Download models of the solar system

Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
•
Reading Guide: Chapter 29.1 (read text pages 591-593)
MODELS OF THE SOLAR SYSTEM
1n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent
(e.g. unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and
planets).
2a. Who challenged the geocentric model? When?
1a. What does geocentric mean?
2b. What was the new model?
1b. Who came up with this idea?
2c. What does heliocentric mean?
1c. When did he come up with this idea?
1d. What was a problem with this idea?
2d. Who proved the heliocentric model? When? How?
3a. Who is Tycho Brahe and what did he contribute
to astronomy?
3b. Who is Johannes Kepler and what did he
contribute to astronomy?
Kepler’s Laws: Name & describe each of Kepler’s laws below!
(1) Law of ________________:
4a. Define ellipse.
(2) Law of __________________: (3) Law of ________________:
5a. What does this law describe? 6a. What does this law describe?
4b. Define focus.
5b. When does the earth move the 6b. Define orbit period.
fastest?
6c. What would be the orbit
period of a planet that is 4 AU’s
from the sun?
4c. What is a circle?
4d. Is a planet always the same
distance from the sun?
4e. Define perihelion.
7. In the space provided below, draw figure 29-1 (bottom of page 592
on the right). Label the Sun, Orbit of the planet, Aphelion, Perihelion
and the direction the planet is moving.
4f. Define aphelion.
4g. How far is the earth from the
sun at it’s closest
point?__________________
furthest point? _______________
average distance? _____________
4h. What does AU mean?
7a. How are points 1&2 and 3&4 related?
7b. What do the 2 triangles represent?
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Reading Guide: Chapter 28.3 (read text pages 580-585)
FORMATION OF THE SOLAR SYSTEM
1a Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system
1b Students know the evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago.
4c Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect.
4d* Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each.
1. Define solar system.
2. Define planet.
3. How did scientists first think that the planets
formed?
4. What is the current theory on how our solar
system formed?
5. Define nebular theory.
6a. What is the name of the nebula that formed our
solar system?
6b. How big was it?
8. Why did the center of the nebula become hotter?
7. What happened 4-5 billion years to cause our
solar system to form?
9. When the temperature became hot enough, what
10. How much matter from the solar nebula is in the
happened?
sun?
12. Define planetesimals.
13. Define protoplanets.
11. What else was forming while
the sun was forming?
14. Define moon.
15. Put the following words in order of how they formed.
Planets / Solar Nebula / Protoplanets / Planetesimals
1.______________ 2.______________3. _____________ 4. ______________
17. What is the difference between the 4 inner
16. What was the main factor that influenced the
protoplanets and the 4 outer protoplanets?
composition of the developing planet?
18. Formation & characteristics of the Planets:
a. What heavy element do the inner planets contain? ____________________
b. What types of icy materials form the outer planets? ________; ________; _______; _______ & _______.
c. The cores of the outer planets consist of _________________.
d. What allows the outer planets to retain much of their original gases? ______________ & ______________
e. Why are the outer planets called the “gas giants” ________________________________________________
f. Name three characteristics of Pluto that make it a unique outer planet: _____________________________;
________________________________ & ____________________________
19. Formation of the Earth:
a. Early earth was very hot due to:
1. ___________________________ 2. __________________________ 3. _____________________________
b. Dense molten iron was pulled into the center of the earth by the force of ___________________. Less dense
materials migrated ________________________
c. Describe each of the three layers of the stratified (layered) earth:
Core: __________________________________________________________________________________
Mantle: ________________________________________________________________________________
Crust: ___________________________________________________________________________________
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
20. Formation of the Atmosphere
(1) Describe each of the following Atmosphere’s in detail. (Minimum 3 bullets of info per atmosphere).
Earth’s First Atmosphere
Earth’s Second Atmosphere
Earth’s Current Atmosphere
(2) How did oxygen increase in the developing atmosphere of the earth?_______________________________
(3) How does the ozone layer shield the earth & its inhabitants today? _________________________________
(4) What components of today’s atmosphere were contributed by volcanic eruptions: ____________________;
_________________________; ___________________________; &________________________
21. Formation of the Earth’s Oceans
Describe, in order and in detail, how the oceans developed
First: As the atmosphere was developing the earth began to cool
Second: Between 3 – 3.5 bya …
Third:
Fourth:
A) How did having an ocean contribute to the composition of today’s atmosphere?
