Download The Space Files: The Outer Solar System

The Space Files: The Outer Solar System
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
INTRODUCING The Space Files: The Outer Solar System
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
All Outer Solar System Programs
Vocabulary Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
All Outer Solar System Programs
Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Outer Solar System Fact Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Outer Solar System: Jupiter
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Outer Solar System: Jupiter
Jupiter’s Fourth Largest Moons: Which is Which? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Outer Solar System: Jupiter
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Outer Solar System: Saturn
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Outer Solar System: Saturn
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
© Copyright 2003 • AIMS Multimedia • The Space Files: The Outer Solar System • #2908-2913
Outer Solar System: Neptune and Uranus
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Outer Solar System: Neptune and Uranus
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Outer Solar System: Pluto
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Outer Solar System: Pluto
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Outer Solar System: Comets
Checking Comprehension: Filling in the Blanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Outer Solar System: Comets
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Outer Solar System: Asteroids
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Outer Solar System: Asteroids
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Outer Solar System • #2908-2913
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 Outer Solar System • #2908-2913
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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© Copyright 2003 • AIMS Multimedia • The Space Files: The Outer Solar System • #2908-2913
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
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read Title Themes, Overview, and
learned, and to provide them with
Objectives to become familiar with
practice in test-taking procedures.
program content and expectations.
Reproducible Activities
•
The AIMS Teaching Module provides a
•
Use
Use the Culminating Activity as a forum
Viewing
for students to display, summarize,
to specifically reinforce the content of this
suggestions to introduce the topic to
extend, or share what they have
learning unit. Whenever applicable, they
students.
learned with each other, the rest of the
selection of reproducible activities, designed
Preparation
for
school,
are arranged in order from low to high
difficulty
level,
to
allow
a
seamless
facilitation of the learning process. You may
a
organization.
Viewing
•
or
Set up viewing monitor so that all
students have a clear view.
choose to have students take these activities
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
learning range, you may choose to
Checking Vocabulary
have students view Title together or in
The checking Vocabulary activity provides
small groups.
the opportunity for students to assess their
knowledge of new vocabulary with this word
game or puzzle. The format of this
•
Some students may benefit from
viewing the video more than one time.
vocabulary activity allows students to use the
related words and phrases in a different
context.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Outer Solar System • #2908-2913
local
community
The Space Files: The Outer Solar System
Themes
Beginning with the largest of the Jovian
through mathematical predictions rather
planets, Outer Solar System: Jupiter exam-
than through regular observations of the sky.
These six programs focus on the outer solar
ines the giant gas ball which first lies beyond
Smallest of the gas giants, its volume could
system, the celestial region from the Asteroid
the vast ring of rocky fragments known as
still hold sixty Earths.
Belt and its closest gas giant, Jupiter, to dark,
the Asteroid Belt. Composed mainly of
diminutive Pluto and the region of icy debris
hydrogen, this magnificent planet is larger
Outer Solar System: Pluto explores the small-
known as the Kuiper Belt. A close-up look at
than all the other planets of our solar system
est, coldest, and most distant planet from the
comets and asteroids is also featured, with
combined. With its numerous moons and
Sun, discovered in 1930 by American
an examination of the latter’s likely role both
several rings, the Jupiter system is a “mini-
astronomer Clyde Tombaugh - the last per-
in altering Earth’s geological history and in
solar system.” Water has been detected in
son thus far to find a new planet. His labori-
the evolution of life on our planet. As their
the planet’s turbulent atmosphere and below
ous search for “Planet X” and the excitement
central theme, the SpaceFiles: Outer Solar
the glacial surface of its three largest moons,
of the scientific discovery are vividly por-
System programs provide in-depth examina-
suggesting the intriguing possibility of life. A
trayed, as is the subsequent discovery of
tion of the orbits and rotation, atmosphere,
proposed exploratory mission by the Jupiter
Pluto’s dark moon, Charon, by astronomer
climate, topography, and relative position of
Icy Moons Orbiter would make detailed
James Christy in 1978. Though no space-
each Jovian planet, as well as the origins,
studies of the moons’ makeup, history and
craft have visited Pluto as yet, NASA is cur-
composition, and cosmic movement of
potential for sustaining life.
rently considering a mission called New
comets and asteroids. Likelihood of the
Horizons that would explore both Pluto and
potential for or existence of life on the moons
Next, Outer Solar System: Saturn takes us to
the Kuiper Belt region, often called our solar
of Jupiter and Saturn is also discussed.
the sixth planet from the Sun and second
system’s “final frontier.”
Graphic animation and the latest telescopic,
largest in the solar system. Taking nearly
radar, fly-over, and surface images provide
thirty years to complete its solar orbit, Saturn
Outer Solar System: Comets presents the
students with up-to-date images. The excit-
spins so quickly on its axis that its day spans
cosmos’ wandering nomads. Travelers from
ing format of each program serves to foster
less than eleven hours. With no solid sur-
the farthest reaches of the solar system,
an interest in space exploration and appre-
face, the planet is composed of five cloud
comets catch our attention when they blaze
ciation of this diverse corner of the universe
layers surrounding a liquid metallic core of
across the night sky. Some are never seen
within reach of our own remarkable planet.
hydrogen, and encircled by the dramatic
again, while others - such as Halley’s Comet
ring system - the most extensive and com-
- revisit us periodically. On a collision course
plex in our solar system - extending hun-
with destiny, comets plunge towards the
dreds of thousands of kilometers from the
planets and the Sun. Some are immolated in
planet.
planetary atmospheres, while others strike
Overview
The SpaceFiles Series encompasses the fundamentals of space and astronomy. The six
the surface, forming craters to mark their
Outer Solar System titles deal with the non-
Outer Solar System: Neptune and Uranus
passage. They are among the least-changed
terrestrial planets, or gas giants, asteroids
brings us first to the seemingly bland Jovian
objects in our solar system and, as such,
and the Asteroid Belt, and comets.
planet of Uranus, discovered in 1781 by
may yield important clues about its forma-
astronomer William Herschel. Spinning
tion.
