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Laboratory Title: Meteorites, Comets, and Asteroids
Your Name: Melissa Goschie
Concepts Addressed: Meteors, meteorites, meteoroids, asteroids, and comets, properties of
meteorites and comets
Lab Goals: For students to investigate properties of unknown objects and reason whether or not
the objects are meteorites or terrestrial rock or minerals. For students to gain better
understanding of what a comet looks and acts like.
Lab Objectives:
Students will
 Learn about the composition of meteorites.
 Identify whether or not an object is a meteorite through scientific investigation.
 Mix materials together that simulate an actual comet.
 Observe how a comet behaves
Benchmark(s) Addressed:
Kindergarten
K.1
Structure and Function: The natural world includes living and non-living
things.
K.1P.1
Compare and contrast characteristics of living and non-living things.
K.1E.1
Gather evidence that the sun warms land, air, and water.
K.2
Interaction and Change: Living and non-living things move.
K.2P.1
Examine the different ways things move.
K.2E.1
Identify changes in things seen in the sky.
K.3
Scientific Inquiry: Science explores the natural world through observation.
K.3S.1
Explore questions about living and non-living things and events in the
natural world.
K.3S.2
Make observations about the natural world.
K.4
Engineering Design: Engineering design is used to design and build things.
K.4D.1 Create structures using natural or designed materials and simple tools.
K.4D.2 Show how components of designed structures can be disassembled and
reassembled.
Grade 1
1.1
Structure and Function: Living and non-living things have characteristics and
properties.
1.1P.1 Compare and contrast physical properties and composition of objects.
1.1E.1 Examine characteristics and physical properties of Earth materials.
1.2
Interaction and Change: Living and non-living things interact.
1.3
Scientific Inquiry: Science explores the natural world using evidence from
observations.
1.3S.1 Identify and use tools to make careful observations and answer questions about
the natural world.
1.3S.2 Record observations with pictures, numbers, or written statements.
1.4
Engineering Design: Engineering design is used to design and build things to
meet a need.
1.4D.1 Identify basic tools used in engineering design.
1.4D.2 Demonstrate that designed structures have parts that work together to perform a
function.
Grade 2
2.1
Structure and Function: Living and non-living things vary throughout the
natural world.
2.2
Interaction and Change: Living and non-living things change.
2.2P.1 Compare and contrast how objects and materials respond to magnetic forces.
2.3
Scientific Inquiry: Scientific inquiry is a process used to explore the natural
world using evidence from observations.
2.3S.1 Observe, measure, and record properties of objects and substances using simple
tools to gather data and extend the senses.
2.3S.2 Make predictions about living and non-living things and events in the
environment based on observed patterns.
2.3S.3 Make, describe, and compare observations, and organize recorded data.
2.4
Engineering Design: Engineering design is a process used to design and build
things to solve problems or address needs.
2.4D.1 Use tools to construct a simple designed structure out of common objects and
materials.
2.4D.2
Work with a team to complete a designed structure that can be shared with others.
Grade 3
3.1
Structure and Function: Living and non-living things vary in their
characteristics and properties.
3.1P.1 Compare and contrast the properties of states of matter.
3.2
Interaction and Change: Living and non-living things interact with energy and
forces.
3.2P.1 Describe how forces cause changes in an object’s position, motion, and speed.
3.3
Scientific Inquiry: Scientific inquiry is a process used to explore the natural
world using evidence from observations and investigations.
3.3S.1 Plan a simple investigation based on a testable question, match measuring tools to
their uses, and collect and record data from a scientific investigation.
3.3S.2 Use the data collected from a scientific investigation to explain the results and
draw conclusions.
3.4
Engineering Design: Engineering design is a process that uses science to solve
problems or address needs or aspirations.
3.4D.1 Identify a problem that can be addressed through engineering design, propose a
potential solution, and design a prototype.
Grade 4
4.1
Structure and Function: Living and non-living things can be classified by their
characteristics and properties.
4.1P.1 Describe the properties of forms of energy and how objects vary in the extent to
which they absorb, reflect, and conduct energy.
4.1E.1 Identify properties, uses, and availability of Earth materials.
4.3
Scientific Inquiry: Scientific inquiry is a process of investigation through
questioning, collecting, describing, and examining evidence to explain
natural phenomena and artifacts.
4.3S.1 Based on observations identify testable questions, design a scientific
investigation, and collect and record data consistent with a planned scientific
investigation.
4.3S.2 Summarize the results from a scientific investigation and use the results to
respond to the question being tested.
4.3S.3 Explain that scientific claims about the natural world use evidence that can be
confirmed and support a logical argument.
4.4
Engineering Design: Engineering design is a process of using science
principles to solve problems generated by needs and aspirations.
4.4D.1 Identify a problem that can be addressed through engineering design using
science principles.