____________________________________________________________________________________________________________
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Reading Guide: Chapter 29.2 (Read text pages 594-597)
INNER PLANETS
1a Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar
system
4c Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect.
4d* Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each.
1a. List the inner planets in order from the sun:
1b. Why are they called the terrestrial planets?
1)___________________; 2)____________________;
3)___________________; 4)____________________
2. List the following characteristics about the inner planets (Page 594).
(A) Their formation with regard to their distance from the sun:
__________________________________________________________________________________________
(B) Fate of the materials with Low Boiling points:
__________________________________________________________________________________________
(C) The type of material that the planet consists of and its density relative to the outer planets:
__________________________________________________________________________________________
(D) The type of core:
__________________________________________________________________________________________
(E) The presence or absence of rings:
__________________________________________________________________________________________
(F) The presence or absence of impact craters & The time during which impact collisions took place
__________________________________________________________________________________________
(G) The number of moons per planet
__________________________________________________________________________________________
Surface features:
3. Mercury:
Orbit period: _________
Rotation rate: ________
Moons: _________
Why is Mercury’s atmosphere
Atmosphere:
Temperatures:
Core composition:
so thin?
(thick / thin)
4. Venus:
Orbit period: _________
Volcanic activity:
Rotation rate: _______
Rotation direction: _____
Atmosphere:
(thick / thin)
Surface features:
Moons: _________
Atmospheric pressure:
Presence of H2O:
(solid / liquid / gas)
Rock types:
Temperatures:
Why is Venus considered
Earth’s twin?
Orbit period: _________
Life:
Rotation rate: ________
Volcanic activity:
Moons: _________
Presence of H2O:
(solid / liquid / gas)
Temperatures:
Where did the oxygen we
have on Earth come from?
Orbit period: _________
Surface features:
Rotation rate: ________
Volcanic activity:
Moons: _________
Atmosphere: (thick / thin)
Atmospheric pressure:
Presence of H2O:
(solid / liquid / gas)
Life:
What evidence shows life
may have existed on Mars?
Atmosphere Composition:
5. Earth:
Position relative to sun:____
Size:_________________
Atmosphere Composition:
Oceans:
6. Mars:
Position relative to sun:____
Visited by and when:
Temperatures:
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Reading Guide: Chapter 29.3 (Read text pages 598-605)
OUTER PLANETS
1a Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system
4c Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect.
4d* Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each.
1a. List the outer planets in order from the sun:
1b. Why are they called the jovian planets?
_____________________; _____________________;
_____________________; _____________________:
_____________________
2. List the following characteristics about the outer planets (Page 598).
(A) Their formation with regard to their distance from the sun:
__________________________________________________________________________________________
(B) Fate of the materials with Low Boiling points (helium & hydrogen):
__________________________________________________________________________________________
(C) The type of material that the planet consists of and its density relative to the inner planets:
__________________________________________________________________________________________
(D) The type of core:
__________________________________________________________________________________________
(E) The presence or absence of rings:
__________________________________________________________________________________________
(F) The number of moons per planet
__________________________________________________________________________________________
List the following characteristics about the outer planets.
3. Jupiter:
Orbit period: _________
Rotation rate: ________
Moons: _________
Size:__________________
Mass:
Rings:
Planet composition:
Temperatures:
Atmosphere:
(thick / thin)
Winds:
Orbit period: _________
Rotation rate: ________
Size:__________________
Core Composition:
Atmosphere:
(thick / thin)
Temperatures:
Density:
What effect does Saturn’s rapid rotation have on the shape
of the planet?
