Download The Space Files: The Inner Solar System

The Space Files: The Inner Solar System
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING The Space Files: The Inner Solar System
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
All Inner Solar System Programs
Inner Solar System Fact Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
All Inner Solar System Programs
Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Inner Solar System: The Sun
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Inner Solar System: The Sun
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Inner Solar System: The Sun
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Inner Solar System: Mercury
Checking Comprehension - Short Answer Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Inner Solar System: Mercury
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Inner Solar System: Venus
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Inner Solar System: Venus
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Inner Solar System: Earth
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Inner Solar System: Earth
Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Inner Solar System: Earth
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Inner Solar System: Moon
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Inner Solar System: Moon
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Inner Solar System: Moon
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Inner Solar System: Eclipses and Auroras
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Inner Solar System: Eclipses and Auroras
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Inner Solar System: Mars
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Inner Solar System: Mars
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Patricia A. Peirson.
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: [email protected]
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
Link to the World
in the program. Your students
These activities offer ideas
for connecting learners’
and formulate ideas on their own, based on
suggested
media or content areas.
will have opportunities to make discoveries
meaning.
Curriculum Connections
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
classroom activities to their
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
Additional
understand,
Programs
retain,
and
recall
the
Choose the best way for students to
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
this completed activity as a study guide to
Preparation
prepare for the test.
•
Administer the Test to assess students’
comprehension of what they have
Read The Space Files: The Inner Solar
learned, and to provide them with
System
practice in test-taking procedures.
Themes,
Overview,
and
Reproducible Activities
Objectives to become familiar with
The AIMS Teaching Module provides a
program content and expectations.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
or
a
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have students view The Space Files: The
the opportunity for students to assess their
Inner Solar System together or in small
knowledge of new vocabulary with this word
groups.
game or puzzle. The format of this
vocabulary activity allows students to use the
related words and phrases in a different
•
Some students may benefit from
viewing the video more than one time.
context.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
local
community
The Space Files: The Inner Solar System
Themes
solar activities, from sunspots to promi-
occurs about seventy times every century.
nences and solar winds.
Students will also discover the genesis of the
These programs focus on the inner solar sys-
Next, Inner Solar System: Mercury
dramatic natural light shows created by
tem - the celestial region stretching from the
takes us to the baked, rocky planet closest to
electrically charged particles in the solar
Sun and its closest planet, Mercury, to Mars,
the Sun. Smallest of the terrestrials, Mercury
winds - the aurora borealis.
Earth’s closest neighbor. Also featured are a
speeds around the Sun in a wildly elliptical
Inner Solar System: Mars intro-
close-up look at Earth’s moon and an explo-
orbit that takes it as close as 47 million kilo-
duces students to the world humans may visit
ration of the spectacular phenomena of
meters and as far as 70 million kilometers
next. The red planet Mars has inspired wild
eclipses and the aurora borealis. As its cen-
from the Sun. How planets and the planetary
flights of imagination over the centuries, as
tral theme, the SpaceFiles Series: Inner Solar
system formed is explained and illustrated in
well as intense scientific interest. Mars is a
System provides an in-depth examination of
this program.
small rocky body once thought to be very
the origins, physical characteristics, move-
Inner Solar System: Venus brings
Earth-like. Discovery of vast, frozen under-
ment, and relative position of each terrestrial
us to a lifeless world shrouded in cloud. At
ground water deposits has stirred hope that,
planet, our system’s star, and Earth’s moon.
first glance, if Earth had a twin, it would be
despite the severity of its surface and atmos-
The likelihood of current or past life-form
Venus. The two planets are similar in size,
pheric conditions, life exists in some form on
existence is also discussed.
mass, composition, and distance from the
the red planet.
Sun. But there the similarities end. Venus is a
Overview
planet suffering from a run-away green-
Objectives
house effect, with a choking atmosphere and
The SpaceFiles Series encompasses the fun-
temperatures hot enough to melt lead.
damentals of space and astronomy. The
Inner Solar System: Earth, explores
Inner Solar System titles deal with the Sun,
our home planet - third planet from the Sun
the
terrestrial
planets,
Earth’s
•
To explore the Sun, Moon, and
terrestrial planets of our solar system
•
To
examine
the
origins,
size,
moon,
and the fifth largest in the Solar System.
temperature, and physical properties of
eclipses, and the phenomenon of the aurora
Positioned at nearly 150 million kilometers
the Sun
borealis.
from the Sun, and situated in the center of
Note: Many of the activities and
the habitable zone as we understand it,
assessments contained in this teaching mod-
Earth is the only planet in our Solar System
ule may be used with all seven programs in
known to harbor life - life that is incredibly
the SpaceFiles - The Inner Solar System
diverse.
•
To discuss the origins and observe the
unique
surface
and
atmospheric
features of each celestial body
•
To learn about the size and relative
position of each planet in the inner
series. Other additional activities and con-
Inner Solar System: The Moon pre-
sumables are meant for specific Inner Solar
sents the origins of Earth’s only natural satel-
System videos, and are labeled as such.
lite. The regular daily and monthly rhythms
solar system
•
To discuss the characteristics of Earth
that allow for life
The Inner Solar System: The Sun
of this small, yet vital celestial partner have
begins at the center of things: our system’s
guided timekeepers for thousands of years.
own star. The Sun is the energy source that
Its influence on Earth’s cycles, notably tides,
powers the Earth and has inspired mythol-
has been charted by many cultures in many
ogy in almost all cultures, including the
ages. The Moon’s lunar phases, effects on
astronomy and further exploration of
ancient
Native
Earth’s tides, elemental characteristics, and
the solar system and beyond
Americans, and Chinese. It is a huge, bright
topography are examined, along with scien-
sphere of mostly ionized gas, about 5 billion
tific data gathered from the lunar explo-
years old, and is the closest star to Earth at
rations of astronauts.
Egyptians,
Aztecs,
a distance of about 150 million kilometers.
Inner Solar System: Eclipses and
In addition to discussing the elemental com-
Auroras offers students spectacular images
position of the Sun, the program details
of a total eclipse of the Sun, an event which
•
To examine the phenomena of solar
and lunar eclipses, solar flares, and the
aurora borealis
•
To encourage a deeper appreciation of
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Introduction to the Program
Discussion Ideas
Ask students to share what they know about
Ask one or more of the following questions
the origins of the Sun and planets in the
to prompt discussion about space explo-
solar system. Review with students the names
ration: What are the necessary components
of the nine planets and their positions rela-
to sustain life on Earth? (These should
tive to the Sun. Ask students what area in our
include atmosphere, light, heat, cold, water,
solar system lies between Mars and Jupiter
soil, and air, all occurring in delicate bal-
(the asteroid belt). Explain to students that
ance.) What role does the Sun play in sus-
the program they will be viewing involves
taining life? Why do you think it is important
the inner solar system - the Sun and the four
to understand the Sun and the other planets
planets orbiting between the Sun and the
in our solar system? What potential do you
asteroid belt (also called the terrestrial plan-
think there is for finding life on other planets,
ets).
either within our solar system or somewhere
else in the universe? Explain your response.
Introduction to Vocabulary
The following words are referenced in The
Focus
Inner Solar System videos. Write the terms
on the board; ask the class to discuss the
Encourage students to watch for similarities
meaning of each word, and review the terms
and differences between other planets and
that are unfamiliar to students. You may wish
Earth’s moon and Earth itself, such as size,
to have students look up terms in a dictio-
rotational direction, composition, atmos-
nary or encyclopedia.
phere, and potential to support life. Ask
them to keep in mind each celestial body’s
axis
position relative to the Sun and the effect of
Celsius (32∫ Fahrenheit = 0 ∫ Celsius, or
that positioning.
freezing point; 212∫ F = 100∫ C, or boiling
point)
diameter
kilometer (equals 0.6214 miles, or 1 mile =
1.609 kilometers)
moon
orbit
planet
planetesimal (one of the many small, solid
celestial bodies thought to have existed at an
early stage in the development of the solar
system)
rotation
solar system
star
terrestrial
topography
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SUGGESTED ACTIVITIES
All Inner Solar System Programs
Meeting Individual Needs
Following the viewing of each program, ask students to recall some of the highlights and specific information presented. List their responses on the board. Clarify information as needed. If necessary, provide suggestions of your
own to trigger additional responses and stimulate discussion.