Note: Many of the activities and assessments
backwards at a crazy tilt, this third-largest
contained in this teaching module may be
planet is a surprisingly dynamic world with
Outer Solar System: Asteroids takes a close
used with all six programs in the SpaceFiles
no solid surface, some of the brightest clouds
look at the Asteroid Belt - the vast ring of
- The Outer Solar System series. Other addi-
in the outer solar system, and eleven rings.
rocky fragments found between Mars and
tional activities and consumables are meant
Neptune is revealed as a cold, windy place,
Jupiter. Without Jupiter’s gravitational pull,
for specific Outer Solar System videos, and
with temperatures of minus 220( Celsius and
these fragments of ancient space rubble
are labeled as such.
constant cyclonic storms. Eighth planet from
might pull together and form a planet.
the Sun, Neptune was the first planet located
Collisions between asteroids send fragments
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Introduction to the Program
Discussion Ideas
planet’s surface. The extinction of the
Ask students to share what they know about
Ask one or more of the following questions
dinosaurs sixty-five million years ago has
the origins of the Sun and planets in the
to prompt discussion about space explo-
been linked to a devastating impact near the
solar system. Review with students the names
ration: Why do you think we study the plan-
Yucatan Peninsula in Mexico. NASA and the
of the nine planets and their positions rela-
ets and other celestial bodies (such as
USAF monitor the skies, devising methods to
tive to the Sun. Ask students to explain the
asteroids and comets) in our solar system?
ward off impact should another potentially
basic difference between terrestrial planets
(Sample answers might include: to discover
deadly visitor approach.
and non-terrestrial planets, or gas giants.
how the solar system came into being; how
Ask students what area in our solar system
it is changing; how it might end, etc.) How
lies between Mars and Jupiter (the Asteroid
do you think we can relate what we learn
hurtling through space. When their trajectories cross Earth’s orbit, some strike the
Objectives
•
•
Belt). Explain to students that the programs
about our own solar system to the rest of the
To explore the non-terrestrial planets, or
they will be viewing involve comets, aster-
universe? What are the necessary compo-
gas giants, of the solar system
oids, and the planets and moons of the outer
nents to sustain life as we know and under-
solar system - Jupiter, Saturn, Uranus,
stand it? (atmosphere, light, heat, cold,
Neptune, and Pluto.
water, soil, and air, all occurring in delicate
To examine the unique surface and
balance) What can study of the solar system
atmospheric features of each celestial
Introduction to Vocabulary
body
tell us about formation of life on Earth and
the potential of life elsewhere? What would
•
To learn about the size, relative
Write the following words on the board and
be your reaction if we found proof of life on
position, and orbit of each planet in the
explain that they will be referenced in the
other planets in other solar systems?
outer solar system
video. Ask the class to discuss the meaning
of each word, and review the terms that are
•
•
•
•
•
Focus
To discuss the potential for life on the
unfamiliar to students. You may wish to have
moons of Jupiter and Saturn
students look up terms in a dictionary or
Help students review basic data concerning
encyclopedia.
Earth’s size, atmosphere, topography, orbit
and rotation, tilt, distance from the Sun, rel-
To provide up-to-date information on
space probes, and the planned purpose
axis
ative size of Earth’s moon, etc. Encourage
of future probes
Celsius (a measure of temperature; 32∫ F = 0
students to watch for similarities and differ-
∫ C [freezing point]; 212∫ F = 100∫ C [boil-
ences between other planets and Earth or
To examine the origins and physical
ing point])
Earth’s moon. Ask them to keep in mind
components of the Asteroid Belt, as well
diameter
each Jovian planet’s position relative to the
as the important relationship between
elliptical
Sun and the significance of the elemental
asteroid trajectories and planet Earth
kilometer (a measure of distance; 1 kilome-
composition of these planets and/or their
ter equals 0.6214 miles; 1 mile = 1.609
moons. For the programs on comets and
To explore the origins and physical
kilometers)
asteroids, ask students to keep in mind the
components of comets
Kuiper Belt (disk-shaped region of icy debris
dangerous interaction that these objects
beyond the orbit of Neptune; source of
have had, or yet may have, with Earth.
To encourage a deeper appreciation of
short-period comets)
astronomy and further exploration of
moon
the solar system and beyond
orbit
Oort Cloud (a vast shell of icy bodies about
50,000 times farther from the Sun than the
Earth)
planet
rotation
solar system
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SUGGESTED ACTIVITIES
All Outer 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 Outer Solar System Programs
SO CI AL
ST UD IE S
Connection to Social Studies
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 regarding the
45 Minutes
formation of our solar system, how life formed on Earth, the potential for life elsewhere in the universe, how life on
Earth may end, etc.
Have students research the pros and cons of space exploration. Organize a class debate to discuss these issues.
All Outer Solar System Programs
Connection to Language Arts
LA NG UA
GE
AR TS
Mythology: Our 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 use their names for the planets and moons
today.
30 Minutes
Using library, Internet or other resources, have students research the myths associated with Jupiter, Saturn, Uranus,
Neptune, or Pluto. (Useful keyword: planetary mythology.) More advanced students may wish to research how the
early Greeks attempted to explain the movement of heavenly bodies through their myths. Some students may enjoy
researching the names of the Jovian planet moons, which draw from both mythology and literature.
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 Outer Solar System Programs
Connection to Music Appreciation
M US IC
Gustav Holst’s “The Planets” (composed during World War One) is a classical interpretation of the worlds which
compose our solar system. It is an orchestral showpiece that takes the listener on a journey to seven planets (four
of which are relative to this series). As planets in the series are studied individually, or upon completion of the series,
introduce students to the corresponding piece(s). Following each piece, allow time for students to jot down their
20 Minutes
impressions of the music - the images or emotions inspired by it.
Mythology and astrology served as inspiration for Holst’s music. Does scientific exploration and discovery detract
from the enjoyment of such artistic expression?
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All Outer Solar System Programs
Extended Activity
Provide students with the names of the space probes mentioned in the programs (list provided below). Individually
or in small groups, have students prepare a multimedia presentation that includes pictures of the space probe or
Extended
its concept design, the significance of its name, the launch date (actual or proposed), its purpose, and - if applicable - its discoveries and some images sent back to Earth. Conclude with an analysis of the success or failure of
the completed space probe, or the potential significance of the planned probe.
