Directions Complete Table 1. Then draw a picture of your solar system model and label it. Note any similarities in sizes of or distances between your model planets.
Table 1 Model Size and Distance
Drawing of Solar System Model:
2.1 oUr SolAr SyStEM MoDEl
Planetobject
representing the Planet
Diameter of object(cm)
Distance of object from the End of the Paper (“Sun”)
Mercury 4879 Small bead 0.2 cmsf = 4879 km ÷ 0.2 cm
sf = 24,395 km/cm
Venus 12,104
Earth 12,742
Mars 6779
Jupiter 139,822
Saturn 116,464
Uranus 50,724
Neptune 49,244
Average Scale Factor (km/cm)
FiNAl AVErAgE Scale Factor: 1 cm = __________________________________km
Directions Complete Table 1 by recording the name and diameter of each of your planetary models in the columns labeled “Scaled Object” and “Scaled Diameter.” Then in the column labeled “Scale Factor,” calculate the scale factor used to create this scale model. Show all work. The first row is completed for you as an example.
Directions Record the scale factor (sf ) calculated on Student Sheet 2.3a. Complete Table 1 by calculating the scaled distance for each planetary model. Show all work. The first row is completed for you using the scale factor of 1 cm = 27,731 km. Your scale factor may be different. If so, calculate the scaled distance for Mercury in the second row.
Directions Use the “Mission” series in your Student Guide to complete Table 1. You will use the data for your selected solar system object on your travel brochure in the Exploration Activity.
Solar System object: ________________________________________________
outline Due Date: ___________________________________________________
history The object’s name, who named it, and what the name means
Discovery When the object was discovered and who discovered it
object structure The interior of the object (what it looks like inside) and its surface features (if it is terrestrial)
Atmosphere The composition and conditions of the object’s atmosphere (for example, does it have storms?), if these are known; if there is no atmosphere, say so
Motion The object’s orbit (how long it takes to get around the Sun) and rotation (how long it takes to turn one time on its axis)
Missions A description of probes or missions to the object, including travel times and dates
Data The information you entered on Student Sheet 2.3c for your object. Include the object’s diameter, average distance from the Sun, mass, surface gravity, average temperature, length of sidereal day, length of year, and number of observed moons.
other Other interesting information (include pictures and drawings)
SolAr SyStEM brochUrE oUtliNE4.1b
STC Unit: Exploring Planetary Systems
The Wetumpka Impact Crater http://www.wetumpkachamber.org/impact_crater.html
The location of the Wetumpka Astrobleme —“star-wound”— originated from a cosmic event that occurred some 80 to 83 million years ago. It was confirmed only recently, after more than two years of extensive investigation and deep earth core drilling conducted on site. It is one of the few above-ground impact crater locations in the United States and one of only about six in the entire World. Even more unusual is the fact that the structure is actually exposed (as you can see from the rim evidence in these photographs). Despite the weathering that has occurred through millions of years, the crater walls are still prominent, so the rim was obviously much higher at one time. The projectile of the meteor impact was probably travelling between 10 and 20 miles per second. So this means the impact would have produced winds in excess of 500 miles per hour, and the meteor most likely struck at a 30-45 degree angle as it came from the northeast. They determined that it came from the northeast by the angle at which the rocks are slanted within the impact area which includes the current flow path of the Coosa River. This can be seen looking from both directions on the Bibb Graves Bridge. Geologists speculate that the shock waves, the damage, and other effects of the impact explosion radiated out from the strike several hundred miles. Debris may have been thrown as far away as the present Gulf of Mexico. Geologists also theorize that the strike area would have been under a shallow sea, perhaps 300 to 400 feet of water that covered most of southern Alabama at the time of the impact. It is estimated that the diameter of the meteorite to be 1,100 feet and could have been as much as three to four times larger. Rock samples were obtained for laboratory analysis for evidence of “shocked quartz.” Quoting from an article in The Wetumpka Herald published on July 1, 1999, “Another piece of evidence confirming meteoritic impact was uncovered …the unusual amounts of iridium, an element relatively common in asteroids and meteorites, but relatively uncommon in the Earth’s crust. Iridium, detected in amounts of approximately 200 parts per trillion within Wetumpka drill-core samples, is considered an anomalously high concentration. This discovery is important proof that an asteroid vaporized upon impact, thus contributing some of its iridium atoms to crater-filling rocks. Discovery of iridium abundance at Wetumpka follows the February 1999 announcement of the discovery of impact-produced shocked quartz in the core samples. Shocked quartz grains are found only in impact craters, and their discovery is considered the most important means of proving meteoritic impacts of the past. One distinctively unique feature is its horseshoe-shaped ridge of rock which is not submerged in water or covered or eroded beyond visibility. In spite of the millions of years of weathering, the crater walls are still prominent with the rim approximately three to four miles wide. A panoramic view of the highest point on the crater rim at Bald Knob Mountain is visible from routes into town. The Coosa River flows across the western edge of the crater. From the Bibb Graves Bridge one can easily see the upturned rock tilting in the direction of the crater. Outcroppings of dramatically upturned rock formations are visible along US Highway 231. There is a Crater Impact Commission consisting of six members—three appointed by the City of Wetumpka and three appointed by the Elmore County Commission. They will be holding public hearings regarding the future development and use of this very rare anomaly in our City, including an interpretative center located on Highway 231 in Wetumpka, AL.