30 Minutes
All Inner Solar System Programs
Connection to Social Studies
SO CI AL
ST UD IE S
There is an on-going controversy concerning the value of space exploration. Some people believe that such exploration is a needless waste of money, a drain on our Federal budget, and has produced little that benefits the dayto-day life of the individual. Others would argue that valuable information is being gathered, inventions and
45 Minutes
technology are being developed that find application in our day-to-day lives, and such exploration may potentially
provide answers and solutions to pressing questions and problems right here on Earth. Have students research the
pros and cons of space exploration. Organize a class debate to discuss these issues.
All Inner Solar System Programs
LIT ERA TUR
Connection to Literature/Arts and Humanities
In many cultures, the population’s ancestors believed that the sky was the home of gods, goddesses, and other
supernatural beings. The planets themselves were thought to be these immortal creatures. We still use their names
60 Minutes
for the planets and moons today.
Using library, Internet or other resources, have students research the mythology of different cultures associated with
the Sun, Mercury, Venus, Earth, the Moon, and Mars. More advanced students may wish to research how the early
Greeks attempted through their myths to explain the movement of heavenly bodies.
Have students share their findings in an informal discussion or through presentation of oral reports. Discuss with
students how such myths originated as our ancestors attempted to understand the world.
All Inner Solar System Programs
Critical Thinking
There have been a number of theories concerning the origins of the solar system. For example, in the late 1700s,
French scientist Comte de Buffon suggested that a giant comet passing the Sun pulled out the matter from which
the solar system emerged. Over time, other theories have been formulated. Ask students to research some of these
theories to learn more about them.
45 Minutes
Following their research, organize a class discussion or debate which allows students to present the theories they
support or find most interesting. Encourage students to provide scientific evidence for their choices.
9
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E
ART
All Inner Solar System Programs
Connection to Science and History
HI ST OR Y
SC IE NC E
Since scientific study of the cosmos began, there have been a number of objects that were once thought to exist by
astronomers, but which later “vanished.” Student may readily associate some of their names with people and
places in today’s popular science fiction. They include: Vulcan - the intra-Mercurial planet; Mercury’s moon; Neith
45 Minutes
- the moon of Venus; Earth’s supposed second moon; the first theoretical moons of Mars; and Nemesis - the Sun’s
“companion star.”
Have students research these or other hypothetical planets and “vanished” objects. Internet sites such as
http://www.seds.org/nineplanets/nineplanets/hypo.html are excellent sources of information. Ask students to
share their findings in a general class discussion. Students should understand what led to the faulty identification
of an object, and what, if any, contribution the event made to future understanding of the universe.
All Inner Solar System Programs
Extended Activity
Provide students with the names of the space probes mentioned in the programs (see list below). Individually or in
small groups, have students prepare a multimedia presentation that includes pictures of the space probe, the sig-
Extended
nificance of its name, the launch date, its purpose, its discoveries, and some images sent back to Earth. Conclude
with an analysis of the success or failure of the space probe.
Mariner 10
Venera 7 (1970s Russian space probe to Venus)
Magellan
Mars Global Surveyor
Mars Odyssey
Mars Express
The Apollo Missions
As an alternative, students may wish to report on planned space probes, such as Bepi-Colombo or Messenger
(Mercury), or the Mars Exploration Rover project.
Inner Solar System: The Sun
Writing
Why We Study the Sun: Ask students to prepare a report on the range of information that we gather from study
of the Sun, as well as the application and importance of that information. The Internet is an excellent research tool
for this activity.
60 Minutes
Inner Solar System: Mercury
Connection to Space Science
SPACE
SCIENCE
In this program, the formation of Mercury is used to demonstrate the process by which other planets and our solar
system were formed. Ask students to write a brief description of the process. Preliminary class discussion or
research may be necessary.
45 Minutes
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Inner Solar System: Venus
Connection to Literature
LIT ERA TUR
E
Have students read the short story by Ray Bradbury entitled “The Long Rain” (a selection from his book “The
Illustrated Man”). The story provides an excellent example of our perception of Venus before science revealed the
true nature of the planet. Discuss the story in light of what is known today. How does current knowledge impact
Extended
the reader’s ability to enjoy stories such as this one?
Inner Solar System: Earth
Connection to Earth Science
EA RT H
SC IE NC E
Before scientific exploration and discovery revealed the true physical make-up of our neighboring planets, we
imagined the surface of Venus and Mars to be populated by fantastic creatures living in cloud-shrouded jungles or
arid deserts. Then robotic spacecrafts showed us images of barren vistas, seemingly inhospitable to life, and
dashed all hope of finding extraterrestrial life. However, recent discoveries on our own planet have revealed that
45 Minutes
life exists on the Earth under the most “unlifelike” conditions. For example, we have discovered anaerobic life, and
life existing in all temperature extremes, in toxic gas environments, inside a rock, or in a pool of acid.
Using the library and Internet resources, have students research recent discoveries of life forms which exist under
unexpected and extreme conditions on Earth, and have them present their findings to the rest of the class. This may
be done during a general class discussion or as a formal oral report.
Inner Solar System: Earth
Writing
Using the information gathered in the Connection to Earth Science research on life forms which exist under extreme
conditions, discuss the possibility of life existing in some form on one of the other planets of the inner solar system.
Next, ask students to write a short fiction story with this topic as its theme. Have students present finished stories to
Extended
the class. Teachers may wish to compile and photocopy the stories to create a class science fiction short story booklet.
Inner Solar System: The Moon
LIT ERA TUR
Connection to Literature
The Moon continues to be a rich source of inspiration for science fiction authors. Provide students with an
age/grade level appropriate list of short stories or novels by renowned science fiction authors such as H. G. Wells,
Jules Verne, Ray Bradbury, Isaac Asimov, Arthur C. Clarke, or Robert A. Heinlein. After reading the selected story
Extended
or novel, have students prepare a book review of the work.
Inner Solar System: The Moon
Hands On
Making a Crater - Class Demonstration: Items needed: 9x12 inch cake pan; dry Plaster of Paris powder; dry
Portland Cement powder; tablespoon.
15 Minutes
Fill a 9x12 inch cake pan with dry Plaster of Paris powder (not wet). The plaster powder needs to be 11/2 to 2
inches deep. Put the pan of dry plaster powder on the floor, or on the ground if you choose to conduct this demonstration out of doors. Take a heaping tablespoon of dry Portland Cement powder (readily available in any hardware store). Hold the heaping tablespoon of cement 3 to 4 feet over the pan and dump it all in one motion into
the pan. (The aim is to dump it as one lump.) The result is a beautifully created “moon crater”, complete with ray
structures and center peak.
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Inner Solar System: Eclipses and Auroras
Connection to Space Science/Hands On
SPACE
SCIENCE
There are certain safety procedures people must follow when viewing an eclipse. Have students research eclipse
observation tips, precautions and methods, then share their findings in a general discussion of the topic. Next,
Extended
using the Internet as a resource, have students find a listing for upcoming eclipses. If possible, involve the class in
observation of an eclipse. As an additional activity, teachers may wish to help students construct their own pinhole
projector for viewing the event.
Inner Solar System: Mars
SPACE
SCIENCE
Connection to Space Science/Writing
Mars may well be the next planet on which humans walk and which they will possibly inhabit. The first step in making any planet habitable is terraforming. Have students research the topic of terraforming and its application to
Mars. The Internet is an excellent source of information. Then ask students to prepare a report in which they dis-
60 Minutes
cuss the procedure as well as the feasibility of terraforming the planet. As an alternative to a report, ask students
to write a short science fiction story which involves the terraforming of Mars.
All Inner Solar System Programs
Culminating Activity
If possible, arrange for students to visit a planetarium or a museum that has a space exhibit. As an alternative, ask
a local astronomer to speak to the class about his or her experience and observations, or arrange for a traveling
planetary show to visit your school. Following the activity of choice, discuss with students what they learned, most
enjoyed, or found the most interesting about the experience.
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Extended
Name
ALL INNER SOLAR SYSTEM PROGRAMS
INNER SOLAR SYSTEM FACT SHEET
Use copies of the following form to outline important information gathered on each planet or other celestial body explored in the program.
(NOTE: some information fields may not be applicable to all program topics.)