Galileo spacecraft
Cassini spacecraft
Jupiter Icy Moons Orbiter
Cassini orbiter/ Huygens Probe
Voyager I
Voyager II
New Horizons
Stardust
Deep Impact
All Outer Solar System Programs
Creative Writing
Using the information gathered in the above research on life forms which exist under extreme conditions, discuss
the possibility of life therefore existing in some form on one of the other planets or moons (such as Europa or
Extended
Callisto) explored in this series of programs. Ask them to consider also whether the chemical elements that might
“seed” life elsewhere might somehow arrive within the fragments of an asteroid or comet striking the surface of
another planet. Next, ask students to write a short fiction story with this topic as its theme. Have students present
finished stories to the class. Teachers may wish to compile and photocopy the stories to create a class science fiction short story booklet.
Outer Solar System Programs - Jupiter, Saturn, Neptune and Uranus, Pluto
EA RT H
SC IE NC E
Connection to Earth Science
The chances of Earth being unique in the universe keeps shrinking as astronomers continue to raise the estimate on
how many planets are out there. The newest findings estimate that twenty-five percent of Sun-like stars have plan-
45 Minutes
ets - meaning that, in our galaxy alone, there are at least one hundred million stars with planets. Considering the
hundred billion or so galaxies in the observable universe, the idea of life on other planets is not so far-fetched.
Recent discoveries on our own planet have revealed that 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.
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Outer Solar System: Jupiter
Connection to Space Science
SPACE
SCIENCE
Review information presented in the program regarding NASA’s planned Jupiter Icy Moons Orbiter, including the
questions that scientists will seek to answer. (How did the moons Ganymede, Callisto, and Europa evolve? Do they
have oceans? Can they sustain life? Where is the thinnest ice on Europa?) Ask students to do some follow-up
40 Minutes
research on NASA’s planned mission in preparation for discussion of the following questions: What do they believe
exploration will reveal? If life similar to primitive life-forms on Earth is discovered, what impact will this have? How
would such a discovery change their personal views of the universe?
Outer Solar System: Jupiter
Creative Writing
Imagine yourself standing on Io - the closest moon to Jupiter. In contrast to standing on our own Moon, with Earth
looking like a distant blue marble surrounded by space, the enormity of Jupiter would fill your whole view. It is
likely that, as an inhabitant of Io, you would have no idea that anything more than that wall of clouds existed. (Like
our Moon, the same side would always face the planet surface.) There would be no “beyond,” no space, no stars,
60 Minutes
no “out there.” What would happen to the first inhabitant who suggested that more might exist, or who (like
Columbus) set out to prove there was a “beyond,” an “out there”?
Have students use this premise to write a short story. As they create their stories, encourage students to keep in
mind what their world and their sky would look like - what they would and, more importantly, would not, see or
suspect about the universe. Have students share their finished stories with the rest of the class.
Outer Solar System: Saturn
SPACE
SCIENCE
Connection to Space Science
Have students research the specific features of Saturn’s mysterious satellite, Titan. Then ask them to create a “travel
guide” to this largest moon of Saturn, including pictures and day trips to nearby cosmic destinations, such as the
Extended
rings of Saturn, other satellites of interest, or the planet itself. Have students share or display their finished guides.
Outer Solar System: Neptune and Uranus
SPACE
SCIENCE
Connection to Space Science
Spacecrafts Voyager 1 and Voyager 2 are responsible for much of our current understanding of Neptune and
Uranus. As their journeys of discovery continue, Voyager 1 has become the most distant human-made object in the
universe, and Voyager 2 is close on its heels. In their continuing mission, the two spacecrafts will seek to study the
50 Minutes
region in space where the Sun’s influence ends and the dark recesses of interstellar space begin. Using Internet and
library resources, have students research and prepare a report on what these two crafts have discovered about the
nature and compositions of Neptune and Uranus, as well as the latest information which is being sent back from
their current explorations, and any future expectations for their remarkable journeys.
Outer Solar System: Pluto
Connection to Space Science
SPACE
SCIENCE
Is Pluto really a planet? Recent discoveries of Pluto-like objects in the outer solar system have sparked debate about
the nature of the tiniest “planet.” Using library and Internet resources, have students research this topic and prepare a report. Reports may simply discuss the dilemma, or take a position either in favor of Pluto retaining its clas-
50 Minutes
sification as a planet, or of stripping it of that rank. As an alternative to written reports, teachers may wish to
organize a debate on the subject.
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Outer Solar System: Comets
Connection to Space Science
SPACE
SCIENCE
Identification and confirmation of the region from which most short-period comets come is a fairly recent occurrence. In 1951, Gerard Kuiper hypothesized that some comet-like debris from the formation of the solar system
should exist just beyond Neptune. The existence of the Kuiper Belt remained theory until 1992. The planet Pluto is
45 Minutes
now considered the largest object in this region. This vast reservoir of icy bodies beyond the orbit of Neptune holds
keys to the formation of our solar system. Impacts from comets played a major role in the evolution of the Earth,
primarily during its early history billions of years ago. Some scientists believe that they brought water and a variety of organic molecules to Earth. Ask students to research the latest findings in the Kuiper Belt and prepare a fact
sheet. Use this as the basis for discussion of current discoveries, what may yet be discovered, and why such
research is important.
Outer Solar System: Asteroids
SPACE
SCIENCE
Connection to Space Science
Divide students into groups of three or four. Assign each group one of the meteorite impact sites mentioned in the
program (Gosses Bluff, Australia; Meteor Crater, a.k.a. Barringer Crater in Arizona; Chicxulub - the Yucatan
Peninsula impact). Additional sites of interest could be added to the list, such as Sudbury Structure in Ontario,
60 Minutes
Canada; the Popigai crater in Siberia; or the Tswaing meteorite crater in South Africa, where an object half the
size of a soccer field hit the Earth at four thousand kilometers per hour hundreds of thousands of years ago. Have
each group research their assigned crater and prepare a report on its origins, size, impact site location and dimension, time of the impact, results, etc. Using the library and Internet as resources, ask students to provide visuals to
their presentation, such as maps, photographs of the site, artist conceptions, and the like. The following website
offers an excellent quick look at major impact sites. The database can be viewed by name, diameter, or location:
http://www.unb.ca/passc/ImpactDatabase/CIDiameterSort.html
All Outer Solar System Programs
Culminating Activity
If possible, arrange for students to visit a planetarium or a museum which 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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Extented
Name
ALL OUTER SOLAR SYSTEM PROGRAMS
VOCABULARY CHECK
The following terms are relative to ALL of the programs on the outer solar system. Fill in the number of each term next to its closest definition.