5. Uranus:
Rotation rate: ________
Moons: _________
Position relative to sun:____
Orbit period: _________
Rings:
Planet composition:
Distance from sun:
Core Composition:
6. Neptune:
Rotation rate: ________
Moons: _________
Position relative to sun:____
Atmosphere composition:
Orbit period: _________
Temperature:
Rings:
Atmosphere:
(thick / thin)
Position relative to sun:
Core Composition:
Why didn’t Jupiter become
a star?
Moons: _________
4. Saturn:
Position relative to sun:____
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Rings:
Atmosphere composition:
Size:__________________
Atmosphere: (thick / thin)
Atmosphere composition:
Size:__________________
Distance
from sun:
What does Neptune mean?
Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Reading Guide: Chapter 29.4 (Read text pages 606-609)
ASTEROIDS, COMETS, AND METEOROIDS
1f Students know the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinctions of life on Earth.
1. Where did the other things that exist in our solar system come from?
2a. asteroids =
2b. Asteroids are classified by ________________
as
a.
b.
c.
3a. Comets =
2c. What is the asteroid belt and where is it
located?
3b. Name and describe the 3 main parts of a
comet.
1. ______________ :
2d. Draw a diagram of the solar system indicating
where the asteroid belt is found.
2. ______________ :
3. ______________ :
3c. Diagram a typical comet:
Label nucleus, coma, and tail (fig.29-13)
Sun
The tail of a comet always points _________ from
the Sun!
3f. Describe the shape of the oort cloud, where it
is in the solar system.
3e. Oort Cloud:
3g. Long-period comets:
3h. Short-period comets:
4a. What type of comet is Halley’s comet?
4b. How old will you be when it orbits the sun
again?
5c. meteorites:
5a. meteoroids:
5b. meteors:
6a. shooting star:
6b. fireball:
6c. meteor shower:
7a. stony meteorite:
7b. Iron meteorite:
7c. Stony-iron meteorite:
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Kepler’s Three Laws Illustrated (Read pg 592-593)
Part I. KEPLER’S FIRST LAW
INTRODUCTION (fill in the following blanks using your blue book)
• Kepler’s first law is called the Law of ___________________.
• It states that the planets orbit the sun in a path called an ______________.
• The shape of the ellipse is determined by the distance between two points
within the figure called ________________.
• A circle is a special kind of an ellipse where the two foci are located _______.
• Other types of ellipses look more like __________________.
• During a planet’s orbit, is it always the same distance from the sun? _______
Why?: __________________________________________________
• The point where planet is the closest to the sun: ______________________.
• The point where planet is farthest from the sun: ______________________.
Diagram of a Circle:
Diagram of an Ellipse:
LAB DIRECTIONS
A. Draw 4 different ellipses (Work in a team of 2 people)
Step 1. Fold a sheet of paper in half.
Each person will draw 2 ellipses with different distances between the foci
Step 2. Choose the ellipse that you are going to draw (Distance between foci = 1 cm, 2 cm, 3 cm, or 4 cm)
Step 3. Measure and Mark the foci points of either 1.0 cm, 2.0 cm, 3.0 cm or 4.0 cm apart.
Step 4. Pin the paper on a piece of cardboard at the appropriate foci, & draw the ellipse with a string
B. Calculate the eccentricities (how egg –shaped the circle is) of the ellipses:
1. Describe the degree of eccentricity for each figure drawn, as either “rounded”;“rounded oval”;“oval”or“elongated oval”
2. Record the distance between each of the foci (1.0 cm, 2.0 cm, 3.0 cm, 4.0 cm) in the data table:
3. Measure the length of the major axis (longest diameterÆ see your diagram above)
4. Use the following formula to determine eccentricity & record in the table: Eccentricity = distance between foci
length of the major axis
Type of Ellipse:
Distance between
Length of major
Eccentricity Calculation
“round”, “rounded oval”, “oval”
foci (cm)
axis (cm)
(Show work)
or “elongated oval”
a.
b.
c.
d.