1. Name of planet or celestial body: ______________________________________________________________________________________
2. Type of celestial body: (i.e., planet, star, moon, etc.) ________________________________________________________________________
3. Position in the solar system relative to the Sun: ____________________________________________________________________________
4. Position in the solar system relative to Earth: ______________________________________________________________________________
5. Diameter: __________________________________________________________________________________________________________
6. Topography (general): ________________________________________________________________________________________________
7. Three major geographic features: ______________________________________________________________________________________
8. Atmosphere: ________________________________________________________________________________________________________
9. Weather: ____________________________________________________________________________________________________________
10. Temperature range: __________________________________________________________________________________________________
11. Period of rotation: __________________________________________________________________________________________________
12. Period of orbit (revolution around the Sun): ______________________________________________________________________________
13. Space craft and/or mission involved in exploration: ______________________________________________________________________
14. Potential for life: ____________________________________________________________________________________________________
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ALL INNER SOLAR SYSTEM PROGRAMS
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards.
S
Z
Q
H
D
V
J
Z
G
X
Y
M
W
V
H
B
T
E
N
A
L
P
W
K
O
R
B
I
T
Z
Z
X
A
Y
Q
M
V
H
D
N
Z
G
J
E
M
W
R
N
R
Z
K
B
C
V
X
P
Q
K
R
Y
Q
O
V
G
Y
Q
D
I
A
M
E
T
E
R
J
B
T
Z
J
C
H
M
X
W
Z
N
Y
S
E
B
S
A
N
C
E
N
I
Q
K
R
A
L
O
S
Z
Z
T
Y
H
L
S
B
J
Z
M
X
V
M
T
J
K
I
J
V
S
W
V
G
X
Q
Y
H
Z
R
W
M
O
O
N
I
Z
R
E
T
E
M
O
L
I
K
G
N
L
Y
U
V
X
Q
S
K
V
Y
G
A
Q
Z
W
J
K
S
G
B
Z
J
R
A
N
U
L
H
H
Y
X
Z
B
Q
N
M
Q
W
G
Z
B
V
J
B
T
O
P
O
G
R
A
P
H
Y
H
Q
Y
Z
V
Z
W
L
A
M
I
S
E
T
E
N
A
L
P
WORD BANK
axis
Celsius
diameter
kilometer
lunar
moon
orbit
planet
planetesimal
rotation
solar
star
terrestrial
topography
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INNER SOLAR SYSTEM: THE SUN
CHECKING COMPREHENSION
Using words from the Word Bank below, fill in the blanks in the following sentences. NOTE: Some words will NOT be used.
1.4 million
asteroids
chromosphere
helium
magnetic
moons
nuclear
planet
prominences
solar wind
sunspots
universe
15,000,000
billion
corona
hydrogen
million
nitrogen
photosphere
planets
solar system
star
umbra
1.
The Sun is a _______________________________, and is by far the largest object in the _______________________________.
2.
The Sun’s diameter is _______________________________ kilometers.
3.
The Sun is about 5 _______________________________ years old.
4.
The mass of the Sun is made up almost entirely of _______________________________ and _______________________________ gases.
5.
The surface temperature is almost 6000 ˚C, and the core is approximately _______________________________ ˚C.
6.
The surface, or outer visible layer, of the Sun is called the _______________________________
7.
Darker-appearing regions on the Sun’s surface are _______________________________.
8.
The dark center of a sunspot is called the _______________________________.
9.
A small region known as the _______________________________ lies above the photosphere, and above this is a region called the
_______________________________.
10. The core of the Sun is a _______________________________ reactor.
11. _______________________________ are usually associated with regions of sunspot activity. They are bright, cloud-like features that may
reach high into the corona, often as graceful loops that may hang suspended for many days.
12. These graceful billows of gas are fuelled by _______________________________ surges beneath, and loop along magnetic force lines.
13. In addition to heat and light, the Sun emits a low-density stream of charged particles know as the _______________________________.
14. The satellites of the Sun consist of nine _______________________________.
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INNER SOLAR SYSTEM: THE SUN
TRUE OR FALSE
Read the following statements. Place a T next to statements that are true, and an F next to statements that are false.
1.
________
Energy released at the Sun’s core takes at least a hundred thousand years to reach the Sun’s surface.
2.
________
Energy produced by the Sun takes 24 hours to reach Earth’s surface.
3.
________
The mass of the Sun comprises nearly two-thirds of the total mass of the solar system.
4.
________
Over a million Earths would fit inside the Sun.
5.
________
Every 11 years, the magnetic fields of the Sun reverse.
6.
________
The Sun’s equator spins more slowly than its poles.
7.
________
The outer atmosphere, or corona, of the Sun is cooler than the lower chromosphere or photosphere.
8.
________
The solar wind blows at upwards of 400 kilometers a second.
9.
________
An audio picture of the Sun’s interior reveals that the Sun throbs in regular five-minute beats.
10. ________
In about 5 million years, the Sun’s balance of radiation pushing out and gravity pushing in will be gone.
11. ________
At that time, the Sun will begin to shrink in size.
12. ________
Eventually the Sun will collapse to the size of our moon.
13. ________
The Sun will first become a red giant, then a white dwarf.
14. ________
Eventually, our solar system will become nine dead planets orbiting a black dwarf star.
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INNER SOLAR SYSTEM: THE SUN
TEST
Circle the letter of the correct answer for each question.
1. The mass of the Sun is made up of:
a) nitrogen and oxygen.
b) hydrogen and helium.
c) helium and metals.
d) all of the above.
2. The energy produced by the Sun takes:
a) 20 seconds to reach Earth.
b) 1 minute 8 seconds to reach Earth.
c) 24 hours to reach Earth.
d) 8 minutes 20 second to reach Earth.
3. The mass of the Sun comprises:
a) 50% of the solar system.
b) two-thirds of the solar system.
c) 99.8% of the solar system.
d) four-fifths of the solar system.
4. The surface of the Sun is called the:
a) photosphere.
b) corona.
c) umbra.
d) chromosphere.
5. The poles of the Sun rotate:
a) at the same speed as the equator.
b) once every 34 days.
c) once every 25 days.
d) faster than the equator.
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INNER SOLAR SYSTEM: MERCURY
CHECKING COMPREHENSION - SHORT ANSWER QUESTIONS
Answer each of the following questions in one or two sentences. Please use full sentences.
1. What is Mercury’s relative size and position in the solar system? ____________________________________________________________
______________________________________________________________________________________________________________________
2. How far is Mercury from the Sun? ______________________________________________________________________________________
______________________________________________________________________________________________________________________
3. How do the terrestrial planets like Mercury differ in composition from the larger planets such as Jupiter? __________________________
______________________________________________________________________________________________________________________
4. What are planetesimals? ______________________________________________________________________________________________
______________________________________________________________________________________________________________________
5. How does the size of a planet body affect its gravitational pull?______________________________________________________________
______________________________________________________________________________________________________________________
6. How does Mercury’s solar orbit compare to Earth’s? ______________________________________________________________________
______________________________________________________________________________________________________________________
7. What was Mariner 10’s mission? ______________________________________________________________________________________
______________________________________________________________________________________________________________________
8. What technique for space travel did Mariner 10 first use? __________________________________________________________________
______________________________________________________________________________________________________________________
9. What are the unique characteristics of Mercury’s rotation and solar orbit? ____________________________________________________
______________________________________________________________________________________________________________________
10. Mercury’s iron core makes up 70% of its volume. What is the possible explanation for this? ____________________________________
______________________________________________________________________________________________________________________
11. Why do scientists believe there may be permanent ice deposits on Mercury?__________________________________________________
______________________________________________________________________________________________________________________
12. What more do scientists hope to learn from Mercury through various probes and fly-bys? ______________________________________
______________________________________________________________________________________________________________________
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INNER SOLAR SYSTEM: MERCURY
TEST
Circle the letter of the correct answer for each question.
1. In the formation of the solar system, the terrestrial planets:
a) were composed of the heaviest elements.
b) were less dense than the outer planets like Jupiter.
c) were the only forming bodies with any gravitational pull.
d) A and C
2. Mercury has a solar orbit of:
a) 28 days.
b) 225 days.
c) 88 days.
d) 365 days.
3. The Earth is _____ more massive than Mercury.
a) 10 times
b) 18 times
c) 13 times
d) 25 times
4. A day on Mercury would equal:
a) 88 Earth days.
b) 2 Earth days.
c) 176 Earth days.
d) 18 Earth days.
5. Mercury’s core is composed of:
a) iron.
b) molten lava.
c) unknown metals.
d) nickel.