Use a dictionary or encyclopedia if necessary. (Teachers Note: This worksheet should not be used until all programs have been viewed.)
1. asteroid
2. Asteroid Belt
3. atmosphere
4. auroras (aurorae)
5. axial tilt
6. comet
7. crater
8. ellipse
9. hydrogen
10. Kuiper Belt
11. meteorite
12. Oort Cloud
13. orbit
14. rotation
________
the path followed by an object in space as it goes around another object
________
bowl-shaped depression formed by the impact of a meteor
________
the lightest and most abundant element which composes most of four of the outer planets
________
a medium-sized rocky object orbiting the Sun; smaller than a planet, larger than a meteoroid
________
a vast cloud of cometary bodies at the outer reaches of the solar system
________
a glow in a planet’s ionosphere caused by the interaction between the planet’s magnetic field and charged particles from the
Sun
________
essentially a circle that has been stretched out of shape; the shape of planetary orbits
________
the turning or spinning of a body around an axis running through it
________
a chunk of frozen gases, ice, and rocky debris that orbits the Sun
________
a region of the solar system between the orbits of Mars and Jupiter in which most asteroids are located
________
a rock of extra-terrestrial origin found on Earth
________
gases surrounding any of the bodies in space; also known as air
________
a region of icy bodies beyond the orbit of Neptune
________
the inclination angle of a planet’s rotation axis in relation to its orbital plane (Earth’s is 23.4∫)
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Name
ALL OUTER 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.
Q
W
T
L
E
B
X
R
E
P
I
U
K
Z
E
T
X
K
A
U
R
O
R
A
E
Q
Y
P
M
L
P
R
N
Q
Y
K
G
J
X
N
W
M
O
K
L
W
Q
A
H
Z
D
A
S
T
E
R
O
I
D
I
O
M
X
J
N
Y
B
W
M
H
N
J
Q
G
P
O
Y
K
M
E
T
E
O
R
I
T
E
W
Z
S
R
G
H
P
W
C
Z
Q
N
Y
V
X
H
K
E
T
Q
N
Y
K
X
T
H
G
W
H
N
Q
M
N
W
J
Z
M
D
P
J
O
R
B
I
T
G
X
O
C
R
A
T
E
R
Q
Y
R
Z
K
W
P
Y
I
L
O
N
X
W
V
O
K
D
Y
G
H
Z
V
T
O
W
M
Q
K
Y
V
G
Z
N
X
S
I
X
A
U
G
P
E
H
M
N
Y
E
D
Q
G
H
K
T
D
K
Z
N
T
W
Q
M
P
N
Y
X
J
W
O
X
Y
E
R
E
H
P
S
O
M
T
A
Z
Q
R
WORD BANK
asteroid
atmosphere
aurorae
axis
crater
comet
ellipse
hydrogen
Kuiper Belt
meteorite
moon
Oort Cloud
orbit
rotation
trajectory
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Name
OUTER SOLAR SYSTEM FACT SHEET - FOR USE WITH:
•
Outer Solar System: Jupiter
•
Outer Solar System: Saturn
•
Outer Solar System: Neptune and Uranus
•
Outer Solar System: Pluto
Use copies of the following form to outline important information gathered on the planet(s) studied in this video. (NOTE: some information fields
may not be applicable to all program topics.)
1. Planet name: ________________________________________________________________________________________________________
2. Name representing which god or hero in mythology? ______________________________________________________________________
3. Position in the solar system relative to the Sun: ____________________________________________________________________________
4. Position in the solar system relative to Earth: ______________________________________________________________________________
5. Diameter: __________________________________________________________________________________________________________
6. Size and mass in relationship to that of Earth: ____________________________________________________________________________
7. Unique features:______________________________________________________________________________________________________
8. Atmosphere: ________________________________________________________________________________________________________
9. Weather:____________________________________________________________________________________________________________
10. Major elements found on the surface and in the core: ____________________________________________________________________
11. Temperature range: __________________________________________________________________________________________________
12. Period of rotation: __________________________________________________________________________________________________
13. Period of orbit (revolution around the Sun): ______________________________________________________________________________
14. Number of rings ____________________________________________________________________________________________________
15. Number of known satellites (moons) ____________________________________________________________________________________
17. Largest satellite: ____________________________________________________________________________________________________
18. Space craft and/or mission involved in exploration: ______________________________________________________________________
19. Potential for life: ____________________________________________________________________________________________________
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Name
OUTER SOLAR SYSTEM: JUPITER
CHECKING COMPREHENSION:
Using words from the Word Bank below, fill in the blanks in the following sentences. NOTE: Some words will NOT be used.
12
Great Red Spot
low clouds
3
Greek astronomers
magnetic fields
5
helium
moons
days
high clouds
rotation
diameter
hours
salty seas
earths
hydrogen
solid
Galileo
liquid
stars
1.
The four largest moons of the planet Jupiter were discovered 400 years ago by ______________________________.
2.
Jupiter is ______________________________ times farther from the Sun than is Earth, and has a solar orbit of
______________________________ years.
3.
The ______________________________ of Jupiter is 12 times that of Earth, and Jupiter could hold more that 1300
______________________________.
4.
Jupiter is a ball of gas that is 90% ______________________________, and has a core of ______________________________ metallic
hydrogen.
5.
While Earth tilts on its axis at 23.4(, Jupiter’s tilt is only ______________________________(. Jupiter completes one spin on its axis in only
10 ______________________________.
6.
The Cassini probe discovered that the weather bands of Jupiter blow in the opposite direction from the planet’s
______________________________.
7.
The white and yellow weather bands of the planet Jupiter are ______________________________, and the brown and red weather bands
are ______________________________.
8.
The ______________________________ is an anti-cyclone three times the size of Earth that has raged for centuries.
9.
Jupiter has more than 60 ______________________________.
10. Three of the largest moons may have ______________________________ below their surface crust of rock and/or ice.
11. Jupiter’s liquid interior and the planet’s rotation generate one of the largest ______________________________ in the solar system.