4.4D.2 Design, construct, and test a prototype of a possible solution to a problem using
appropriate tools, materials, and resources.
Grade 5
5.1
Structure and Function: Living and non-living things are composed of related
parts that function together to form systems.
5.1L.1 Explain that organisms are composed of parts that function together to form a
living system.
5.2
Interaction and Change: Force, energy, matter, and organisms interact within
living and non-living systems.
5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near
Earth.
5.3
Scientific Inquiry: Scientific inquiry is a process of investigation based on
science principles and questioning, collecting, describing, and examining
evidence to explain natural phenomena and artifacts.
5.3S.1 Based on observations and science principles, identify questions that can be
tested, design an experiment or investigation, and identify appropriate tools.
Collect and record multiple observations while conducting investigations or
experiments to test a scientific question or hypothesis.
5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an
investigation or experiment and communicate findings using graphs, charts, maps,
models, and oral and written reports.
5.4
Engineering Design: Engineering design is a process of using science
principles to make modifications in the world to meet human needs and
aspirations.
5.4D.2 Design and build a prototype of a proposed engineering solution and identify
factors such as cost, safety, appearance, environmental impact, and what will
happen if the solution fails.
Materials and Costs:
List the equipment and non-consumable material and estimated cost of each
Computer with projector and internet access ............................ Supplied by School
Colored paper squares (2 per student) ........................................ Supplied by school
Leather Gloves (1 pair/student handling meteor – 6 pair) .....................................23.94
Fred Meyer gardening 3.99 each x 6
Large Spoon (6 from Goodwill @ $2.00 each) ......................................................2.00
Plastic Spoons (6 Dollar store) ................................................................................1.00
Cooler (1 to keep dry ice in) ..................................................................................19.98
2 Cup Liquid Measuring Cup (6 from Dollar Store) ...............................................6.00
Hammer..................................................................................................................11.00
Goggles (20 goggles/pack @ $50.75 each) ...........................................................50.75
Goggles (10 goggles/pack @ $29.95 each) ...........................................................29.95
Carolina Biological 646704B Middle School and 646703 Child Safety Goggles
Estimated total, one-time, start-up cost: ............................................................$144.62
List the consumable supplies and estimated cost for presenting to a class of 30 students
Dry Ice Pellets (10 lbs @ $1.25/lb)......................................................................$12.50
Airgas Nor Pac (or convenient but more expensive – Baskin and Robbins)
http://www.airgas.com/customer_service/site_locator.aspx
Water .......................................................................................... Supplied by School
Soy Sauce (Bottle enough to add few drops to each bag from Dollar Store) ........$1.00
Dirt ................................................................................................................. outside
Zip-loc freezer bags gallon size (2 per group) .......................................................$2.00
Dollar Store (12 bags for $1.00)
Ammonia.....................................................................................................................98
Estimated total, each time start-up cost: ..............................................................$16.48
Time:
Preparation time:
 Activity 1 copying and cutting up answer squares
 Activity 2 ~1 hour to purchase and set up materials
Instruction time:
 Activity 1 15 minutes for background info lecture, 30 minutes for lab
 Activity 2 15 minutes for background info lecture, 15 minutes for lab and
observations throughout the day
Clean-up time:
 Activity 1 none
 Activity 2 wash utensils and bowl, collect and store equipment
Vocabulary:
Asteroid
Meteoroid
Meteor
Meteorite
Comet
medium-sized rocky object orbiting the Sun; smaller than a planet and
larger than a meteoroid.
a small rocky object orbiting the Sun; smaller than an asteroid.
a bright streak of light in the sky caused by the entry into Earth’s
atmosphere of a meteoroid or a small icy particle. Very large, bright ones
are called fireballs and bolides. (also known as a “shooting star” or
“falling star”)
a rock of extra-terrestrial origin found on Earth
a medium-sized icy object orbiting the Sun; smaller than a planet
Background:
Asteroids are rocky-metallic objects which range in size from about the size of pebbles to around
600 miles (~1,000 km) across. Although they orbit the sun, they are too small to be considered
planets. Asteroids are thought to be leftover material from the formation of our solar system.
Most are found in the Asteroid Belt, a doughnut-shaped ring which lies between the orbits of
Mars and Jupiter. Astronomers have also identified a group of asteroids whose orbits cross
Earth's orbit. Several thousand asteroids are known to exist in our solar system, and many are yet
to be discovered. Most of the undiscovered asteroids are the smaller ones (less than 100 km
across) which are more difficult to detect. It is estimated that there are over a million of these
smaller asteroids.
On the first day of January 1801, Giuseppe Piazzi discovered an object which he first thought
was a new comet. But after its orbit was better determined it was clear that it was not a comet but
more like a small planet. Piazzi named it Ceres, after the Sicilian goddess of grain. Three other
small bodies were discovered in the next few years (Pallas, Vesta, and Juno). By the end of the
19th century there were several hundred.