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INNER SOLAR SYSTEM: VENUS
CHECKING COMPREHENSION
PART A: Read each statement below. Underline the word or phrase in parentheses that correctly completes each statement. Cross out the
incorrect word(s) or phrase(s).
NOTE: There may be more than two choices. Cross out all incorrect choices.
Example: Billions of years ago, Venus may have been a planet of (oceans) (lava) in which microbial life could evolve.
1. The planet which orbits between Venus and the Sun is (Earth) (Mars) (Mercury).
2. The orbit of Venus makes the planet highly visible from Earth (just before dawn) (just before sunset).
3. Venus takes (88) (225) days to orbit the Sun.
4. The basic measurement for scaling the cosmos was initially used by (astronomer) (explorer) James Cook.
5. This measurement is based on the distance (between planets) (from Earth to the Sun) (from Earth to Venus).
6. Radar signals bounced through Venusian clouds have revealed that Venus rotates (slowly) (irregularly) (quickly).
7. The rotation of Venus is (similar to) (in the opposite direction of) Earth’s rotation.
8. Venus turns once on its axis every (24 hours) (88 days) (243 days).
PART B: Short Answer Questions
On a separate piece of paper answer each of the following questions in one or two sentences. Please use full sentences.
1. In 1970, the Russians soft-landed a probe on Venus. What did it reveal about the landscape?
2. What do we know about Venus’ atmosphere and surface temperature?
3. What did America’s Magellan spacecraft accomplish in the 1990s?
4. What probably causes the coronae formations on Venus?
5. Why are impact craters less commonly found on Venus as compared to Mercury or the Moon?
6. On Venus, what conditions combine to produce “pancake domes”?
7. Four billion years ago, Venus may have been able to sustain life. What may have turned it into the planet we know today?
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INNER SOLAR SYSTEM: VENUS
TEST
Circle the letter of the correct answer for each question.
1. Venus is a planet very similar in size to:
a) Mercury.
b) Mars.
c) Earth.
d) Earth’s moon.
2. The orbit of Venus around the Sun takes:
a) 88 Earth days.
b) 225 Earth days.
c) 365 Earth days.
4) 157 Earth days.
3. Venus was named after:
a) the Greek messenger of the gods.
b) the Greek goddess of mystery.
c) the Greek goddess of swamps.
d) the Greek goddess of love and beauty.
4. The atmosphere of Venus:
a) is over 90 times denser than that of Earth.
b) blankets the planet, trapping in heat.
c) makes Venus the hottest planet.
d) all of the above.
5. The rotation of Venus:
a) is in the opposite direction to that of Earth.
b) matches the speed of Earth’s rotation.
c) takes about 24 hours.
d) all of the above.
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INNER SOLAR SYSTEM: EARTH
CHECKING COMPREHENSION
PART A: Short Answer Questions
Please use full sentences to answer each of the following questions.
1. What portion of the Earth’s surface is land? ______________________________________________________________________________
2. Where did life most likely begin on Earth?________________________________________________________________________________
3. Today, Earth is home to approximately how many human beings? ____________________________________________________________
4. Briefly, what effect has humankind had on Earth’s environment? ______________________________________________________________
5. What do Earth’s volcanic eruptions tell us about our planet’s core? __________________________________________________________
6. Earth’s crust is like a cracked eggshell. What do the cracks indicate?__________________________________________________________
7. What happens when Earth’s plates interact? ______________________________________________________________________________
PART B: Fill In The Blank
From the Word Bank below, fill in the missing information in the following statements. NOTE: Not all words will be used.
1.
24 hours
largest
nickel
crust
iron
moon
coldest
magnetic field
million
billion
liquid outer core
third
365 days
lead
solid inner core
first
mantle
Earth is the ______________________________ inner planet, ______________________________ from the Sun, and first with a
______________________________.
2.
Earth’s rotation takes ______________________________, and its solar orbit takes ______________________________.
3.
Earth’s distance from the Sun is 150 ______________________________ kilometers.
4.
The top layer of the Earth is called the ______________________________, below which is the ______________________________ - a mix
of partially melted and solid rock.
5.
Next comes the layer called the ______________________________.
6.
The solid inner core is a slowly rotating heart of ______________________________ and ______________________________.
7.
The rotation of the solid inner core is thought to be the dynamo generating the Earth’s ______________________________.
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INNER SOLAR SYSTEM: EARTH
CAUSE AND EFFECT
Certain planetary conditions and events have specific origins. Read each of the following outcomes. In the space provided, briefly explain what
would be the origin or cause of each.
Example:
Observable outcome: volcanic eruption
Underlying cause: release of heat from Earth’s core through release of lava
1. Observable outcome: earthquakes
Underlying cause: ______________________________________________________________________________________________________
2. Observable outcome: the changing map of the Earth
Underlying cause: ______________________________________________________________________________________________________
3. Observable outcome: mountain ranges such as the Alps
Underlying cause: ______________________________________________________________________________________________________
4. Observable outcome: apparent movement of the Sun across the sky
Underlying cause: ______________________________________________________________________________________________________
5. Observable outcome: varying lengths of day and night throughout the year
Underlying cause: ______________________________________________________________________________________________________
6. Observable outcome: winter in the northern hemisphere
Underlying cause: ______________________________________________________________________________________________________
7. Observable outcome: global weather patterns
Underlying cause: ______________________________________________________________________________________________________
8. Observable outcome: wind
Underlying cause: ______________________________________________________________________________________________________
9. Observable outcome: equatorial rainforests
Underlying cause: ______________________________________________________________________________________________________
10. Observable outcome: a new ice age
Underlying cause: ______________________________________________________________________________________________________
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INNER SOLAR SYSTEM: EARTH
TEST
Circle the letter of the correct answer for each question.
1. The dominant feature on Earth’s surface is:
a) its six continents.
b) its cities and man-made structures.
c) its great mountain ranges.
d) its vast bodies of water.
2. The distance from Earth to the Sun is:
a) 150 million kilometers.
b) 108 million kilometers.
c) 150 billion kilometers.
d) 58 billion kilometers.
3. The Earth’s crust is thickest:
a) beneath the continents.
b) under the oceans.
c) at the two poles.
d) where continental plates meet.
4. The inner core of Earth is:
a) a mix of partially melted and solid rock.
b) molten lava.
c) iron and nickel.
d) all of the above.
5. Mountain ranges, like the Alps, are the result of:
a) continental plates pulling apart.
b) continental plates pulling and pushing.
c) earthquakes and volcanoes.
d) continental plates crashing together.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Name
INNER SOLAR SYSTEM: THE MOON
CHECKING COMPREHENSION
PART A: Read each statement below. Underline the word or phrase in parentheses that correctly completes each statement. Cross out the
incorrect word(s) or phrase(s).
NOTE: There may be more than two choices. Cross out all incorrect choices.
Example: At the time of the Moon’s formation, its orbit was (10) (20) (30) times closer to Earth than it is today.
1. In one orbit of Earth, the Moon turns (once) (twice) on its axis.
2. The diameter of the Moon is (one third) (one quarter) (one fifth) that of Earth.
3. The Moon takes (30 days) (27 1⁄3 days) (29 1⁄2 days) to orbit Earth.
4. When the face of the Moon is completely dark, we call this lunar phase (the New Moon) (the Full Moon).
5. Lunar gravity is (1⁄3) (1⁄8) (1⁄6) that of Earth.
6. The gravitational pull exerted by the Moon on our oceans is called (high tide) (tidal drag) (tidal gravity).
PART B: Short Answer Questions
Use a separate sheet of paper to answer each of the following questions. Please use full sentences.
1. How were the mare or “seas” on the Moon formed?
2. How do mare differ from craters created by recent impacts?
3. On the Moon, why do a hammer and a feather fall at the same speed?
4. How have scientists determined that the Moon’s interior is probably a solid, metallic core?
5. How do scientists measure the change in distance between the Moon and Earth?
6. What are the two main effects that the Moon’s gravitational pull has on the Earth?
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Name
INNER SOLAR SYSTEM: THE MOON
TRUE OR FALSE
Read the following statements. Place a T next to statements that are true, and an F next to statements that are false.
1.
________
Scientists believe that Earth’s impact with another celestial body may have provided the material which formed its moon.
2.
________
This impact is thought to have been a single collision.
3.
________
The Earth would have been approximately 50 million years old at the time.
4.
________
The surface condition of the Earth would have been much like it is today.
5.
________
At the time the Moon first formed, it was about 10 times closer to Earth than it is today.
6.
