Based on the measurements in 3 and 4, use the equation for wing loading (refer back to the Module 1 Lesson) to calculate the wing loading for each design, in g/cm2. Record the wing loading in the appropriate table in the testing worksheet.

Testing Part 2

  1. Perform the tests for each design at your determined test site.
  2. Before collecting any data, develop some skill and consistency by doing some preliminary trial flights with one of the test planes for each design, abiding by the testing criteria, and using the hypothesized methods for imparting thrust. You may find that the thrust methods need to be “tweaked” a little for optimization of the flight. Record some comments and observations for this preliminary testing.
  3. Test the distance design glider using the following steps:
  4. Launch the test glider abiding by the testing criteria, utilizing the desired thrust method.
  5. Measure and record the distance flown, measured as the straight line from the launch line to the landing point (point where it strikes the ground), to the nearest tenth (one decimal place). You may measure the distance in any units, but you must convert the distance to meters (m), and record the distance in meters in the worksheet. Conversions: 1 foot = 0.305 meters; 1 inch = 0.0254 meters.
  6. Make and record some observations of the flight characteristics of the test glider during flight (relative speed, lift, drag, stability, control, center of gravity, etc.).
  7. Repeat steps A-C until you have five trials for each of the three distance test gliders.
  8. Test the duration design glider using the following steps:
  9. Launch the test glider abiding by the testing criteria, utilizing the desired thrust method, while simultaneously timing the flight duration.
  10. Start the timer when the glider is released, and stop the timer when the glider hits the ground.
  11. Record the flight time in the worksheet to the nearest whole second.
  12. Make and record some observations of the flight characteristics of the test glider during flight (speed, lift, drag, stability, control, center of gravity, etc.).
  13. Repeat steps A-D until you have five trials for each of the three duration test gliders.

Calculations and Graphs

  1. Calculate and record the average flight distance for each of the distance design test gliders to the nearest tenth of a meter (m).
  2. Calculate and record the average flight time for each of the duration design test gliders to the nearest tenth of a second.
  3. Create a graph (by hand or on the computer) of the average distance test glider for each of the distance design test gliders. Graph average distance on the y-axis, and test glider number on the x-axis.
  4. Create a graph (by hand or on the computer) of the average flight time vs. test glider for each of the flight duration design test gliders. Graph average flight time on the y-axis, and test glider number on the x-axis.
  5. Insert the graphs and any photos or videos taken of the test flights on the last page of the worksheet. (Hint: If you made the graphs by hand, take a picture of them, save them as an image file, and import them into the document.)

Variability, Uncertainty and Error

Record all possible sources of variability, uncertainty, and/or error in your testing in the worksheet. (consider materials, testing environment, and testing methods).

Results and Conclusions

In the worksheet, for each design, state which test plane performed the best along with the average distance or time of that plane. Then, summarize some results and conclusions based on the data and calculations from the testing of each design. Include some comparison of the flight characteristics of the best performing glider of each design to the other test gliders of the same design. Discuss the degree of trust you have in the results based on the variability, uncertainty, and error in the testing. Also include an evaluation of the correctness of the hypotheses for each plane design, providing justification for the evaluation based on the testing.

 By the last day of Module 7, upload your completed worksheet for scoring by the instructor to Module 7 Paper Airplane Project Part 2 – Glider Design Testing Submission.

Katie pushes her boyfriend, Gabe, on an ice rink with a force of 30 N. The masses of Katie and Gabe are 60 kg and 90 kg, respectively. Calculate the acceleration of Katie and that of Gabe.

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UNIT II  Newton’s Laws

This assignment will allow you to demonstrate the following objectives:

  1. Illustrate the scientific method within everyday situations.

2.1 Identify the appropriate formulas necessary to solve specific scenario questions.

2.2 Calculate and analyze the acceleration and the force in various situations.

 

  1. Explain Newton’s laws of motion at work in common phenomena.

3.1 Solve problems using the law of motion.

3.2 Explore the relationship between the first and second laws.

3.3 Identify action-reaction pair in the third law.

 

 Instructions: Solve the problems below. Each question is worth 10 points. You must show your work with as much detail as possible. Answer the questions directly in this template. Before doing so, it is highly recommended that you thoroughly review the Unit II Lesson in the Study Guide.

 

  1. On a sunny spring day, Mr. Hane’s family went to a zoo in his town. His daughter looked at an elephant, and she found that the mass of the elephant is 2019 kg. What is the weight of the elephant in Newtons? Use the acceleration due to gravity (g) as 9.8 meters per second squared. (10 points)

 

  1. An apple with 0.98 N of force fell on Newton’s head while he took a rest in a garden in his hometown. What is its mass in kilograms? Use the acceleration due to gravity (g) as 9.8 meters per second squared. (10 points)

 

  1. A lunar exploration vehicle was made by a research team. The mass of the vehicle is 3,500 kg on Earth. It has an acceleration of 10 m/s2 on the moon. In order to have the same acceleration, what will be the net force acting on the vehicle on Earth? (10 points) Hint: Review Sample Question 1 in the Unit II Lesson.