Several thousand asteroids have been discovered and given provisional designations so far.
Many more are discovered each year. There are undoubtedly hundreds of thousands more that
are too small to be seen from the Earth. There are 26 known asteroids larger than 200 km in
diameter. Our census of the largest ones is now fairly complete: we probably know 99% of the
asteroids larger than 100 km in diameter. Of those in the 10 to 100 km range we have cataloged
about half. But we know very few of the smaller ones; there are probably considerably more than
a million asteroids in the 1 km range.
The largest asteroid by far is 1 Ceres. It is 974 km in diameter and contains about 25% of the
mass of all the asteroids combined. The next largest are 2 Pallas, 4 Vesta and 10 Hygiea which
are between 400 and 525 km in diameter. All other known asteroids are less than 340 km across.
The total mass of all the asteroids is less than that of the moon.
There are a couple of theories about where asteroids come from. One is that when the planets
were forming there was material that didn’t have enough mass to come together and instead
fragmented out. Another theory is that material came from a planet that was destroyed from a
collision. Either theory dates asteroids to the birth of our solar system.
Asteroids can be classified according to their chemical composition and their albedo (the
brightness or reflectivity of an object). This is done by comparing the asteroid data with
laboratory samples of meteorites, terrestrial rocks or minerals. They can be divided into three
categories; C, S and M types.
 C-type, includes more than 75% of known asteroids: they are carbonaceous---made of
silicate materials with a lot of carbon compounds so they appear very dark. They reflect
only 3 to 4% of the sunlight hitting them. You can tell what they are made of by
analyzing the spectra of sunlight reflecting off of them. This reflectance spectra shows
that they are primitive, unchanged since they first solidified about 4.6 billion years ago. A
sizable fraction of the asteroids are of this type.
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S-type, 17%: they are made of silicate materials without the dark carbon compounds so
they appear brighter than the C types. They reflect about 15 to 20% of the sunlight hitting
them.
M-type, most of the rest: they are made of metals like iron and nickel. These rare type of
asteroids are brighter than the S and C types. We think they are the remains of the cores
of differentiated objects. Large objects were hot enough in the early solar system so that
they were liquid. This allowed the dense materials like iron and nickel to sink to the
center while the lighter material like ordinary silicate rock floated up to the top. Smaller
objects cooled off quicker than larger objects, so they underwent less differentiation. In
the early solar system, collisions were much more common and some of the smaller
differentiated large asteroids collided with one another, breaking them apart and exposing
their metallic cores.
There are also a dozen or so other rare types
Asteroids can also be classified by their location in the solar system. The Main Belt is located
between Mars and Jupiter. Near-Earth Asteroids are ones that closely approach Earth. And,
Trojan are near points of Jupiter’s orbit; 60 degrees ahead and behind).
The gaps between asteroids in the Main Belt are called Kirkwood Gaps. These gaps are mostly
empty regions caused from Jupiter’s orbit.
C-type asteroids are made up of carbon, S-types are made of metallic iron mixed with ironsilicates and magnesium-silicates and M-types are made up of iron and nickel.
Comets are sometimes called dirty snowballs or "icy mudballs". They are a mixture of ices
(both water and frozen gases) and dust that for some reason didn't get incorporated into planets
when the solar system was formed. This makes them very interesting as samples of the early
history of the solar system.
There is some argument as to whether comets are asteroids or not. Comets have large erratic
orbits which when they get close to the sun the ice is melted and this forms the tail. When the
comet is completely melted, the remnant may become an asteroid. It is speculated that maybe
half of the Near-Earth asteroids may be “dead” comets.
When they are near the Sun and active, comets have several distinct parts:
 nucleus: relatively solid and stable, mostly ice and gas with a small amount of dust and
other solids;
 coma: dense cloud of water, carbon dioxide and other neutral gases sublimed from the
nucleus;
 hydrogen cloud: huge (millions of km in diameter) but very sparse envelope of neutral
hydrogen;
 dust tail: up to 10 million km long composed of smoke-sized dust particles driven off the
nucleus by escaping gases; this is the most prominent part of a comet to the unaided eye;
 ion tail: as much as several hundred million km long composed of plasma and laced with
rays and streamers caused by interactions with the solar wind.
Comets are invisible except when they are near the Sun. Most comets have highly eccentric
orbits which take them far beyond the orbit of Pluto; these are seen once and then disappear for
millennia. Only the short- and intermediate-period comets (like Comet Halley), stay within the
orbit of Pluto for a significant fraction of their orbits.
What is the difference between an asteroid and a comet?
The main difference between asteroids and comets is what they are made of. Asteroids are made
up of metals and rocky material, while comets are made up of ice, dust and rocky material. Both
asteroids and comets were formed early in the history of the solar system about 4.5 billion years
ago. Asteroids formed much closer to the sun, where it was too warm for ices to remain solid.