________
The Moon always presents the same face to Earth.
7.
________
The Moon has no light of its own.
8.
________
New craters on the Moon’s surface are formed by volcanic activity.
9.
________
The Moon has no gravity of its own.
10. ________
Scientists believe that the Moon’s interior is probably solid, with a metallic core.
11. ________
The Moon’s core is relatively large when compared to Earth’s core.
12. ________
Twice a day, around the globe, tides rise and fall as the Moon tugs on the oceans.
13. ________
The gravitational pull exerted by the Moon helps to keep Earth’s axial rotation steady.
14. ________
The Moon is growing closer to Earth by about 3 centimeters a year.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Name
INNER SOLAR SYSTEM: THE MOON
TEST
Circle the letter of the correct answer for each question.
1. The distance from the Earth to the Moon is approximately:
a) 384 million kilometers.
b) 3500 kilometers.
c) 384,000 kilometers.
d) 150 million kilometers.
2. The Moon has no:
a) core.
b) gravity.
c) light of its own.
d) all of the above.
3. The mare of the moon are:
a) basins gouged by impacts.
b) oceans.
c) volcanoes.
d) lava channels.
4. On the Moon, a hammer and feather fall at the same speed because:
a) there is gravity on the Moon.
b) there is no air resistance.
c) lunar gravity creates air resistance.
d) the two items weigh the same on the Moon.
5. The gravitational pull exerted by the Moon on Earth’s oceans is called:
a) tidal gravity.
b) tidal rise and fall.
c) tidal drag.
d) tidal influence.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Name
INNER SOLAR SYSTEM: ECLIPSES AND AURORAS
CHECKING COMPREHENSION
PART A: Fill In The Blank
From the Word Bank below, fill in the missing information in the following statements. NOTE: Not all words will be used.
20
Earth
corona
70
Sun
Moon
dark side
annular
umbra
penumbra
Lunar
400
sunny side
1. A solar eclipse occurs when the ___________________________ aligns directly between the (insert blank) and the Sun.
2. A total eclipse can occur because the Moon is 400 times smaller than the ___________________________, and
___________________________ times closer to Earth than the Sun.
3. To witness a solar eclipse, you must be on the ___________________________ of the Earth.
4. A total eclipse occurs about ___________________________ times a century.
5. When the Earth directly aligns between the Moon and the Sun, it is called a/an ___________________________ eclipse.
6. When the full shadow of the Moon touches Earth, the center of that shadow is called the ___________________________.
7. At the peak of a solar eclipse, the Sun’s ___________________________, which is normally invisible to the naked eye, can be seen.
PART B: Short Answer Questions
Use a separate sheet of paper to answer each of the following questions. Please use full sentences.
1. Where do auroras mainly occur?
2. From what source do auroras originate?
3. What are the main components of solar wind?
4. What role does Earth’s magnetic field play in creating an aurora?
5. What is the term for this magnetic field?
6. What role do force lines play in creating an aurora?
7. What produces the light of an aurora?
8. What effect do solar flares have on the Earth?
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Name
INNER SOLAR SYSTEM: ECLIPSES AND AURORAS
TEST
Circle the letter of the correct answer for each question.
1. When the Moon aligns directly between the Earth and the Sun:
a) there is a lunar eclipse.
b) this creates an annular eclipse.
c) a total solar eclipse occurs.
d) the aurora borealis is more clearly visible.
2. The imaginary plane containing the Earth’s orbit around the Sun is called:
a) the eclipse.
b) the ecliptic.
c) the orbit.
d) the orbital tilt.
3. When the Moon is close enough for a full shadow to touch Earth, the center of that shadow is called:
a) the umbra.
b) the penumbra.
c) the corona.
d) eclipse totality.
4. The Sun’s continuous flow of tenuous gas and electrically charged particles is called:
a) the aurora.
b) the magnetic field.
c) a coronal mass ejection.
d) the solar wind.
5. The magnetic field around Earth is called:
a) the aurora borealis.
b) the upper atmosphere.
c) the magnetosphere.
d) a force line.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Name
INNER SOLAR SYSTEM: MARS
CHECKING COMPREHENSION
Please use full sentences to answer each of the following questions.
1. Which terrestrial planet is Mars’ closest neighbor? ________________________________________________________________________
2. Which terrestrial planet is Mars’ furthest neighbor? ________________________________________________________________________
3. What is the star closest to Mars? ________________________________________________________________________________________
4. How does the size and mass of Mars compare to that of Earth? ______________________________________________________________
5. How does a Martian day compare to an Earth day? ______________________________________________________________________
6. How does a Martian year compare to an Earth year? ______________________________________________________________________
7. What is the distance from Mars to the Sun? ______________________________________________________________________________
8. What is the range of temperatures on Mars? ______________________________________________________________________________
9. What feature on Mars is the largest geological fault in the solar system? ______________________________________________________
10. Why is the Mars sky pink in appearance? ______________________________________________________________________________
11. What evidence do we see today that Mars may once have flowed with water? ________________________________________________
______________________________________________________________________________________________________________________
12. What could have happened to much of that water once volcanic activity on the planet subsided? ________________________________
______________________________________________________________________________________________________________________
13. What is the objective of current scientific study of Mars? __________________________________________________________________
14. Why are scientists particularly interested in studying Mars? ________________________________________________________________
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
Name
INNER SOLAR SYSTEM: MARS
TEST
Circle the letter of the correct answer for each question.
1. Mars’ nearest terrestrial neighbor is:
a) Jupiter.
b) Earth.
c) Venus.
d) the Sun.
2. A Martian year is:
a) twice as long as a year on Earth.
b) half as long as a year on Earth.
c) about the same as a year on Earth.
d) about the same as a year on Earth’s moon.
3. Many of the surface features of Mars show evidence of:
a) life.
b) floods.
c) sub-surface ice.
d) geothermal springs.
4. The color of Mars is red due to:
a) iron oxide in the soil.
b) red dust in the atmosphere.
c) the extreme heat on the surface.
d) reflected sunlight.
5. The presence of hydrogen among Mars’ sub-surface elements is a sign that:
a) there is life on Mars today.
b) there was life on Mars in the past.
c) there is ice beneath Mars’ surface.
d) life cannot exist on Mars.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
#2590-EN-VID
#8060-EN-VID
#8481-EN-VID
#8482-EN-VID
#8284-EN-VID
#9084-EN-VID
#8480-EN-VID
#8724-EN-VID
#9082-EN-VID
Astronomy: Facts and Fun
Exploring Our Solar System
Journey to the Moon
The Pilots and the Astronauts
Solar Activity
The Solar System: Our Neighbors in Space
Space Probes and Starships
Top Flight
The Universe: The Vast Frontier
32
© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
ANSWER KEY for page 12
ALL INNER SOLAR SYSTEM PROGRAMS
INNER SOLAR SYSTEM FACT SHEET
Use copies of the following form to outline important information gathered on each planet or other celestial body explored in the program.
(NOTE: some information fields may not be applicable to all program topics.)
INFORMATION WILL VARY ACCORDING TO PLANET, STAR, OR MOON SELECTED.
1. Name of planet or celestial body: ______________________________________________________________________________________
2. Type of celestial body: (i.e., planet, star, moon, etc.) ________________________________________________________________________
3. Position in the solar system relative to the Sun: ____________________________________________________________________________
4. Position in the solar system relative to Earth: ______________________________________________________________________________
5. Diameter: __________________________________________________________________________________________________________
6. Topography (general): ________________________________________________________________________________________________
7. Three major geographic features: ______________________________________________________________________________________
8. Atmosphere: ________________________________________________________________________________________________________
9. Weather: ____________________________________________________________________________________________________________
10. Temperature range: __________________________________________________________________________________________________
11. Period of rotation: __________________________________________________________________________________________________
12. Period of orbit (revolution around the Sun): ______________________________________________________________________________
13. Space craft and/or mission involved in exploration: ______________________________________________________________________
14. Potential for life: ____________________________________________________________________________________________________
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ANSWER KEY for page 13
ALL INNER SOLAR SYSTEM PROGRAMS
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards.
