Which falls faster…
a MUFFIN or a MOOSE ?
Gravity
& Free Fall
Inquiry Lab
Activity
Created by: The Trendy Science Teacher ®
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Suggested Lesson Plan
Engage Your Students:
Quick Write: Have the students answer the following question.
Then, discuss as a class.
What might happen if a person jumps from an airplane
without a parachute?
After the discussion, I like to show my students the following
video that can be found on YouTube:
“Man survives 5000 ft. free fall”
https://www.youtube.com/watch?v=LWn4oYaa0NA
After the video, I have the students use various items at their
lab station to answer their inquiry question:
Which falls faster: a moose or a muffin?”
Suggested Materials:
wood block
digital balance
styrofoam ball
textbook
notebook paper (crumpled & uncrumpled)
ball
marker
marble
*These are only suggested materials. You can use other
items in the place of the items listed. For example, rather
than using a wood block, you could use a book. A ping
pong ball could be used in place of Styrofoam. The point
is for the students to notice that all objects fall at the
same rate UNLESS air resistance acts upon the object.
© The Trendy Science Teacher 2017
Lesson in Action
© The Trendy Science Teacher 2016
Which Falls Faster…
A MUFFIN or a MOOSE?
Inquiry Question: In the absence of air resistance, would a muffin or a
moose hit the ground first if both were dropped from the same place
at the same time?
Suggested Materials:
wood block
digital balance
styrofoam ball
textbook
notebook paper (crumpled & uncrumpled)
ball
marker
marble
Procedure:
1. Use the digital balance to record the mass of the items
above. Record on data table.
2. Hold two of the items horizontally at arm’s length. The
largest surface area of each object should be parallel to the
ground.
3. Release both objects at the same time. Observe if they land
at the same time or if one hits the ground before the
other.
4. Repeat step 3 several times. Record your results.
5. Next, choose two other items to compare. Follow steps 2-4
as you continue to compare the falling rates of the items.
© The Trendy Science Teacher 2016
DATA TABLE
Object
Mass (g)
Falling Rate (as it compares to other
objects)
1. Galileo stated that two bodies with different masses fall at the same rate.
Do your observations verify his hypothesis? Explain your answer.
2. Why did some objects hit the ground at the same time, while others fell
more slowly? (Write like a scientist!)
3. Compare the falling rate of the crumpled paper to the un-crumpled paper.
4. In the absence of air resistance, would a muffin or a moose hit the ground
first if both were dropped from the same place at the same time? (Explain
using evidence from the lab investigation.)
© The Trendy Science Teacher 2016
Answer
Key
answers will vary
Object
Mass (g)
Falling Rate (as it compares to
other objects)
STYROFOAM
BALL
1.2 g
THE STYROFOAM BALL FELL SLOWER THAN THE
BOOK, BUT FASTER THAN THE UNCRUMPLED PAPER.
IT FELL THE SAME RATE AS THE CRUMPLED PAPER.
Answers will vary, but it’s important to have conversations with the students about what they are
seeing. They WILL notice that objects that are heavier are able to BREAK air resistance and fall at the
same rate as other objects that can break air resistance. For example, a textbook and wood block
(when dropped from a lab table) hit the ground at the same time. This is because they are in free fall
and fall at a rate of 9.8 m/s2 . However, they might notice that the crumpled paper falls slower than
a textbook. This is because the crumpled paper is light and air resistance is a force that acts upon it
as it falls to the ground; thus, slowing the rate of acceleration. When the students compare the
uncrumpled paper to the crumpled paper, they may notice that the uncrumpled paper falls at a
much slower rate. This is a good time to point out the fact that the uncrumpled paper has a larger
surface area (more air resistance). This inquiry lab will allow you to have meaningful discussions with
the students as they are discovering through trial and error. If your school allows it, have some of
the students video their objects in free fall via iPhones, “slo mo” option. It is really cool to compare
falling rate using technology.
1. Galileo stated that two bodies with different masses fall at the same rate. Do your
observations verify his hypothesis? Explain your answer.
As long as air resistance was not a factor, our observations do support Galileo’s theory.
However, if air resistance was a factor, our observations did not support this theory. All
objects in free-fall fall at the same rate, regardless of mass. However, if other forces,
such as air resistance, are acting on the object, the object has a slower falling rate.
2. Why did some objects hit the ground at the same time, while others fell more
slowly? (Write like a scientist!)
Objects that were heavy enough to break through air resistance were in free-fall.
Therefore, they fell at the same rate. The objects that fell at a slower rate were
affected by air resistance; therefore they were not in free fall.
3. Compare the falling rate of the crumpled paper to the un-crumpled paper.
The crumpled paper fell faster than the uncrumpled paper because air resistance
slowed the uncrumpled paper.
4. In the absence of air resistance, would a muffin or a moose hit the ground first if
both were dropped from the same place at the same time? (Explain using evidence
from the lab investigation.) In the absence of air resistance, a muffin and a moose
would hit the ground at the same time. If at any point, air resistance acts on one of the
objects, it would affect their falling rate.
© The Trendy Science Teacher 2016
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