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Class
M O D E R N
E A R T H
Date
S C I E N C E
Chapter 29
The Solar System
Review
Choose the best response. Write the letter of that choice in the space provided.
1. Ptolemy modified Aristotle’s model of the universe to include
a. Oort clouds.
c. comets.
b. retrograde motion.
d. shooting stars.
2. Copernicus’s model of the solar system differed from Ptolemy’s because it was
a. geocentric.
b. lunocentric.
c. ethnocentric.
d. heliocentric.
3. Kepler’s first law states that each planet orbits the sun in a path called
a. an ellipse.
b. a circle.
c. an epicycle.
d. a period.
4. Kepler’s law that describes how fast planets travel at different points in their orbits is
called the law of
a. ellipses.
b. equal speed.
c. equal areas.
d. periods.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
5. The weak magnetic field around Mercury suggests
a. volcanic activity.
c. a core of molten iron.
b. a dense atmosphere.
d. that it is located close to the sun.
6. The planet that rotates in a direction that is opposite the direction of the other planets is
a. Mercury.
b. Venus.
c. the earth.
d. Mars.
7. The tilt of the axis of Mars is nearly the same as that of
a. Mercury.
b. Venus.
c. the earth.
d. Jupiter.
8. The planet that rotates faster than any other planet in the solar system is
a. the earth.
b. Jupiter.
c. Uranus.
d. Pluto.
9. The most distinctive feature of Jupiter is its
a. Great Red Spot.
c. rings.
b. Great Dark Spot.
d. elongated orbit.
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Chapter 29
Choose the best response. Write the letter of that choice in the space provided.
10. All of the outer planets in the solar system are large except
a. Saturn.
b. Uranus.
c. Neptune.
d. Pluto.
11. The asteroid belt exists in a region between the orbits of
a. Mercury and Venus.
c. the earth and Mars.
b. Venus and the earth.
d. Mars and Jupiter.
12. The composition of asteroids suggests that they are
a. small moons.
b. fragments of planetesimals.
c. the nuclei of comets.
d. environments that possibly can support life.
13. Meteoroids can provide information about
a. the composition of the solar nebula before the earth and its moon formed.
b. the size of the earth.
c. the destiny of the solar system.
d. the size of the universe.
Critical Thinking
Read each question or statement and answer it in the space provided.
114
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1. Assume that an intelligent life-form exists on Pluto—the planet with the longest orbit period in
the solar system. Would astronomers on Pluto be likely to propose a heliocentric model of the
solar system? Explain your answer.
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Name
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S C I E N C E
Chapter 29
Read each question or statement and answer it in the space provided.
2. If you know the distance from the sun to a planet, what other information can you determine
about the orbit of the planet? Explain your answer.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
3. The surfaces of some asteroids reflect only small amounts of light. Other asteroids reflect up to
40 percent of the light falling on them. Of what materials would each type of asteroid probably
be composed?
4. By constructing a concept map, you make connections that illustrate relationships among certain terms. How would doing so assist your understanding of this chapter?
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Chapter 29
Application
Read each question or statement and answer it in the space provided.
1. Suppose that a new planet has just been discovered. It has no rings or moons and has a surface
pitted with impact craters. In what group of planets do you think this planet is located? Explain
how you know.
2. What type of core do you predict that the new planet mentioned in Question 1 will have?
116
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3. Suppose you live in an unglaciated area and have found a chunk of rock that you suspect might
be a stony meteoroid. What data would help you verify your hypothesis?
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of water vapor on Mercury contributes to its tremendous daily temperature flux. Water vapor helps
maintain the earth’s moderate temperatures.
Pages 602–603: Science & Technology
Students can learn more about the Galileo mission
to Jupiter on-line by visiting the Galileo home page
at NASA’s Internet site.
Small-Scale Investigation
The Solar System (p. 604)
Science Process Skills: constructing models, comparing, naming, and labeling
Answers to Analysis and Conclusions
1. the sun
2. No. The scale is too large to show the relative
sizes of all the planets.
3. The inner planets are closer together than the
outer planets.
4. Most models do not accurately represent both the
relative size of and the relative distance between
the sun and all of the planets.
Diameter
(cm)
130.0
0.5
1.2
1.3
0.7
14.3
12.1
5.1
5.0
0.2
Sun
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Distance from sun
(cm)
—
5,790
10,820
14,960
22,790
77,830
142,700
287,100
449,700
591,400
Alternative Lab: Student Planetarium Lab
Activity—WARD’S 80 M 8190
Chapter 29 Review
Answers to Review
1. b
2. d
3. a
4. c
5. c
6. b
7. c
8. b
T140 Chapter 29
9. a
10. d
11. d
12. b
13. a
Answers to Critical Thinking
1. Viewed from Pluto without a telescope, the sun
looks like any other bright star. Plutonians would
have difficulty describing the movements of the
solar system. A telescope would enable
Plutonians to observe the inner planets and develop a heliocentric model.
2. the orbit period of the planet; if you know a planet’s distance from the sun, you can determine the
orbit period using Kepler’s third law.
3. The dark surface of asteroids composed of carbon would reflect little light; the metallic surface
of asteroids composed of iron and nickel would
reflect light.
4. Student answers may vary, but they should indicate an understanding that connections made in a
concept map would help clarify the relationships
among the various bodies of the solar system.
Answers to Application
1. the terrestrial planets; the terrestrial planets have
no rings, a maximum of two moons, and impact
craters on their surfaces.
2. metallic
3. composition of the rock and of the bedrock in the
area in which it was found; the composition of a
stony meteorite would probably differ from that
of the area in which it was found.
In-Depth Investigation
Crater Analysis (pp. 612–613)
Approximate time: 1 class period
Objectives: to experiment with making craters; to
discover the effect of speed and projectile angle on
the crater formed
Skills: measuring, observing, inferring, applying,
predicting
Prelab Discussion
Before students begin this investigation, have them
name objects in the solar system (other than the
earth’s moon) that have craters. Ask them if they
know of any craters in the United States. Explain that
Mercury, the earth’s moon, and many other moons in
the solar system are covered with craters because they
have little or no atmosphere and, therefore, have no
direct source of mechanical and chemical weathering.
Weathering of the earth’s surface and the processes of
plate tectonics has caused the disappearance of many
of the craters that once covered the planet.