S
Z
Q
H
D
V
J
Z
G
X
Y
M
W
V
H
B
T
E
N
A
L
P
W
K
O
R
B
I
T
Z
Z
X
A
Y
Q
M
V
H
D
N
Z
G
J
E
M
W
R
N
R
Z
K
B
C
V
X
P
Q
K
R
Y
Q
O
V
G
Y
Q
D
I
A
M
E
T
E
R
J
B
T
Z
J
C
H
M
X
W
Z
N
Y
S
E
B
S
A
N
C
E
N
I
Q
K
R
A
L
O
S
Z
Z
T
Y
H
L
S
B
J
Z
M
X
V
M
T
J
K
I
J
V
S
W
V
G
X
Q
Y
H
Z
R
W
M
O
O
N
I
Z
R
E
T
E
M
O
L
I
K
G
N
L
Y
U
V
X
Q
S
K
V
Y
G
A
Q
Z
W
J
K
S
G
B
Z
J
R
A
N
U
L
H
H
Y
X
Z
B
Q
N
M
Q
W
G
Z
B
V
J
B
T
O
P
O
G
R
A
P
H
Y
H
Q
Y
Z
V
Z
W
L
A
M
I
S
E
T
E
N
A
L
P
WORD BANK
axis
Celsius
diameter
kilometer
lunar
moon
orbit
planet
planetesimal
rotation
solar
star
terrestrial
topography
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
ANSWER KEY for page 14
INNER SOLAR SYSTEM: THE SUN
CHECKING COMPREHENSION
Using words from the Word Bank below, fill in the blanks in the following sentences. NOTE: Some words will NOT be used.
1.4 million
asteroids
chromosphere
helium
magnetic
moons
nuclear
planet
prominences
solar wind
sunspots
universe
15,000,000
billion
corona
hydrogen
million
nitrogen
photosphere
planets
solar system
star
umbra
1.
The Sun is a star, and is by far the largest object in the solar system.
2.
The Sun’s diameter is 1.4 million kilometers.
3.
The Sun is about 5 billion years old.
4.
The mass of the Sun is made up almost entirely of hydrogen and helium gases.
5.
The surface temperature is almost 6000 ˚C, and the core is approximately 15,000,000 ˚C.
6.
The surface, or outer visible layer, of the Sun is called the photosphere.
7.
Darker-appearing regions on the Sun’s surface are sunspots.
8.
The dark center of a sunspot is called the umbra.
9.
A small region known as the chromosphere lies above the photosphere, and above this is a region called the corona.
10. The core of the Sun is a nuclear reactor.
11. Prominences are usually associated with regions of sunspot activity. They are bright, cloud-like features that may reach high into the
corona, often as graceful loops that may hang suspended for many days.
12. These graceful billows of gas are fuelled by magnetic surges beneath, and loop along magnetic force lines.
13. In addition to heat and light, the Sun emits a low density stream of charged particles know as the solar wind.
14. The satellites of the Sun consist of nine planets.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
ANSWER KEY for page 15
INNER SOLAR SYSTEM: THE SUN
TRUE OR FALSE
Read the following statements. Place a T next to statements that are true, and an F next to statements that are false.
1.
T
________
Energy released at the Sun’s core takes at least a hundred thousand years to reach the Sun’s surface.
2.
F
________
Energy produced by the Sun takes 24 hours to reach Earth’s surface.
3.
F
________
The mass of the Sun comprises nearly two-thirds of the total mass of the solar system.
4.
T
________
Over a million Earths would fit inside the Sun.
5.
T
________
Every 11 years, the magnetic fields of the Sun reverse.
6.
T
________
The Sun’s equator spins more slowly than its poles.
7.
F
________
The outer atmosphere, or corona, of the Sun is cooler than the lower chromosphere or photosphere.
8.
T
________
The solar wind blows at upwards of 400 kilometers a second.
9.
T
________
An audio picture of the Sun’s interior reveals that the Sun throbs in regular five-minute beats.
F
10. ________
In about 5 million years, the Sun’s balance of radiation pushing out and gravity pushing in will be gone.
F
11. ________
At that time, the Sun will begin to shrink in size.
F
12. ________
Eventually the Sun will collapse to the size of our moon.
T
13. ________
The Sun will first become a red giant, then a white dwarf.
T
14. ________
Eventually, our solar system will become nine dead planets orbiting a black dwarf star.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
ANSWER KEY for page 16
INNER SOLAR SYSTEM: THE SUN
TEST
Circle the letter of the correct answer for each question.
1. The mass of the Sun is made up of:
a) nitrogen and oxygen.
b) hydrogen and helium.
c) helium and metals.
d) all of the above.
2. The energy produced by the Sun takes:
a) 20 seconds to reach Earth.
b) 1 minute 8 seconds to reach Earth.
c) 24 hours to reach Earth.
d) 8 minutes 20 second to reach Earth.
3. The mass of the Sun comprises:
a) 50% of the solar system.
b) two-thirds of the solar system.
c) 99.8% of the solar system.
d) four-fifths of the solar system.
4. The surface of the Sun is called the:
a) photosphere.
b) corona.
c) umbra.
d) chromosphere.
5. The poles of the Sun rotate:
a) at the same speed as the equator.
b) once every 34 days.
c) once every 25 days.
d) faster than the equator.
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ANSWER KEY for page 17
INNER SOLAR SYSTEM: MERCURY
CHECKING COMPREHENSION - SHORT ANSWER QUESTIONS
Answer each of the following questions in one or two sentences. Please use full sentences.
1.
What is Mercury’s relative size and position in the solar system? Mercury is the closest planet to the Sun; it is the smallest of the planets
-18 times smaller than Earth.
2.
3.
How far is Mercury from the Sun? Mercury is 58 million kilometers from the Sun.
How do the terrestrial planets like Mercury differ in composition from the larger planets such as Jupiter? Terrestrials are more solid, formed
from heavy materials with a high melting point, in contrast to the great spheres of gas like Jupiter which are composed of lighter elements.
4.
What are planetesimals? These are mini-planets which existed at an early stage in the development of the solar system.
5.
How does the size of a planet body affect its gravitational pull? The bigger the body, the stronger its gravitational pull.
6.
How does Mercury’s solar orbit compare to Earth’s? Mercury’s orbit takes 88 days; Earth’s takes 365.
7.
What was Mariner 10’s mission? Mariner 10’s three fly-bys of Mercury photographed the surface and provided scientists with a pristine record of the early solar system.
8.
What technique for space travel did Mariner 10 first use? It used a technique called “gravity assist” which used the pull of Venus as a
push towards Mercury.
9.
What are the unique characteristics of Mercury’s rotation and solar orbit? Its rotation is so slow that its day is twice as long as its year
- 176 Earth days equals 1 day on Mercury. Mercury’s year is just 88 Earth days.
10. Mercury’s iron core makes up 70% of its volume. What is the possible explanation for this? Early in its history, Mercury may have been
struck by a large planetesimal which blew off the planet’s outer mantle.
11. Why do scientists believe there may be permanent ice deposits on Mercury? Radar mapping suggests permanent ice deposits in deep
craters at the poles.
12. What more do scientists hope to learn from Mercury through various probes and fly-bys? They hope to map more of the planet surface
and to better understand what shaped the planet.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
ANSWER KEY for page 18
INNER SOLAR SYSTEM: MERCURY
TEST
Circle the letter of the correct answer for each question.
1. In the formation of the solar system, the terrestrial planets:
a) were composed of the heaviest elements.
b) were less dense than the outer planets like Jupiter.
c) were the only forming bodies with any gravitational pull.
d) A and C
2. Mercury has a solar orbit of:
a) 28 days.
b) 225 days.
c) 88 days.
d) 365 days.
3. The Earth is _____ more massive than Mercury.
a) 10 times
b) 18 times
c) 13 times
d) 25 times
4. A day on Mercury would equal:
a) 88 Earth days.
b) 2 Earth days.
c) 176 Earth days.
d) 18 Earth days.
5. Mercury’s core is composed of:
a) iron.
b) molten lava.
c) unknown metals.
d) nickel.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
ANSWER KEY for page 19
INNER SOLAR SYSTEM: VENUS
CHECKING COMPREHENSION
PART A: Read each statement below. Underline the word or phrase in parentheses that correctly completes each statement. Cross out the
incorrect word(s) or phrase(s).
NOTE: There may be more than two choices. Cross out all incorrect choices.
Example: Billions of years ago, Venus may have been a planet of (oceans) (lava) in which microbial life could evolve.
1.
The planet which orbits between Venus and the Sun is (Earth) (Mars) (Mercury).
2.
The orbit of Venus makes the planet highly visible from Earth (just before dawn) (just before sunset).
3.
Venus takes (88) (225) days to orbit the Sun.