C. Conclusion Questions:
1. What happens to the shape of the ellipse as the foci increases in distance?
2. What happens to the number that expresses eccentricity as the shape approaches a perfect sphere?
3. Examine fig. 2 on the class handout. Complete the calculation for the eccentricity of the earth:
Distance between the two foci = ________cm
Length of major axis = ______cm
Eccentricity = _________
4. Does the earth’s orbit look more or less eccentric than the three ellipses drawn by you? _____________
5. Using table 1 on the handout answer the following questions.
A. Which planets have orbits that are more eccentric than the earth?
B. Which planets have orbits that are nearly round?
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Part II. KEPLER’S SECOND LAW
INTRODUCTION (fill in the following blanks using your blue book)
• Kepler’s second law is called the Law of ___________________.
• This law describes the ___________ at which planets travel at different points in their ____________.
• For example, the earth travels _______________ when it is closest to the sun. Therefore it must travel
_________________ when it is furthest from the sun.
• Calculations will show that a line drawn from the center of the planet to the center of the sun will sweep through
equal _________________ in an equal period of _______________.
LAB DIRECTIONS
A. Comparing the Areas of equal time periods
1. Trace the ellipse from the book (fig. 29-1 pg 592)
in the space to the right :
2. Label the SUN and put a BLUE dot in the middle
with the label “focus”.
3. Place a green dot on the perihelion and aphelion
and label each.
4. Color the short radius, “fat” slice of pie on the left RED.
4. Cut out this red slice of pie.
5. Cut it again into 4 equal slices of pie.
6. Fit & tape them into the “aphelion” side of the ellipse.
B. Conclusion Questions:
1. These 2 pie slices are equal in area even though they are different shapes (FAT slice and skinny slice). This
means that the closer the planet is to the sun the (greater or smaller) the distance it must travel in the same
amount of time. The speed of the planet is (slower or faster) at this point.
2. What happens to the shape of the 2 pie slices as the figure becomes more rounded?
Part III. KEPLER’S THIRD LAW
INTRODUCTION (fill in the following blanks using your book before you begin the activity)
• Kepler’s third law is called the Law of __________________.
• It describes the relationship between the distance of a planet from the sun and the ________________.
• The orbit period is the _____________required for the planet to make one full revolution about the sun.
• The equation for this relation ship is _____________ where K is a constant, r = _______________ & p
__________________.
APPLICATION
A. The farther the planet is from the sun ….
1. Draw a straight line through the orbit in the figure you traced above so that it connects the “aphelion” and
“perihelion” to the Sun.
2. Measure each distance: a. Aphelion to the Sun ________ cm b. Perihelion to the Sun _______cm
3. Calculate the average distance: ___________ cm. This represents the average distance from the sun for this
ellipse.
4. The average distance between the earth and the sun is known as one _________________ unit.
5. Look at table 29-1 (blue book page 600). What can you conclude about the relationship between a
planets average distance from the sun and it’s orbit period?
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Planet Comparison
1. Fill in the chart using Table: 29-1 on page 600 and pages 594-604 in your textbook.
Characteristics
Largest (# the planets from smallest 1
to largest 9)
Metal Core (√ if present)
Rocky Core (√ if present)
Pressurized hydrogen layer that is
covered by liquid hydrogen
(√ if present)
Ice layer covered by liquid hydrogen
(√ if present)
Atmosphere (√ if present)
Strong magnetic field (√ if present)
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
2. Pluto does not share many characteristics with the other planets. Using the information contained on
pages 604 & 605 tell how Pluto differs from the other planets.
3. What lies between the inner planets and the outer planets?
4. Besides the planets, what other objects are included in our solar system?
Average
distance
from Sun
Temperature
Gas Present
Mercury
58 million
km
Venus
108 million
km
400 o C
(sun side)
-180 o C
(dark
side)
Helium,
hydrogen,
oxygen
470 o C
Carbon
dioxide,
nitrogen,
helium, neon,
argon, water
vapor, sulfur,
hydrogen,
carbon,
oxygen
Earth
150
million
km
15 o C
Mars
228 million km
Jupiter
778 million
km
Saturn
1400
million km
Uranus
2900
million km
Neptune
4500
million km
Pluto
5900 million
km
-50 o C
-130 o C
(near cloud
tops)
-185 o C
(upper
atmospher
e)
-200 o C
(near
cloud
tops)
-200 o C
(near
cloud tops
-230 o C
Nitrogen,
oxygen,
carbon
dioxide,
water
vapor
Carbon
dioxide,
nitrogen,
argon, oxygen,
carbon
monoxide,
neon, krypton,
xenon, water
vapor
Hydrogen,
helium,
methane,
ammonia,
ethane,
acetylene,
phosphine,
water vapor,
carbon
monoxide
Hydrogen,
helium,
methane,
ammonia,
ethane,
phosphine
Hydrogen,
helium,
methane
Hydrogen,
helium,
methane,
ethane
Methane,
ammonia,
water
Use the table to find the term or phrase that best answers the question.