 

  1. Bobby and Alice are pushing a stalled car in the same direction. The mass of the car is 2,000 kg. Bobby applies 400 N to the car while Alice applies 300 N. A force created by friction is 500 N in the opposite direction. What is the acceleration of the car? (10 points) Hint: Review Sample Question 2 in the Unit II Lesson and Example 1 on page 84 in the textbook.

 

  1. Katie pushes her boyfriend, Gabe, on an ice rink with a force of 30 N. The masses of Katie and Gabe are 60 kg and 90 kg, respectively. Calculate the acceleration of Katie and that of Gabe. (10 points) Hint: Review Sample Question 3 in the Unit II Lesson and Example 4 on page 87 in the textbook.

 

  1. Jack is hitting a punching bag to build his muscle. His left fist gains a speed of 5.5 meters per second in 0.1 seconds from rest. The mass of his left fist is 1 kg. What is the magnitude of his acceleration during 0.1 seconds? What is the average net force applied to the fist? (10 points) Hint: Review the definition of acceleration and Newton’s second law. Acceleration is defined as the change in velocity divided by the elapsed time. The net force is the product of the mass of an object and its acceleration.

 

  1. The gravity on the surface of Mars is only approximately 38% of the gravity on Earth. The gravitational acceleration on the surface of the Earth is 9.8 meters per second squared. That of Mars is 3.7 meters per second squared. What is the weight of a 100-kg object on Mars and on Earth? (10 points)

 

  1. 8. A model boat moves by the force of 500 N due north, while the wind exerts a force of 150 N due south and the water exerts a resistive force of 250 N due south. The mass of the boat is 200 kg. What is the net force between the boat, the wind, and the water? What is the magnitude of the boat’s acceleration with direction? (10 points)

 

9.Two forces of 11 N and 33 N are applied to a 22 kg box. Find (1) the box’s acceleration when both forces point due east and (2) the box’s acceleration when 11 N point due east and 33 N point due west. (10 points)

 

  1. A newly invented ride called Crazy Box in an amusement park has a strong magnet. The magnet accelerates the boxcar and its riders from zero to 35 m/s in 5 seconds. Suppose the mass of the boxcar and riders is 6,000 kg. What is the acceleration of the boxcar and its riders? What is the average net force exerted on the boxcar and riders by the magnets? (10 points) Hint: Review the definition of acceleration and Newton’s second law. Acceleration is defined as the change in velocity divided by the elapsed time. The net force is the product of the mass of an object and its acceleration.

A boy’s height is 1.76 meters. The vertical distance from his head to his heart is measured as 0.39 m. Find the blood pressure difference between the blood pressure in the anterior tibial artery at the foot and the blood pressure in the aorta at the heart. What is the blood pressure difference between them?

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Numerous phenomena

This assignment will allow you to demonstrate the following objectives:

6.Explain numerous phenomena using fluid mechanics laws.

6.1 Utilize the relationship between mass, density, and volume.

6.2 Apply the concept of Pascal’s principle and Archimedes’ principle.

6.3 Recognize heat and energy with phase changes of matter.

 

Instructions: Solve the problems below. Each question is worth 10 points. You must show your work with as much detail as possible. Answer the questions directly in this template. Before doing so, it is highly recommended that you thoroughly review the Unit VI Lesson in the study guide.

 

  1. If the mass of air inside a room is 1 kg, what is the volume of the air? Use Table 11.1 on page 290 in the textbook. Hint: Review Sample Question 1 in the Unit VI Lesson.

 

  1. A massless cube container holds water whose density is 1000 kg/m3. The length of the side of the cube is 7 meters. What is the mass of the water? Hint: The volume of a cube is obtained by R x R x R, where R is the length of the side of the cube. Use the formula mass = density x volume.

 

  1. A 10-kg piece of metal displaces 0.002 m3 of water when submerged. What is the density of the metal? Hint: Use the formula mass = density x volume.

 

  1. The pressure acting on a floating piece of wood is measured by 12345 Pascal, and its surface area is 0.6789 m2. What is the magnitude of the force in Newtons? Hint: Review Example 2 on page 292 in the textbook.