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OUTER SOLAR SYSTEM: JUPITER
JUPITER’S FOUR LARGEST MOONS: WHICH IS WHICH?
Read each of the following statements carefully. In the blank below each, write the name of the Jupiter moon that the statement describes. NOTE:
Some descriptions may apply to more than one moon. Your answer must include all names that apply.
The four large moons of Jupiter discussed in the program are:
•
Io
•
Ganymede
•
Callisto
•
Europa
1. This is the closest major moon to the planet Jupiter. ________________________________________________________________________
2. This is Jupiter’s largest moon. __________________________________________________________________________________________
3. This is the outermost of the four large moons. ____________________________________________________________________________
4. Scientists believe that this moon has the best conditions for sustaining life in its warm, salty seas. __________________________________
5. This moon is larger than the planet Mercury. ______________________________________________________________________________
6. These moons may have seas beneath their surface crust. ____________________________________________________________________
7. This moon has no craters.______________________________________________________________________________________________
8. There is more volcanic activity on this moon than anywhere else in the solar system. ____________________________________________
9. The Jupiter Icy Moons Orbiter will study these moons. ______________________________________________________________________
10. NASA will attempt to land a surface probe here in order to drill beneath the surface crust and explore the ocean below using a hydrobot.
______________________________________________________________________________________________________________________
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Name
OUTER SOLAR SYSTEM: JUPITER
TEST
Circle the letter of the correct answer for each question.
1. The atmosphere of Jupiter is 90%:
a) clouds.
b) liquid hydrogen.
c) hydrogen.
d) helium.
2. Jupiter has an orbit of ______, and its rotation takes _______.
a) 5 years; 24 hours
b) 12 years; 10 hours
c) 25 years; 5 hours
d) 8 years, 60 hours
3. The Great Red Spot on Jupiter:
a) is made up of cloud bands.
b) is an anti-cyclone three times the size of Earth.
c) is a tempest that has only recently evolved.
d) has mysteriously disappeared.
4. Jupiter’s internal layer of metallic hydrogen conducts energy, resulting in:
a) vast magnetic fields.
b) the largest magnetic fields in the solar system.
c) auroras (aurorae) at Jupiter’s poles.
d) all of the above.
5. Jupiter’s moon Europa:
a) may have oceans in which life could evolve.
b) is Jupiter’s largest moon.
c) has no craters due to constant volcanic activity.
d) all of the above.
6. What questions will investigation of Jupiter’s moons Ganymede, Callisto, and Europa attempt to answer?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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Name
OUTER SOLAR SYSTEM: SATURN
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.
________
Saturn is the second largest planet in our solar system.
2.
________
The location of Saturn in the solar system is 5th planet from the Sun.
3.
________
The planet Saturn’s axial tilt is just slightly more than Earth’s tilt on its axis.
4.
________
Saturn’s solar orbit is 30 times longer than Earth’s solar orbit.
5.
________
Saturn is a gas giant made mostly of helium.
6.
________
Beneath the planet’s five cloud layers is a small, solid, rocky core.
7.
________
The speed at which Saturn spins on its axis causes the planet to bulge at the poles.
8.
________
Auroras (aurorae) at Saturn’s poles occur when the planet’s magnetic field traps electrically charged particles from the solar
wind.
9.
________
The planet has five distinct rings.
10. ________
The planet Saturn and its rings would just fit in the distance between Earth and the Moon.
11. ________
The moons of Saturn are smaller bodies of gas similar to the planet in composition.
12. ________
The moon Phoebe goes around Saturn in the opposite direction to most other moons, as well as most objects in the solar system.
13. ________
The thick, planet-like chemical atmosphere of Saturn’s moon Titan could harbor some form of life.
14. ________
The Cassini orbiter launched in 1997 is scheduled to land on Saturn in 2005.
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Name
OUTER SOLAR SYSTEM: SATURN
TEST
Circle the letter of the correct answer for each question.
1. Saturn is the _______ planet in the solar system.
a) second
b) fifth
c) sixth
d) eight
2. Saturn has a _____ solar orbit and an ______ rotation.
a) 30 year; 11 hour
b) 15 year; 8 hour
c) 27 year; 18 day
d) 30 year; 11 day
3. Saturn is composed primarily of:
a) methane gases
b) helium.
c) liquid metallic hydrogen.
d) hydrogen.
4. Saturn’s moon Phoebe is unusual because:
a) it offers a possible landing site for spacecraft.
b) it orbits Saturn in reverse.
c) it has a dense atmosphere.
d) all of the above.
5. Saturn’s moon Titan is remarkable because it:
a) is the largest of Saturn’s satellites.
b) it is the only moon in the solar system known to have clouds.
c) may have land and oceans.
d) all of the above.
6. Methane gas breakdown has been known to produce organic molecules. Why is this significant in relationship to the moon Titan?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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OUTER SOLAR SYSTEM: NEPTUNE AND URANUS
CHECKING COMPREHENSION
Answer each of the following questions in one or two sentences. Please use full sentences. Please use a separate piece of paper for
your answers.
1. Between which two planets is the planet Uranus positioned?
2. Which planet is farther from Earth: Uranus or Neptune?
3. What is unusual about the rotation and axial tilt of the planet Uranus?
4. What main elements are found in the atmosphere of the planet Uranus?
5. What is remarkable about Uranus’ moon Miranda?
6. What is the planet Neptune’s position in the solar system?
7. How does Neptune’s orbit affect the orbit of the planet Uranus?
8. What is the most prominent feature of the planet Neptune’s surface?
9. What main elements are found in the atmosphere of Neptune?
10. What is unusual about the magnetic field of Neptune when compared to Earth’s magnetic field?
11. Which of the two planets - Neptune or Uranus - has a solid core?
12. Which of the two planets has rings?
13. How many rings?
BONUS QUESTIONS:
A) How many known moons orbit each of these two planets?
B) What is the name of the largest moon orbiting each planet?
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Name
OUTER SOLAR SYSTEM: NEPTUNE AND URANUS
TEST
Circle the letter of the correct answer for each question.
1. The planet Uranus lies between:
a) Jupiter and Neptune.
b) Neptune and Pluto.
c) Saturn and Neptune.
d) Saturn and Jupiter.