1. Which of the following gases is present on all of the inner planets but none of the outer planets?
a. helium
b. methane
c. oxygen
d. hydrogen
2. On which planet would you expect to find frozen methane? (freezing point of methane is –182.5oC)
a. Mars
b. Jupiter
c. Venus
d. Saturn
3. Which two planets are, on the average, closest together?
a. Mars & Jupiter
b. Mercury & Venus c. Venus & Earth
d. Earth & Mars
4. The outer planets are less dense than the inner planets because they attracted:
a. lighter elements
b. heavier gases
c. more solar wind
d. no solid matter
5. A comet glows brightly when sunlight reflects off its:
a. frozen dust
b. nucleus
c. evaporating gases
d. core
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Background
How Can a Comet Be Studied?
Astronomers can study comets because they appear at regular intervals in an orbit that can be plotted.
These orbits generally form long, narrow loops, called elongated ellipses, around the sun. There are
recorded reports of Halley’s Comet as early as 240 B.C. Edmund Halley, however, was the first person to
calculate the comet’s complete period, predicting it would be seen again form earth in 1758. The comet
appeared in 1759 and since then has been seen roughly every 76 years. In this investigation you will
make calculations about the movement of comets.
Objectives
After completing this investigation, you will be able to: 1) identify the path of a comet, 2) determine how
long it takes a comet to complete its period, & 3) project the return dates of a comet
FIGURE 1: The Orbit of Halley’s Comet
A. Study Figure 1. Note the shape of the comet’s orbit and the shapes of the orbits of the planets.
1. What is the length, in time of the period of Halley’s Comet? _______________
2. Figure 1 shows that the last time Halley’s Comet was visible from earth was 1986. Using that
date, calculate when the comet next is visible from earth? _____Hint: use your data from
question #1.
3. If Halley’s comet was visible from earth in 1910, what year was it visible before that? ________
4. If the gravitational pull of the sun and Jupiter decreased the speed of the comet by 5 percent,
when would it next be visible from earth? _________________
B. Imagine you have discovered a new comet whose period extends through the orbit of Uranus but not
into the orbit of Neptune. On Figure 1, draw in the orbit of the new comet using your red pencil.
C. A historical reference refers to a comet in 1784, an amateur astronomer reported sighting it in 1875,
and an early US space probe took a close-up picture of it in 1966.
5. When would you predict the comet would next be visible form earth? _______________
D. Encke’s Comet has a period of 3.3 years. Its period decreases by 0.1 day at each revolution.
6. How many days will the period lose in 23 years? ______day(s) Hint: first calculate how many
periods will occur in 23 years
7. How many days will the period lose in 2,300 years? ________day(s)
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Name: ______________________________________ Date: _____________ Per: _______ Teacher: _________________________
Conclusions
1. Explain why people on earth generally see only one visit of a particular comet during their
lifetime?
B
A
C
D
Earth
Comets pathÆ Æ Æ
1. In what directions will the comet’s tail point at positions A-D? Using a ruler and a pencil,
indicate the tail directions on the figure by drawing arrows extending out from each of
the 4 positions.
2. With earth located as show, will the comet’s tail be visible using a telescope on earth
when the comet is at position C? Explain your answer.
3. With earth located as shown, will the comet’s tail be visible to the unaided eye on earth
when the comet is a t position A? explain your answer
Label the above picture with the following parts of a comet:
• Coma
• Nucleus
• Tail
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