who modeled this in class? (list students’ names.)
what do you see in their plastic box
and photo?
how does this surface feature
form?
which surface feature on Earth
matches this photo card? (Select from
Figures 6.1–6.5.)1
2
3
4
Directions Observe each group’s results. Find the photo card that matches the process modeled in each box. Then complete Table 1 by answering the question in each column.
STC Unit: Exploring Planetary Systems
Help
keep
exc
ess
se
dim
en
t ou
t of
ou
r cr
eek
s, s
trea
ms
an
d r
ivers
Wha
t is
a W
ater
shed
?A
wat
ersh
ed is
an
area
of
land
that
dra
ins
to
a co
mm
on p
oint
, su
ch a
s a
near
by c
reek
, st
ream
, ri
ver
or la
ke.
Eve
ry s
mal
l wat
ersh
ed
drai
ns to
a la
rger
wat
ersh
ed th
at e
vent
ually
fl
ows
to th
e oc
ean.
Wat
ersh
eds
supp
ort a
wid
e va
riet
y of
pla
nts
and
wild
life
and
prov
ide
man
y ou
tdoo
r re
crea
tion
oppo
rtun
ities
. Pr
otec
ting
the
heal
th o
f ou
r w
ater
shed
s pr
eser
ves
and
enha
nces
the
qual
ity
of li
fe f
or K
ansa
s C
ity a
rea
resi
dent
s.
Wha
t is
Stor
mw
ater
Run
off?
St
orm
wat
er is
wat
er f
rom
rai
n or
mel
ting
snow
. It
flo
ws
from
roo
ftop
s, o
ver
pave
d st
reet
s,
side
wal
ks a
nd p
arki
ng lo
ts,
acro
ss b
are
soil,
and
th
roug
h la
wns
and
sto
rm d
rain
s. A
s it
flow
s,
runo
ff c
olle
cts
and
tran
spor
ts s
oil,
pet
was
te,
salt,
pes
ticid
es,
fert
ilize
r, o
il an
d gr
ease
, lit
ter
and
othe
r po
lluta
nts.
Thi
s w
ater
dra
ins
dire
ctly
in
to n
earb
y cr
eeks
, st
ream
s an
d ri
vers
, w
ithou
t re
ceiv
ing
trea
tmen
t at s
ewag
e pl
ants
.
Pollu
ted
stor
mw
ater
con
tam
inat
es lo
cal
wat
erw
ays.
It c
an h
arm
pla
nts,
fis
h an
d w
ildlif
e, w
hile
deg
radi
ng th
e qu
ality
of
wat
er.
Winter Watershed TipF
or m
ore
info
rmat
ion,
vi
sit
ww
w.m
arc.
org/
Env
irom
ent/
Wat
er
or c
all 8
16/4
74-4
240.
A ty
pica
l wat
ersh
ed s
yste
m
Prin
ted
on 3
0% R
ecyc
led
Mat
eria
l
Mid
-Am
eric
a R
egio
nal C
ounc
il60
0 B
road
way
, Su
ite 3
00K
ansa
s C
ity,
Mis
sour
i 641
05
}}Wha
t is
Sedi
men
t Po
llutio
n?