Comets formed farther from the sun where ices would not melt. Comets which approach the sun
loose material with each orbit because some of their ice melts and vaporizes to form a tail.
Procedure:
Activity 1: Find a Meteorite
Before the lesson:
 Copy “YES” on one color paper for each student
 Copy “NO” on another color paper for each student
 Hook up the projector and computer.
 Open http://dawn.jpl.nasa.gov/Meteorite/experiment.asp
In the class:
 Distribute one “YES” and one “NO” paper for each student.
 Instruct students that you will work together to discover if a rock is a meteorite or a rock
from Earth.
 NASA scientists will show you a rock. You will answer each question with the “YES” or
“NO” paper. The majority will determine which answer to select.
Activity 2: Build Your Own Comet
Before the lesson:
 Collect supplies
 Line the ice chest with newspaper (protect the chest and better insolates the sublimating
dry ice)
 Purchase dry ice the day before it is needed
o Dry ice is available from ice companies in most cities (look under "ice" in the Yellow
Pages for a local source). Day-old dry ice works best, so you might want to buy it the
afternoon before the day you do the activity. Keep the dry ice in an ice chest when
transporting it and in your refrigerator's freezer compartment overnight. Most ice
companies have a minimum on the amount of ice they will sell (usually 5 pounds).
But having extra dry ice on hand will be useful because some will sublimate and also
because it is advisable to practice this activity at least once before doing it with the
class.
In the class
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Go over safety issues with your class:
 ***************WARNING! ***************
 Dry Ice is very cold (-109 ° F).
 Do NOT handle with bare hands.
 Handle with extreme CAUTION!
 Keep out of reach of children.
 Use dry gloves when handling.
 Do NOT ingest dry ice.
 Do NOT seal in glass or other tightly closed containers.
 Do NOT enter poorly ventilated areas where used or stored.
 Do NOT leave children or pets in a vehicle with dry ice.
 Carbon Dioxide gas is not poisonous or toxic, but it will NOT support life.
 If transported in a vehicle, leave at least one window open, or otherwise provide for
ample fresh air ventilation.
Distribute goggles to each student
At this point, you can divide the materials for groups of students to build their own
comet, or you can build one classroom comet with helpers.
Have all ingredients and utensils arranged in front of you.
In a large bowl, mix
o 2 cups of water
o 2 spoonfuls of sand or dirt
o a dash of ammonia
o a dash of organic material (soy sauce)
2 cups dry ice (frozen carbon dioxide) pounded into small chunks with a hammer
Add the dry ice to the rest of the ingredients in the mixing bowl while stirring vigorously.
Continue stirring until mixture is almost totally frozen.
Lift the comet out of the bowl using the spoon and shape it as you would a snowball. Be
sure that you have leather gloves to protect your hands.
Unwrap the comet as soon as it is frozen sufficiently to hold its shape.
Assessment (include all assessment materials):
Questions
1) What prevents the asteroids in the belt from plunging towards the Sun and hitting the
inner planets in the process?
 While the Sun gravitationally pulls the asteroids inward, the gravitational pull of
Jupiter is pulling the asteroids outward. Since the belt is closer to Jupiter than it is to
the Sun, Jupiter exerts more of an influence on the asteroids. As a result, the asteroids
are held in orbit away from the inner planets.
2) Do asteroids have moons?
 Yes, asteroids have moons.
3) Have any spacecraft ever landed on an asteroid?
 Yes, on February 12, 2001 flight controllers landed NASA's NEAR spacecraft on an
asteroid called Eros. NEAR was the first spacecraft to orbit and touchdown on the
surface of an asteroid. NEAR began orbiting Eros a year earlier, on February 14,
2000. The spacecraft collected close up photographs and measured the size and shape
of Eros before landing. Eros is the largest of the asteroids whose orbits cross the orbit
of the Earth.
-Quiz QuestionWhat is the name of the largest Asteroid?
Credits
http://www.nineplanets.org/asteroids.html
http://www.nineplanets.org/comets.html
http://www.geocities.com/zlipanov/asteroid_intro/asteroid_intro.html#composition
http://meteorites.pdx.edu/MeteoriteLab/index.html
http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/asteroid.shtml
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level2/asteroids.html
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Asteroids&Display=Kids
http://www.observeasteroids.com/all-about-asteroids.php
http://www.geocities.com/zlipanov/asteroid_intro/asteroid_intro.html#composition
http://science.nationalgeographic.com/science/space/solar-system/asteroids-cometsarticle.html
http://www.enchantedlearning.com/subjects/astronomy/asteroids/composition.shtml
http://www.astronomynotes.com/solfluf/s2.htm
http://www.noao.edu/education/crecipe.html