2. An unusual feature about the planet Uranus is that:
a) it spins backwards at a 98∫ tilt.
b) it has no rings.
c) it has no surface clouds.
d) all of the above.
3. The Uranus moon Miranda is remarkable because:
a) it has a large magnetic field.
b) it is the only moon in the solar system known to have clouds.
c) there are indications that it has oceans beneath the surface crust.
d) it may have been shattered and reassembled several times.
4.The planet Neptune’s most prominent feature is:
a) a dark area which indicates the presence of an ocean.
b) a dark spot which is a hurricane spinning counterclockwise.
c) its sweeping array of rings.
d) its collection of moons, which outnumber those of all other planets.
5. Neptune’s moon Triton:
a) is the largest of the planet’s satellites.
b) is the coldest place known in our solar system.
c) has the greatest diversity of ices anywhere in the solar system.
d) all of the above.
6. The gas giants are quite different from the terrestrial planets. What questions do you think exploration and study of these planets and their
moons can answer?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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Name
OUTER SOLAR SYSTEM: PLUTO
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 BOTH incorrect choices.
Ex: Pluto is the planet (closest to) (farthest from) the Sun.
1.
Astronomer (Percival Lowell) (Clyde Tombaugh) was first to search for “Planet X.”
2.
Pluto was discovered by (Percival Lowell) (Clyde Tombaugh) (James Christy) in 1930.
3.
The astronomer who spotted Pluto studied images of the night sky, viewing approximately (45,000) (450,000) (45,000,000) objects before
making his discovery.
4.
Pluto is the (8th) (9th) planet in the solar system.
5.
Pluto has a surface of (hydrogen gas) (water ice). Its core is (rocky) (liquid hydrogen).
6.
Pluto’s elliptical solar orbit takes (150) (250) years. At its closest point to the Sun, the orbit is just inside the solar orbit of (Neptune) (Saturn)
(Uranus).
7.
Pluto’s moon (Titan) (Charon) (Miranda) was discovered in 1978 by (Percival Lowell) (James Christy).
8.
Pluto is considered the largest object in the region known as the (Asteroid Belt) (Kuiper Belt) (Outer Solar System).
9.
The diameter of Pluto is (smaller than) (larger than) (equal in size to) Earth’s Moon.
10. The mass of our Moon is (2 times) (4 times) (6 times) the mass of the planet Pluto.
BONUS QUESTION: What is the name of the space probe planned for exploration of Pluto?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Outer Solar System • #2908-2913
Name
OUTER SOLAR SYSTEM: PLUTO
TEST
Circle the letter of the correct answer for each question.
1. Pluto was discovered by astronomer:
a) Percival Lowell.
b) James Christy.
c) Gerard Kuiper.
d) Clyde Tombaugh.
2. Pluto may be the largest object in:
a) the Oort Cloud.
b) the Kuiper Belt.
c) the Asteroid Belt.
d) the outer solar system.
3. When Pluto’s orbit is nearest the Sun, its orbit takes it inside the orbit of ________.
a) Saturn.
b) Uranus.
c) Neptune.
d) Charon.
4. Pluto’s solar orbit takes ______ years.
a) 50
b) 100
c) 150
d) 250
5. The mass of Pluto is one-sixth that of _________.
a) Earth.
b) Earth’s moon.
c) Charon.
d) Neptune.
6. Every 248 years (for about 20 years), Pluto becomes the 8th planet and Neptune becomes the 9th planet in our solar system. Why?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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Name
OUTER SOLAR SYSTEM: COMETS
CHECKING COMPREHENSION: 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.
Atmosphere
Deep Impact
dust grains
Earth
Formation
Hale-Bopp
Halley’s Comet
ices
Kuiper Belt
least changed
newest
Oort Cloud
solar system
Stardust
the Sun
universe
1.
Comets are dirty-ice leftovers from the formation of our ________________________ around 4.6 billion years ago.
2.
They are among the ________________________ objects in our solar system, and therefore may yield important clues about the
________________________of our solar system.
3.
4.
Most come from a region of icy bodies beyond the orbit of Neptune called the ________________________.
Some comets come from a very distant region - from a shell of icy clouds which envelopes the solar system called the
________________________.
5.
The orbit of comets is directed by the gravitational pull of ________________________.
6.
The tail of a comet is ancient ________________________ vaporizing and streaming off.
7.
Meteor showers are ________________________ from comets entering and burning up in Earth’s ________________________.
8.
The most famous comet is ________________________, which was first photographed in 1910.
9.
________________________ is the first space mission dedicated solely to studying a comet and the first mission to return with material from
a comet.
10. The ________________________ mission will blast a hole in a comet, creating a crater as big as a football field, to study the resulting icy
debris, as well as the interior material exposed by the impact.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Outer Solar System • #2908-2913
Name
OUTER SOLAR SYSTEM: COMETS
TEST
Circle the letter of the correct answer for each question.
1. Comets:
a) are the least-changed objects in our solar system.
b) are objects which come from beyond the Oort Cloud.
c) cannot penetrate Earth’s atmosphere.
d) are drawn into our solar system by the gravitational pull of the planets.
2. Meteor showers are the result of:
a) comets passing through Earth’s atmosphere and hitting the surface.
b) the ancient ices of a comet’s tail vaporizing and streaming off.
c) dust grains from a comet entering and burning up in Earth’s atmosphere.
d) all of the above.
3. Halley’s Comet has an elliptical orbit of only _____ years.
a) 65
b) 76
c) 35
d) 48
4. The purpose of the space probe Stardust will be to:
a) create a crater in a comet.
b) collect matter that pre-dates the solar system.
c) bring a small comet back to Earth.
d) discover the origins of comets.
5. Comets are made up of:
a) icy chunks of frozen gases.
b) cosmic dust.
c) small rocks.
d) all of the above.
6. Why can study of comets reveal information about the formation of the solar system?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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Name
OUTER SOLAR SYSTEM: ASTEROIDS
CHECKING COMPREHENSION
PART A: Read the following statements. Place a T next to statements that are true, and an F next to statements that are false.
1.
________
Asteroids are rocky fragments left over from the formation of the solar system.
2.