 

  1. A boy’s height is 1.76 meters. The vertical distance from his head to his heart is measured as 0.39 m. Find the blood pressure difference between the blood pressure in the anterior tibial artery at the foot and the blood pressure in the aorta at the heart. What is the blood pressure difference between them? The density of blood is 1060 kg/m3, and the blood is assumed as being a static fluid. Hint: Review Sample Question 2 in the Unit VI Lesson.

 

  1. You bought a 1 kg solid gold statue from a merchant in Italy while you are on vacation. When you get home, you decided to test if this statue is real gold or not. After submerging the gold statue in a large water container, you will measure the volume of displaced water. What is the expected volume if the statue is made of pure gold? For the density of gold, use Table 11.1 on page 290 in the textbook.

 

  1. A traveler at the North Pole measured the temperature as -40oC. Can you convert this temperature to the Fahrenheit scale? What is the temperature on the Kelvin scale? Hint: Use the converting formula: oF = 1.8oC + 32. The relation between the Celsius scale and the Kelvin scale is K = oC + 273.15.

 

  1. A runner who weighs 50 kg produces 500,000 J of heat for a half hour, but this heat is removed by various mechanisms inside of her body to adjust to the conditions. However, if the heat was not removed, what is the increment of temperature? The specific heat capacity of the human body is 3500 J / kg oC from Table 12.2 on page 340 in the textbook. Hint: Review Sample Question 4 in the Unit VI Lesson and Example 9 on page 340 to 341 in the textbook.

 

  1. In order to freeze 2 kg of water at 0oC into ice at 0oC, how much heat is required? The latent heat of fusion for water L = 335,000 J / kg. Hint: Review Sample Question 5 in the Unit VI Lesson.

 

  1. In 1965, Penzias and Wilson discovered the isotropic cosmic background radiation of the microwave and earned the Nobel Prize in 1978. The cosmic microwave background radiation is measured by 2.725 Kelvin through the entire sky. Convert this temperature into the Celsius scale as well as the Fahrenheit scale. Hint: Use the converting formula: oF = 1.8oC + 32. The relation between the Celsius scale and the Kelvin scale is K = oC + 273.15.

 

Apply the concept of momentum conservations to daily life. Explain the total energy conservation in simple harmonic motion. Relate the mass and speed of the pendulum to kinetic energy and potential energy.

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Unit V: Virtual Simulation Assignment

Pendulum Lab

This assignment will allow you to demonstrate the following objectives:

  1. Apply the concept of momentum conservations to daily life.

4.1 Investigate the momentum conservation in simple pendulum motion.

 

5.Identify the total mechanical energy conservation.

5.1 Explain the total energy conservation in simple harmonic motion.

5.2 Relate the mass and speed of the pendulum to kinetic energy and potential energy.

 

Case L[m] M[kg] Angle
a 0.5 0.5 10
b 0.5 1.5 10
c 1 0.5 10
d 1 1.5 10

We are going to explore simple harmonic motion through the Pendulum Lab provided by PheT to find out the relationship between the mass of the bob, the length of the string, the period of the pendulum,  and the total energy of the system with respect to the released angles. You will record the period T and the vertical distance difference H in the Excel spread worksheet (in the highlighted area) for eight cases. For example, Case A is when the length L is 0.5 m, the mass M is 0.5 kg, the angle is 50 degrees, and so on, as shown below:

 

Case L[m] M[kg] Angle
A 0.5 0.5 50
B 0.5 1.5 50
C 1 0.5 50
D 1 1.5 50

 

There is a lot of debris in space orbiting the Earth. If we do not take action, it will interrupt or even collide with many useful communication satellites that are essential for our daily lives. Propose your idea to prevent this disaster.

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Debris in space orbiting the Earth

There is a lot of debris in space orbiting the Earth. If we do not take action, it will interrupt or even collide with many useful communication satellites that are essential for our daily lives. Propose your idea to prevent this disaster.

Visualize the relationship between displacement, velocity, and time through graphical analysis.

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Conceptual Experiment

Purpose: To visualize the relationship between displacement, velocity, and time through graphical analysis.

A fundamental job of physics is to describe the motion of an object. In order to do this, you need basic elements such as displacement, velocity, and time to depict it. In this activity, you will investigate how constant-paced linear motion is depicted and how you can calculate the velocity. First, practice using the worksheet with the sample problem below. Use the Unit I Project Worksheet for this unit.

For the sample problem, let’s use a simple case. Let’s assume that you are walking from your house at a constant pace for 100 seconds to get to the 100 meter-mark, and you come back to your house at the same pace.

Click on the following link for a video with detailed instructions on how to plot the relationship between time and distance and how to obtain the velocity.

A 2 kg ball, moving to the right at a velocity of 2 m/s on a frictionless table, has an elastic head-on collision with a stationary 5 kg ball. What is the total kinetic energy before the collision? What is the total kinetic energy after the collision?