Clea
n W
ater
.He
alth
y Li
fe.
Wha
t is
sedi
men
t?W
hat c
an y
ou d
o?Se
dim
ent e
nter
ing
stor
mw
ater
deg
rade
s th
e qu
ality
of
wat
er f
or d
rink
ing,
wild
life
and
the
land
su
rrou
ndin
g st
ream
s in
the
follo
win
g w
ays:
Sedi
men
t fill
s up
sto
rm d
rain
s an
d ca
tch
basi
ns to
ca
rry
wat
er a
way
fro
m r
oads
and
hom
es,
whi
ch
incr
ease
s th
e po
tent
ial f
or f
lood
ing.
Wat
er p
ollu
ted
with
sed
imen
t bec
omes
clo
udy,
pr
even
ting
anim
als
from
see
ing
food
.
Mur
ky w
ater
pre
vent
s na
tura
l veg
etat
ion
from
gr
owin
g in
wat
er.
Sedi
men
t in
stre
am b
eds
disr
upts
the
natu
ral f
ood
chai
n by
des
troy
ing
the
habi
tat w
here
the
smal
lest
st
ream
org
anis
ms
live
and
caus
ing
mas
sive
dec
lines
in
fis
h po
pula
tions
.
Sedi
men
t inc
reas
es th
e co
st o
f tr
eatin
g dr
inki
ng
wat
er a
nd c
an r
esul
t in
odor
and
tast
e pr
oble
ms.
Sedi
men
t can
clo
g fi
sh g
ills,
red
ucin
g re
sist
ence
to
dise
ase,
low
erin
g gr
owth
rat
es,
and
affe
ctin
g fi
sh
egg
and
larv
ae d
evel
opm
ent.
Nut
rien
ts tr
ansp
orte
d by
sed
imen
t can
act
ivat
e bl
ue-g
reen
alg
ae th
at r
elea
se to
xins
and
can
mak
e sw
imm
ers
sick
.
Sedi
men
t dep
osits
in r
iver
s ca
n al
ter
the
flow
of
wat
er a
nd r
educ
e w
ater
dep
th,
whi
ch m
akes
na
viga
tion
and
recr
eatio
nal u
se m
ore
diff
icul
t.
Sedi
men
t is
the
loos
e sa
nd,
clay
, si
lt an
d ot
her
soil
part
icle
s th
at s
ettle
at t
he b
otto
m o
f a
body
of
wat
er.
Sedi
men
t can
com
e fr
om s
oil e
rosi
on
or f
rom
the
deco
mpo
sitio
n of
pla
nts
and
anim
als.
W
ind,
wat
er a
nd ic
e he
lp c
arry
thes
e pa
rtic
les
to
rive
rs,
lake
s an
d st
ream
s.
Fac
ts a
bout
Sed
imen
t
The
Env
iron
men
tal P
rote
ctio
n A
genc
y lis
ts
sedi
men
t as
the
mos
t com
mon
pol
luta
nt in
riv
ers,
st
ream
s, la
kes
and
rese
rvoi
rs.
Whi
le n
atur
al e
rosi
on p
rodu
ces
near
ly 3
0 pe
rcen
t of
the
tota
l sed
imen
t in
the
Uni
ted
Stat
es,
acce
lera
ted
eros
ion
from
hum
an u
se o
f la
nd
acco
unts
for
the
rem
aini
ng 7
0 pe
rcen
t.
The
mos
t con
cent
rate
d se
dim
ent r
elea
ses
com
e fr
om c
onst
ruct
ion
activ
ities
, in
clud
ing
rela
tivel
y m
inor
hom
e-bu
ildin
g pr
ojec
ts s
uch
as r
oom
ad
ditio
ns a
nd s
wim
min
g po
ols.
Sedi
men
t pol
lutio
n ca
uses
$16
bill
ion
in
envi
ronm
enta
l dam
age
annu
ally
.
Wha
t’s th
e pr
oble
m?
Swee
p si
dew
alks
and
dri
vew
ays
inst
ead
of
hosi
ng th
em o
ff.