________
Most asteroids can be found orbiting the Sun in a belt region just beyond Pluto.
3.
________
The largest known asteroids would span the Pacific Ocean.
4.
________
Some asteroids are large enough to have their own satellite, or moon.
5.
________
Asteroids have never presented a hazard for our planet.
6.
________
The trajectories of asteroids can be tracked using radar.
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.
Arizona
Jupiter
solar system
Asteroid Belt
Kuiper Belt
trajectory
Australian outback
meteor
universe
Craters
meteorite
Yucatan Peninsula
Eros
New Mexico
1.
Asteroid impacts are responsible for the ______________________ of Earth’s Moon.
2.
Asteroids are rocky fragments left over from the formation of the ______________________ about 4.6 billion years ago.
3.
Scientists believe that the gravitational pull of ______________________
prevents objects in the vast ring of asteroids called the ______________________ from pulling together to form a single planet.
4.
5.
Collisions between asteroids will change their orbital path and ______________________.
Sixty-five million years ago, an asteroid hit the ______________________, causing a cosmic winter and extinction of two-thirds of all
species on Earth.
6.
When an asteroid makes it through Earth’s atmosphere and hits the ground, it is called a ______________________.
7.
Meteor Crater in ______________________ was gouged out of the Earth 50,000 years ago.
8.
Telescopes located in ______________________ scan the sky, watching for asteroids that may be a threat to our planet.
9.
In 2001, NASA guided a spacecraft to the first-ever landing on an asteroid. The name of this asteroid is ______________________.
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© Copyright 2003 • AIMS Multimedia • The Space Files: The Outer Solar System • #2908-2913
Name
OUTER SOLAR SYSTEM: ASTEROIDS
TEST
Circle the letter of the correct answer for each question.
1. Most asteroids can be found:
a) orbiting the solar system within the Oort Cloud.
b) orbiting the Sun in a belt between Mars and Jupiter.
c) orbiting Jupiter in the Asteroid Belt.
d) orbiting just beyond Pluto in the Kuiper Belt.
2. Rocky fragments orbiting within the Asteroid Belt cannot form a single planet:
a) because of the disruptive gravitational pull of Jupiter.
b) because there is not enough material from which a planet could be formed.
c) because of the disruptive gravitational pull of the Sun.
d) all of the above.
3. When an asteroid hit Earth 65 million years ago:
a) severe damage to the Yucatan Peninsula occurred.
b) the Meteor Crater in Arizona was gouged out.
c) it caused a cosmic winter and mass extinction.
d) it formed an impact site 20 kilometers across in Australia.
4. Meteorites:
a) are more dangerous than asteroids.
b) are smaller and less of a threat than asteroids.
c) are meteors that reach Earth’s surface.
d) A and B
5. The current method for tracking asteroids that are considered a threat includes:
a) an automated system of telescopes that watch for intruders.
b) a radar system that tracks asteroids which have been spotted.
c) use of radio waves to determine size, shape, and rotation of an asteroid.
d) all of the above.
6. Four methods of deflecting an asteroid impact with Earth were discussed in the program. Choose TWO of these methods. Write an answer
to the following question using complete sentences.
Methods:
•
use of a curved sunlight reflector
•
a rocket-driven propeller
•
nuclear impact
•
nuclear deflection
How would each method work and how effective or ineffective do you think each method would be?
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ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
#2877-EN-VID
Inner Solar System: The Sun
#2878-EN-VID
Inner Solar System: Mercury
#2879-EN-VID
Inner Solar System: Venus
#2880-EN-VID
Inner Solar System: Earth
#2881-EN-VID
Inner Solar System: The Moon
#2882-EN-VID
Inner Solar System: Eclipses and Auroras
#2883-EN-VID
Inner Solar System: Mars
#2590-EN-VID
Astronomy: Facts and Fun
#8285-EN-VID
Solar Activity
#8480-EN-VID
Space Probe and Starships
#9082-EN-VID
The Universe: The Vast Frontier
#9084-EN-VID
The Solar System: Our Neighbors in Space
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ANSWER KEY for page 12
ALL OUTER SOLAR SYSTEM PROGRAMS
VOCABULARY CHECK
The following terms are relative to ALL of the programs on the outer solar system. Fill in the number of each term next to its closest definition.
Use a dictionary or encyclopedia if necessary. (Teachers Note: This worksheet should not be used until all programs have been viewed.)
1. asteroid
2. Asteroid Belt
3. atmosphere
4. auroras (aurorae)
5. axial tilt
6. comet
7. crater
8. ellipse
9. hydrogen
10. Kuiper Belt
11. meteorite
12. Oort Cloud
13. orbit
14. rotation
13
________
the path followed by an object in space as it goes around another object
7
________
bowl-shaped depression formed by the impact of a meteor
9
________
the lightest and most abundant element which composes most of four of the outer planets
1
________
a medium-sized rocky object orbiting the Sun; smaller than a planet, larger than a meteoroid
12
________
a vast cloud of cometary bodies at the outer reaches of the solar system
4
________
a glow in a planet’s ionosphere caused by the interaction between the planet’s magnetic field and charged particles from the
Sun
8
________
essentially a circle that has been stretched out of shape; the shape of planetary orbits
14
________
the turning or spinning of a body around an axis running through it
6
________
a chunk of frozen gases, ice, and rocky debris that orbits the Sun
2
________
a region of the solar system between the orbits of Mars and Jupiter in which most asteroids are located
11
________
a rock of extra-terrestrial origin found on Earth
3
________
gases surrounding any of the bodies in space; also known as air
10
________
a region of icy bodies beyond the orbit of Neptune
5
________
the inclination angle of a planet’s rotation axis in relation to its orbital plane (Earth’s is 23.4∫)
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ANSWER KEY for page 13
ALL OUTER 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.