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Unit IV Problem Solving Assignment worksheet.

This assignment will allow you to demonstrate the following objectives:

  1. Apply the concept of momentum conservations to daily life.

4.1 Relate impulse-momentum theorem to Newton’s second law.

4.2 Show the relationship between linear momentum conservation and Newton’s third law.

4.3 Apply momentum conservation to rotational kinematics.

 

5.Identify the total mechanical energy conservation.

5.1 Interpret total kinetic energy conservation in elastic collision.

 

Instructions: Solve the problems below. Each question is worth 10 points. You must show your work with as much detail as possible. Answer the questions directly in this template. Before doing so, it is highly recommended that you thoroughly review the Unit IV Lesson in the study guide.

 

  1. A boy exerts an average force of 100 N on a shopping cart for 0.5 seconds. What is the impulse? Hint: See Sample Question 1 in the Unit IV Lesson.

 

  1. In an effort to participate in a science fair, Alice designed a toy car engine that can generate a total impulse of 100 Ns. The mass of the toy car is 2 kg. What is the final speed that her toy car attains when moved from rest? Ignore frictional forces. Hint: See Sample Question 2 in the Unit IV Lesson.

 

  1. Curious George observed an interesting event in an international toy exhibition. Two toy cars were moving forward in a monorail. Toy car #1, weighing 10 kg, was ahead of toy car #2, weighing 20 kg, in the beginning, but they collided and joined together. The initial velocity of toy car #1 is 10 m/s and that of toy car #2 is 20 m/s. What is the final velocity of both of these cars after they are connected? Assume that there is no friction in this system. Hint: See Sample Question 3 in the Unit IV Lesson and Example 5 on page 181 to 182 in the textbook.

 

  1. In an isolated system, a 2kg ball with an initial velocity of 3 m/s hits a 5 kg ball that is initially at rest. What is the total kinetic energy before the collision? If the total kinetic energy after the collision is the same as that before the collision, is this an elastic collision or inelastic collision? Hint: See Sample Question 4 in the Unit IV Lesson and Example 7 on page 185 in the textbook.

 

  1. Consider an inelastic collision between a green ball and an orange ball. The mass m of the green ball is 1 kg and the mass M of the orange ball is 3 kg. Before the collision, the orange ball was at rest and the initial velocity of the green ball was 5 m/s. After the collision, they were combined as one object as shown in the following. What is the final velocity V? Hint: Use the momentum conservation law.

 

  1. A wheel spins counterclockwise through three revolutions for 2 seconds. What is the average angular velocity of the wheel? Hint: See Example 3 on page 204 in the textbook.

 

  1. The fan blades of a jet engine in an airplane rotate counterclockwise with an initial angular velocity of 100 rad/s. As the airplane takes off, the angular velocity of the blades reaches 400 rad/s in 10 seconds. Calculate the average angular acceleration. Hint: See Example 4 on page 205 in the textbook.

 

  1. A new car takes 10 seconds to accelerate from rest to 30 m/s. Its mass is 1500 kg. What is the net average force that acts on the car? Hint: Use the equation (7.3) on page 176 in the textbook.

 

  1. A 2 kg ball, moving to the right at a velocity of 2 m/s on a frictionless table, has an elastic head-on collision with a stationary 5 kg ball. What is the total kinetic energy before the collision? What is the total kinetic energy after the collision?

 

  1. Starting from rest, Amy and Jane push off against each other on the smooth frictionless ice rink. The mass of Amy is 50 kg and that of Jane is 60 kg. Amy moves to the right (positive direction) with a velocity of 3 m/s. What is the recoil velocity of Jane? Hint: See Example 6 on page 182 in the textbook.

 

Explore the orbital motion of the five different gravitational systems, A through E, through a virtual simulation provided by PhET.

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Virtual Simulation Assignment

We are going to explore the orbital motion of the five different gravitational systems, A through E, through a virtual simulation provided by PhET. You will fill out the masses of the star and the planet. You will also measure the orbital radius and the period of the system in the Excel worksheet (highlighted area). You will learn about the properties of orbital shape, escape velocity, and Kepler’s third law.

View the PhET “Gravity and Orbits” Interactive Simulation.
Review the video PhET Gravity & Orbits to familiarize yourself with the various functions of the simulation before beginning your assignment.
Use the Unit III Virtual Simulation Assignment Excel Worksheet for this unit. Save all of your work directly to the worksheet, and submit it in Blackboard for grading.
See the Unit III Assignment Instructions to access the details for this activity.

 

https://phet.colorado.edu/sims/html/gravity-and-orbits/latest/gravity-and-orbits_en.html