4.
The basic measurement for scaling the cosmos was initially used by (astronomer) (explorer) James Cook.
5.
This measurement is based on the distance (between planets) (from Earth to the Sun) (from Earth to Venus).
6.
Radar signals bounced through Venusian clouds have revealed that Venus rotates (slowly) (irregularly) (quickly).
7.
The rotation of Venus is (similar to) (in the opposite direction of) Earth’s rotation.
8.
Venus turns once on its axis every (24 hours) (88 days) (243 days).
PART B: Short Answer Questions
On a separate piece of paper answer each of the following questions in one or two sentences. Please use full sentences.
1.
In 1970, the Russians soft-landed a probe on Venus. What did it reveal about the landscape? It revealed a landscape of volcanic rock
and conditions so hostile that the lander was destroyed in minutes.
2.
What do we know about Venus’ atmosphere and surface temperature? The atmosphere is over 90 times denser that Earth’s, and the surface temperature is 475 ˚C.
3.
4.
What did America’s Magellan spacecraft accomplish in the 1990s? Using improved radar, 99% of the surface of Venus was mapped.
What probably causes the coronae formations on Venus? Coronae are probably caused by hot magma trying to push up through the
crust.
5.
Why are impact craters less commonly found on Venus as compared to Mercury or the Moon? Lava constantly resurfaces the terrain,
erasing signs of impacts. Also the thick atmosphere offers some protection.
6.
On Venus, what conditions combine to produce “pancake domes”? Upwellings of lava depressed by the weight of the atmosphere produce “pancake domes.”
7.
Four billion years ago, Venus may have been able to sustain life. What may have turned it into the planet we know today? Venus lies at
the inner edge of the habitable zone, dangerously near the Sun. As the Sun matured and its luminosity increased, Venus heated up; a
destructive greenhouse transformation occurred.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Inner Solar System • #2877-2883
ANSWER KEY for page 20
INNER SOLAR SYSTEM: VENUS
TEST
Circle the letter of the correct answer for each question.
1. Venus is a planet very similar in size to:
a) Mercury.
b) Mars.
c) Earth.
d) Earth’s moon.
2. The orbit of Venus around the Sun takes:
a) 88 Earth days.
b) 225 Earth days.
c) 365 Earth days.
4) 157 Earth days.
3. Venus was named after:
a) the Greek messenger of the gods.
b) the Greek goddess of mystery.
c) the Greek goddess of swamps.
d) the Greek goddess of love and beauty.
4. The atmosphere of Venus:
a) is over 90 times denser than that of Earth.
b) blankets the planet, trapping in heat.
c) makes Venus the hottest planet.
d) all of the above.
5. The rotation of Venus:
a) is in the opposite direction to that of Earth.
b) matches the speed of Earth’s rotation.
c) takes about 24 hours.
d) all of the above.
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ANSWER KEY for page 21
INNER SOLAR SYSTEM: EARTH
CHECKING COMPREHENSION
PART A: Short Answer Questions
Please use full sentences to answer each of the following questions.
1.
What portion of the Earth’s surface is land? One third of the Earth’s surface is land.
2.
Where did life most likely begin on Earth? It most likely began in the oceans with the appearance of simple organisms.
3.
Today, Earth is home to approximately how many human beings? There are about 6 billion humans.
4.
Briefly, what effect has humankind had on Earth’s environment? We have changed the landscape and the environment like no other
species, and continue to destroy resources which cannot be renewed.
5.
What do Earth’s volcanic eruptions tell us about our planet’s core? They are symptoms of Earth’s hot interior.
6.
Earth’s crust is like a cracked eggshell. What do the cracks indicate? They are the boundaries of the Earth’s great plates.
7.
What happens when Earth’s plates interact? Earthquakes, volcanoes, continental drift, and the growth of great mountain ranges are the
results of this interaction.
PART B: Fill In The Blank
From the Word Bank below, fill in the missing information in the following statements. NOTE: Not all words will be used.
24 hours
largest
nickel
crust
iron
moon
coldest
magnetic field
million
billion
liquid outer core
third
365 days
lead
solid inner core
first
mantle
1.
Earth is the largest inner planet, third from the Sun, and first with a moon.
2.
Earth’s rotation takes 24 hours, and its solar orbit takes 365 days.
3.
Earth’s distance from the Sun is 150 million kilometers.
4.
The top layer of the Earth is called the crust, below which is the mantle - a mix of partially melted and solid rock.
5.
Next comes the layer called the liquid outer core.
6.
The solid inner core is a slowly rotating heart of iron. and nickel.
7.
The rotation of the solid inner core is thought to be the dynamo generating the Earth’s magnetic field.
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ANSWER KEY for page 22
INNER SOLAR SYSTEM: EARTH
CAUSE AND EFFECT
Certain planetary conditions and events have specific origins. Read each of the following outcomes. In the space provided, briefly explain what
would be the origin or cause of each.
Example:
Observable outcome: volcanic eruption
Underlying cause: release of heat from Earth’s core through release of lava
1. Observable outcome: earthquakes
Underlying cause: interaction between Earth’s great plates
2. Observable outcome: the changing map of the Earth
Underlying cause: continental drift resulting from movement of the great plates
3. Observable outcome: mountain ranges such as the Alps
Underlying cause: crashing together of Earth’s plates
4. Observable outcome: apparent movement of the Sun across the sky
Underlying cause: Earth turning on its axis
5. Observable outcome: varying lengths of day and night throughout the year
Underlying cause: Earth’s 23 degree tilt on its axis
6. Observable outcome: winter in the northern hemisphere
Underlying cause: the tilt of the northern hemisphere away from the Sun
7. Observable outcome: global weather patterns
Underlying cause: the heat of the Sun that warms the oceans and begins the weather cycle
8. Observable outcome: wind
Underlying cause: high pressure regions moving towards low pressure regions
9. Observable outcome: equatorial rainforests
Underlying cause: thunderstorms and torrential rains which nurture these forests
10. Observable outcome: a new ice age
Underlying cause: a change in Earth’s tilt
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ANSWER KEY for page 23
INNER SOLAR SYSTEM: EARTH
TEST
Circle the letter of the correct answer for each question.
1. The dominant feature on Earth’s surface is:
a) its six continents.
b) its cities and man-made structures.
c) its great mountain ranges.
d) its vast bodies of water.
2. The distance from Earth to the Sun is:
a) 150 million kilometers.
b) 108 million kilometers.
c) 150 billion kilometers.
d) 58 billion kilometers.
3. The Earth’s crust is thickest:
a) beneath the continents.
b) under the oceans.
c) at the two poles.
d) where continental plates meet.
4. The inner core of Earth is:
a) a mix of partially melted and solid rock.
b) molten lava.
c) iron and nickel.
d) all of the above.
5. Mountain ranges, like the Alps, are the result of:
a) continental plates pulling apart.
b) continental plates pulling and pushing.
c) earthquakes and volcanoes.
d) continental plates crashing together.
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ANSWER KEY for page 24
INNER SOLAR SYSTEM: THE MOON
CHECKING COMPREHENSION
PART A: Read each statement below. Underline the word or phrase in parentheses that correctly completes each statement. Cross out the
incorrect word(s) or phrase(s).
NOTE: There may be more than two choices. Cross out all incorrect choices.
Example: At the time of the Moon’s formation, its orbit was (10) (20) (30) times closer to Earth than it is today.
1. In one orbit of Earth, the Moon turns (once) (twice) on its axis.
2. The diameter of the Moon is (one third) (one quarter) (one fifth) that of Earth.
3. The Moon takes (30 days) (27 1⁄3 days) (29 1⁄2 days) to orbit Earth.
4. When the face of the Moon is completely dark, we call this lunar phase (the New Moon) (the Full Moon).
5. Lunar gravity is (1⁄3) (1⁄8) (1⁄6) that of Earth.
6. The gravitational pull exerted by the Moon on our oceans is called (high tide) (tidal drag) (tidal gravity).
PART B: Short Answer Questions
Use a separate sheet of paper to answer each of the following questions. Please use full sentences.
1.
How were the mare or “seas” on the Moon formed? Mare are basins gouged by impacts when the Moon was still molten. After an
impact, lava would well from beneath and cool into a “sea” of dark rock.
2.
How do mare differ from craters created by recent impacts? The Moon’s interior has cooled. Craters now are caused only by an impact
on the surface.
3.
4.