Was
hing
thes
e ar
eas
resu
lts in
se
dim
ent a
nd o
ther
pol
luta
nts
runn
ing
off
into
st
ream
s, r
iver
s an
d la
kes.
Use
wee
d-fr
ee
mul
ch w
hen
rese
edin
g ba
re
spot
s on
you
r la
wn,
and
use
a
stra
w e
rosi
on
cont
rol b
lank
et
if r
esta
rtin
g or
til
ling
a la
wn.
Not
ify
loca
l gov
ernm
ent o
ffic
ials
whe
n yo
u se
e se
dim
ent e
nter
ing
stre
ets
or s
trea
ms
near
a
cons
truc
tion
site
.
Put c
ompo
st o
r w
eed-
free
mul
ch o
n yo
ur g
arde
n to
hel
p ke
ep s
oil f
rom
was
hing
aw
ay.
Avo
id m
owin
g w
ithin
10
to 2
5 fe
et f
rom
the
edge
of
a st
ream
or
cree
k. T
his
will
cre
ate
a sa
fe b
uffe
r zo
ne th
at w
ill h
elp
min
imiz
e er
osio
n an
d na
tura
lly f
ilter
sto
rmw
ater
run
off
that
may
co
ntai
n se
dim
ent.
Eith
er w
ash
your
car
at a
com
mer
cial
car
was
h or
on
a su
rfac
e th
at a
bsor
bs w
ater
, su
ch a
s gr
ass
or g
rave
l. For m
ore
info
rmat
ion
abou
t er
osio
n an
d se
dim
ent c
ontr
ol,
visi
t ww
w.m
arc.o
rg/E
nvir
onm
ent/
Wat
er
or ca
ll 81
6/47
4-42
40.
Clea
n W
ater
.Cl
ean
Wat
er.
Heal
thy
Life
.He
alth
y Li
fe.
TAR- Target-Analogy-Reflection Target Describe the concept or phenomenon:
Analogy State the analogy: Describe how the analog and target are alike:
Describe how the analog and target are not alike:
Reflection Describe how the analogy helped you understand the target
2014 Template from Science Formative Assessment- 50 More Practical Strategies for Linking
Assessment, Instruction, and Learning (Page Keeley)
background Johann Elert Bode was a German astronomer born in 1747. He observed a mathematical relationship between the distances of the planets from the Sun, which we call Bode’s Law. To learn more about Bode’s mathematical equation, use Table 1 to answer Questions 1–7.
1. Complete this sequence: 0, 3, 6, 12, , , , ,
2. Now add 4 to each number: , , , , , , , ,
3. Divide each number by 10: , , , , , , , ,
4. Record your answers from Question 3 in Table 1 in the columns labeled “Bode’s Numerical Pattern.” Compare your answers with the relative distances of the planets from the Sun on the table.
5. What do you observe about the pattern of numbers?
6. What do you think the irregularity (indicated by ??? in Table 1) between Mars and Jupiter represents? (Bode thought it may have been another planet.)
7. How can you use Bode’s formula to calculate the distances of all of the planets? Which planet(s) cannot be calculated accurately using this formula, and why might that be?
challenge: Scientists do not know if Bode’s Law expresses a coincidence, or if the planets exhibit some systematic order which they cannot yet fully explain. Find out more about Bode’s Law by researching it on your own.
Directions Complete the following questions to prepare for the assessment in Lesson 10. Use the reading selections in your Student Guide, your notes, and your student sheets from Lessons 1–9 to help answer the questions.
How did Copernicus’s view of the solar system differ from Ptolemy’s? (Lesson 1)
List the planets in order according to their distances from the Sun. Tell which planet receives the most light from the Sun and why. (Lesson 2)
Use the scale factor 1 cm = 400 km to estimate how big (in cm) a model of Earth should be. (Lesson 2)
Why is it difficult to create an accurately scaled model of the solar system in the classroom? (Lesson 2)
How are impact craters formed? Draw a crater and label its parts. (Lesson 5)
Why are the craters on Earth’s surface less evident than those on other terrestrial planets’ surfaces? (Lessons 5 and 6)
Other than the eight planets, what objects are in the solar system? (Lessons 1, 5, and 8)
Complete Table 1 Planetary Processes by listing two planetary processes in the first column. Describe the landforms created by each process in the second column. In the last column, name one or more planets on which this process and/or landform can be found. (Lesson 6)
Describe how gravity affects an apple falling from a tree. (Lesson 3)
Describe the difference between mass and weight. (Lesson 3)
Why would a can of soda weigh different amounts on each planet? (Lesson 3)
How does the mass of a planet affect the speed of a moon that orbits it? (Lesson 7)
What happened to your orbiting marble when you lifted up the metal ring? Explain why this happened. (Lesson 7)
Table 1 Planetary Processes
8
9
10
11
12
13
Planetary Process landform created by this Process
Describe the motion of a planet when it orbits a star. Be specific. How is the motion of a planet near the star different from the motion of a planet far from the star? What is the shape of a planet’s orbit? (Lesson 7)
What did Eugene Shoemaker, his wife, Carolyn Shoemaker, and David Levy witness in 1994? (Lesson 8)
Compare asteroids, comets, meteoroids, and meteors. (Lesson 8)
How have asteroid impacts influenced Earth’s history as a planet? Give one example. (Lesson 8)
Describe what happens to a comet as it nears the Sun. (Lesson 8)
What are fossils, and why are they important to the study of Earth’s history as a planet? (Lesson 9)
Describe Venus’s atmosphere and the gases that make up its atmosphere. Why does Venus have a powerful greenhouse effect? (Lesson 3)
In this part of the assessment you will evaluate an experiment done by a group of students who used a sphere twirled on the end of a piece of string to investigate how the period of the sphere depended on its length of the string.
On Student Sheet 10a, write a hypothesis about how you think the period of a sphere twirled on the end of a string will change as you change the length of the string.
Below is an equipment list and a description of the procedure that the students used in their investigation. Use the information on this sheet and in the data table provided on your student sheet to complete Student Sheet 10a: Solar System Assessment Experiment Analysis Sheet (Part A). When you have finished, follow your teacher’s directions for turning in the student sheet and inquiry master.
MAtEriAlS USED 1 white sphere 1 piece of string ~ 1.0 meter long 2 stopwatches 1 clear cylinder 1 plastic tube 5 washers 1 meterstick Safety goggles
Questions 1–10 Read each question. On your answer sheet, write the correct letter.
A flashlight held close to a wall produces a small, bright circle of light, while a flashlight that is far away from the wall produces a large, dim circle of light. Using this model, what information can you hypothesize about how the Sun’s light affects planets?
A. Planets far away from the Sun receive more of the Sun’s concentrated light.B. Planets close to the Sun receive more of the Sun’s concentrated light.C. Planets far away from the Sun are warmer.D. Planets close to the Sun are colder.
Which best describes the surface of planet Earth over billions of years?A. High mountains and flat plains remain side by side and unchanged for millions of years.B. High mountains gradually wear down until most of Earth’s surface is at sea level.C. High mountains wear down as new mountains are continuously formed.D. A flat surface is pushed up until Earth’s entire surface is covered in mountains.
Comet Shoemaker-Levy 9 impacted Jupiter in 1994. Evidence of the impact was visible on Jupiter for nearly a year. Why are no craters from the impact visible on Jupiter today?
A. Jupiter is a gaseous planet and the comet impacted Jupiter’s upper atmosphere.B. The comet broke up into 21 pieces before it reached Jupiter.C. Wind and water on Jupiter eroded the craters.D. Jupiter trapped the comet in its orbit and it became a moon of Jupiter.
An apple falls from a tree to the ground. When does gravity act on the apple?A. When the apple first drops from the treeB. When the apple is halfway to the groundC. When the apple is closest to the groundD. In all three positions (A, B, and C)
The atmosphere on Venus is made up of many gases. Which of the following gases is found in the greatest amount on Venus and causes a runaway greenhouse effect?
A. NitrogenB. OxygenC. Carbon dioxideD. Hydrogen
You are designing a scale model of the solar system. Mercury is 4,878 km in diameter. Using the following scale factor, how large does your model of Mercury need to be?SCALE: 1 cm = 300 km
Galileo accepted Copernicus’s model of the solar system and rejected Ptolemy’s model. Select the best reason that Galileo could have had for his decision.