On the Moon, why do a hammer and a feather fall at the same speed? This occurs because there is no air-resistance on the Moon.
How have scientists determined that the Moon’s interior is probably a solid, metallic core? A the end of each Apollo mission, landers were
crashed back into the lunar surface. The Moon rang like a bell.
5.
How do scientists measure the change in distance between the Moon and Earth? Apollo astronauts left reflectors on the Moon. Laser
pulses bounced off these reflectors measure the growing distance within a centimeter.
6.
What are the two main effects that the Moon’s gravitational pull has on the Earth? This pull influences the rise and fall of the ocean tides,
and it keeps the Earth from wobbling on its axis.
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ANSWER KEY for page 25
INNER SOLAR SYSTEM: THE MOON
TRUE OR FALSE
Read the following statements. Place a T next to statements that are true, and an F next to statements that are false.
1.
T
________
Scientists believe that Earth’s impact with another celestial body may have provided the material which formed its moon.
2.
F
________
This impact is thought to have been a single collision.
3.
T
________
The Earth would have been approximately 50 million years old at the time.
4.
F
________
The surface condition of the Earth would have been much like it is today.
5.
F
________
At the time the Moon first formed, it was about 10 times closer to Earth than it is today.
6.
T
________
The Moon always presents the same face to Earth.
7.
T
________
The Moon has no light of its own.
8.
F
________
New craters on the Moon’s surface are formed by volcanic activity.
9.
F
________
The Moon has no gravity of its own.
T
10. ________
Scientists believe that the Moon’s interior is probably solid, with a metallic core.
F
11. ________
The Moon’s core is relatively large when compared to Earth’s core.
T
12. ________
Twice a day, around the globe, tides rise and fall as the Moon tugs on the oceans.
T
13. ________
The gravitational pull exerted by the Moon helps to keep Earth’s axial rotation steady.
F
14. ________
The Moon is growing closer to Earth by about 3 centimeters a year.
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ANSWER KEY for page 26
INNER SOLAR SYSTEM: THE MOON
TEST
Circle the letter of the correct answer for each question.
1. The distance from the Earth to the Moon is approximately:
a) 384 million kilometers.
b) 3500 kilometers.
c) 384,000 kilometers.
d) 150 million kilometers.
2. The Moon has no:
a) core.
b) gravity.
c) light of its own.
d) all of the above.
3. The mare of the moon are:
a) basins gouged by impacts.
b) oceans.
c) volcanoes.
d) lava channels.
4. On the Moon, a hammer and feather fall at the same speed because:
a) there is gravity on the Moon.
b) there is no air resistance.
c) lunar gravity creates air resistance.
d) the two items weigh the same on the Moon.
5. The gravitational pull exerted by the Moon on Earth’s oceans is called:
a) tidal gravity.
b) tidal rise and fall.
c) tidal drag.
d) tidal influence.
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ANSWER KEY for page 27
INNER SOLAR SYSTEM: ECLIPSES AND AURORAS
CHECKING COMPREHENSION
PART A: Fill In The Blank
From the Word Bank below, fill in the missing information in the following statements. NOTE: Not all words will be used.
20
Earth
corona
70
Sun
Moon
dark side
annular
umbra
penumbra
Lunar
400
sunny side
1.
A solar eclipse occurs when the Moon aligns directly between the Earth and the Sun.
2.
A total eclipse can occur because the Moon is 400 times smaller than the Sun, and 400 times closer to Earth than the Sun.
3.
To witness a solar eclipse, you must be on the sunny side of the Earth.
4.
A total eclipse occurs about 70 times a century.
5.
When the Earth directly aligns between the Moon and the Sun, it is called a/an lunar eclipse.
6.
When the full shadow of the Moon touches Earth, the center of that shadow is called the umbra.
7.
At the peak of a solar eclipse, the Sun’s corona, which is normally invisible to the naked eye, can be seen.
PART B: Short Answer Questions
Use a separate sheet of paper to answer each of the following questions. Please use full sentences.
1.
Where do auroras mainly occur? They mainly occur in the high latitudes of both hemispheres.
2.
From what source do auroras originate? They originate with the Sun’s solar wind.
3.
What are the main components of solar wind? The solar wind is a continuous flow of tenuous gas and electrically charged particles.
4.
What role does Earth’s magnetic field play in creating an aurora? The magnetic field obstructs the solar wind particles, so the particles
must flow around it.
5.
What is the term for this magnetic field? It is called the magnetosphere.
6.
What role do force lines play in creating an aurora? Some solar wind particles connect with and spiral down these force lines in the
magnetic field towards the polar regions. The result is an auroral display.
7.
What produces the light of an aurora? Light is produced by the countless collisions between solar particles and particles in our atmosphere.
8. What effect do solar flares have on the Earth? We get geomagnetic storms and wonderful auroras.
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ANSWER KEY for page 28
INNER SOLAR SYSTEM: ECLIPSES AND AURORAS
TEST
Circle the letter of the correct answer for each question.
1. When the Moon aligns directly between the Earth and the Sun:
a) there is a lunar eclipse.
b) this creates an annular eclipse.
c) a total solar eclipse occurs.
d) the aurora borealis is more clearly visible.
2. The imaginary plane containing the Earth’s orbit around the Sun is called:
a) the eclipse.
b) the ecliptic.
c) the orbit.
d) the orbital tilt.
3. When the Moon is close enough for a full shadow to touch Earth, the center of that shadow is called:
a) the umbra.
b) the penumbra.
c) the corona.
d) eclipse totality.
4. The Sun’s continuous flow of tenuous gas and electrically charged particles is called:
a) the aurora.
b) the magnetic field.
c) a coronal mass ejection.
d) the solar wind.
5. The magnetic field around Earth is called:
a) the aurora borealis.
b) the upper atmosphere.
c) the magnetosphere.
d) a force line.
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ANSWER KEY for page 29
INNER SOLAR SYSTEM: MARS
CHECKING COMPREHENSION
Please use full sentences to answer each of the following questions.
1.
Which terrestrial planet is Mars’ closest neighbor? Mars’ closest neighboring planet is Earth.
2.
Which terrestrial planet is Mars’ furthest neighbor? The furthest terrestrial neighbor is Mercury.
3.
What is the star closest to Mars? The Sun is the closest star.
4.
How does the size and mass of Mars compare to that of Earth? Mars is a little over half the size of Earth and one-ninth its mass.
5.
How does a Martian day compare to an Earth day? A Martian day is just slightly longer than an Earth day - 241/2 hours.
6.
How does a Martian year compare to an Earth year? A Martian year is almost twice as long as a year on Earth - 687 days.
7.
What is the distance from Mars to the Sun? The distance is 228 million kilometers.
8.
What is the range of temperatures on Mars? Temperatures range from minus 100 ˚C to just above freezing.
9.
What feature on Mars is the largest geological fault in the solar system? The great rift of the Mariner Valley is the largest geological fault.
10. Why is the Mars sky pink in appearance? The sky is pink with Martian dust which is red due to its iron oxide content.
11. What evidence do we see today that Mars may once have flowed with water? Ancient flash flood channels are found everywhere on the
planet surface.
12. What could have happened to much of that water once volcanic activity on the planet subsided? Because the atmosphere was no longer
replenished by eruptions, the water probably leaked into space due to weak gravity.
13. What is the objective of current scientific study of Mars? The current objective is to hunt for traces of primitive life, past or present.
14. Why are scientists particularly interested in studying Mars? Mars is the world where astronauts are likely to travel next in space exploration.
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ANSWER KEY for page 30
INNER SOLAR SYSTEM: MARS
TEST
Circle the letter of the correct answer for each question.
1. Mars’ nearest terrestrial neighbor is:
a) Jupiter.
b) Earth.
c) Venus.
d) the Sun.
2. A Martian year is:
a) twice as long as a year on Earth.
b) half as long as a year on Earth.
c) about the same as a year on Earth.
d) about the same as a year on Earth’s moon.
3. Many of the surface features of Mars show evidence of:
a) life.
b) floods.
c) sub-surface ice.
d) geothermal springs.
4. The color of Mars is red due to:
a) iron oxide in the soil.
b) red dust in the atmosphere.
c) the extreme heat on the surface.
d) reflected sunlight.
5. The presence of hydrogen among Mars’ sub-surface elements is a sign that:
a) there is life on Mars today.
b) there was life on Mars in the past.
c) there is ice beneath Mars’ surface.
d) life cannot exist on Mars.
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