A. Copernicus’s model closely matched Galileo’s observations of the sky.B. Other scientists believed Copernicus’s model.C. Copernicus’s model was more recent than Ptolemy’s was. D. It was common sense to reject Ptolemy’s model.
You are in command of a cannon on a cliff near an ocean. The cannon can only fire straight ahead. You fire on a target. The cannonball curves toward the water and drops just short of the target. Which reason explains why the cannonball moved as it did?
A. The force of the fired cannon caused the ball to move forward, but gravity caused the cannonball to curve toward the water.
B. The cannonball did not have enough forward motion to overcome the gravitational force of Earth.
C. The target was too far away for the force of the cannon.D. All of the above
A scientist finds a fossil along the shore. It is an impression of a mollusk shell in sandstone. What type of fossil did the paleontologist find?
A. A fossil of the actual organism trapped in hardened amberB. A mold of the organismC. A cast of the organismD. A petrified bone
10b SolAr SyStEM writtEN ASSESSMENt (PArt b)(coNtiNUED)
Use the illustration below to answer the question. Write the letter of your answer on the answer sheet.
A curved groove is placed on a level table, as shown. A ball is pushed in the groove at P so that it exits the curve at Q. How would the ball move after it leaves the groove at Q?
A. It would curve from Q to P but just miss P.B. It would curve to the left.C. It would go off Q in a straight line.D. It would curve from Q to P exactly.
10b SolAr SyStEM writtEN ASSESSMENt (PArt b)(coNtiNUED)
Questions 11–14 Write your answers in complete sentences on the answer sheet or on a separate sheet of loose-leaf paper.
Consider what it might be like to live on Planet X rather than on Earth. Examine the table. Write at least one reason why it would be difficult to live on Planet X.
Describe two variables that determine the size of a crater that is formed by an asteroid, a comet, or a meteorite. Why does a comet’s tail form when the comet is near the Sun, but not when the comet is farther from the Sun? Examine the photograph of Mars’s surface on the next page. Use the photograph to answer each question.
A. What process do you think formed Apollinaris Patera (A on the photograph)? Explain your answer.
B. What process do you think formed Reuyl crater (B on the photograph)? Can you name any parts of this landform? Explain your answer.
C. Ma’adim Vallis is the channel in the southeast part of the photograph, marked C. Which process do you think formed Ma’adim Vallis? Explain your answer.
D. Gusev is marked D in the photograph. How do you think Gusev formed? Considering the relationship between Ma’adim Vallis and Gusev, what material do you think lines the floor of Gusev?
10b SolAr SyStEM writtEN ASSESSMENt (PArt b)(coNtiNUED)
Distance from a star like our Sun 149,600,000 km 103,600,000 kmrotation on its axis 1 day 200 Earth daysrevolution around the Sun 3651⁄4 days 200 Earth days
Students began by tying one end of the string to the white sphere. They then threaded the string through the tube and tied the loose end of the string to the clear plastic tube. Next, they placed five washers in the clear plastic tube.
After putting on safety goggles, students measured off 20 cm as the distance from the center of the sphere to the top of the tube. Then one student began swinging the sphere in a circle around his head. The student made sure that the plastic cylinder stayed the same distance below the tube while the sphere was swinging around the circle. When the sphere had a steady motion, two other students used stopwatches and measured the time it took the sphere to make 10 revolutions around the circle. The fourth member of their group recorded this information in a data table. The students repeated this trial one more time.
The students stopped swinging the sphere and measured off a new distance, 40 cm, from the top of the tube to the center of the white sphere. They repeated the procedure of swinging the sphere around in a circle and measuring the time for the sphere to make 10 revolutions. After recording their data, they repeated this procedure for two more trials, using distances of 60 cm and 80 cm.
When they had finished collecting data, the students put their materials away and began analyzing their data.
SolAr SyStEM ASSESSMENtExPEriMENt ShEEt (PArt A) (coNtiNUED)
![[PPT]PowerPoint Presentation - amcknight / FrontPageamcknight.pbworks.com/w/file/fetch/69919068/Scale Factor... · Web viewScale factor = new measurement old measurement Scale factor](https://static.documents.pub/doc/80x56/5af654497f8b9a92719015f2/pptpowerpoint-presentation-amcknight-factorweb-viewscale-factor-new-measurement.jpg)