Q
W
T
L
E
B
X
R
E
P
I
U
K
Z
E
T
X
K
A
U
R
O
R
A
E
Q
Y
P
M
L
P
R
N
Q
Y
K
G
J
X
N
W
M
O
K
L
W
Q
A
H
Z
D
A
S
T
E
R
O
I
D
I
O
M
X
J
N
Y
B
W
M
H
N
J
Q
G
P
O
Y
K
M
E
T
E
O
R
I
T
E
W
Z
S
R
G
H
P
W
C
Z
Q
N
Y
V
X
H
K
E
T
Q
N
Y
K
X
T
H
G
W
H
N
Q
M
N
W
J
Z
M
D
P
J
O
R
B
I
T
G
X
O
C
R
A
T
E
R
Q
Y
R
Z
K
W
P
Y
I
L
O
N
X
W
V
O
K
D
Y
G
H
Z
V
T
O
W
M
Q
K
Y
V
G
Z
N
X
S
I
X
A
U
G
P
E
H
M
N
Y
E
D
Q
G
H
K
T
D
K
Z
N
T
W
Q
M
P
N
Y
X
J
W
O
X
Y
E
R
E
H
P
S
O
M
T
A
Z
Q
R
WORD BANK
asteroid
atmosphere
aurorae
axis
crater
comet
ellipse
hydrogen
Kuiper Belt
meteorite
moon
Oort Cloud
orbit
rotation
trajectory
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ANSWER KEY for page 14
OUTER SOLAR SYSTEM FACT SHEET - FOR USE WITH:
•
Outer Solar System: Jupiter
•
Outer Solar System: Saturn
•
Outer Solar System: Neptune and Uranus
•
Outer Solar System: Pluto
Use copies of the following form to outline important information gathered on the planet(s) studied in this video. (NOTE: some information fields
may not be applicable to all program topics.)
ANSWERS WILL VARY IN KEEPING WITH THE PLANET THAT IS ASSIGNED.)
1. Planet name: ________________________________________________________________________________________________________
2. Name representing which god or hero in mythology? ______________________________________________________________________
3. Position in the solar system relative to the Sun: ____________________________________________________________________________
4. Position in the solar system relative to Earth: ______________________________________________________________________________
5. Diameter: __________________________________________________________________________________________________________
6. Size and mass in relationship to that of Earth: ____________________________________________________________________________
7. Unique features:______________________________________________________________________________________________________
8. Atmosphere: ________________________________________________________________________________________________________
9. Weather:____________________________________________________________________________________________________________
10. Major elements found on the surface and in the core: ____________________________________________________________________
11. Temperature range: __________________________________________________________________________________________________
12. Period of rotation: __________________________________________________________________________________________________
13. Period of orbit (revolution around the Sun): ______________________________________________________________________________
14. Number of rings ____________________________________________________________________________________________________
15. Number of known satellites (moons) ____________________________________________________________________________________
17. Largest satellite: ____________________________________________________________________________________________________
18. Space craft and/or mission involved in exploration: ______________________________________________________________________
19. Potential for life: ____________________________________________________________________________________________________
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ANSWER KEY for page 15
OUTER SOLAR SYSTEM: JUPITER
CHECKING COMPREHENSION:
Using words from the Word Bank below, fill in the blanks in the following sentences. NOTE: Some words will NOT be used.
12
Great Red Spot
low clouds
3
Greek astronomers
magnetic fields
5
helium
moons
days
high clouds
rotation
diameter
hours
salty seas
earths
hydrogen
solid
Galileo
liquid
stars
1. The four largest moons of the planet Jupiter were discovered 400 years ago by (Galileo).
2. Jupiter is (5) times farther from the Sun than is Earth, and has a solar orbit of (12) years.
3. The (diameter) of Jupiter is 12 times that of Earth, and Jupiter could hold more that 1300 (earths).
4. Jupiter is a ball of gas that is 90% (hydrogen), and has a core of (liquid) metallic hydrogen.
5. While Earth tilts on its axis at 23.4(, Jupiter’s tilt is only (3)(. Jupiter completes one spin on its axis in only 10 (hours).
6. The Cassini probe discovered that the weather bands of Jupiter blow in the opposite direction from the planet’s (rotation).
7. The white and yellow weather bands of the planet Jupiter are (high clouds), and the brown and red weather bands are (low clouds).
8. The (Great Red Spot) is an anti-cyclone three times the size of Earth that has raged for centuries.
9. Jupiter has more than 60 (moons).
10. Three of the largest moons may have (salty seas) below their surface crust of rock and/or ice.
11. Jupiter’s liquid interior and the planet’s rotation generate one of the largest (magnetic fields) in the solar system.
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ANSWER KEY for page 16
OUTER SOLAR SYSTEM: JUPITER
JUPITER’S FOUR LARGEST MOONS: WHICH IS WHICH?
Read each of the following statements carefully. In the blank below each, write the name of the Jupiter moon that the statement describes. NOTE:
Some descriptions may apply to more than one moon. Your answer must include all names that apply.
The four large moons of Jupiter discussed in the program are:
•
Io
•
Ganymede
•
Callisto
•
Europa
1. This is the closest major moon to the planet Jupiter. Io
2. This is Jupiter’s largest moon. Ganymede
3. This is the outermost of the four large moons. Callisto
4. Scientists believe that this moon has the best conditions for sustaining life in its warm, salty seas. Europa
5. This moon is larger than the planet Mercury. Ganymede
6. These moons may have seas beneath their surface crust. Ganymede, Callisto, Europa
7. This moon has no craters. Io
8. There is more volcanic activity on this moon than anywhere else in the solar system. Io
9. The Jupiter Icy Moons Orbiter will study these moons. Ganymede, Callisto, Europa
10. NASA will attempt to land a surface probe here in order to drill beneath the surface crust and explore the ocean below using a hydrobot.
Europa
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ANSWER KEY for page 17
OUTER SOLAR SYSTEM: JUPITER
TEST
Circle the letter of the correct answer for each question.
1. The atmosphere of Jupiter is 90%:
a) clouds.
b) liquid hydrogen.
c) hydrogen.
d) helium.
2. Jupiter has an orbit of ______, and its rotation takes _______.
a) 5 years; 24 hours
b) 12 years; 10 hours
c) 25 years; 5 hours
d) 8 years, 60 hours
3. The Great Red Spot on Jupiter:
a) is made up of cloud bands.
b) is an anti-cyclone three times the size of Earth.
c) is a tempest that has only recently evolved.
d) has mysteriously disappeared.
4. Jupiter’s internal layer of metallic hydrogen conducts energy, resulting in:
a) vast magnetic fields.
b) the largest magnetic fields in the solar system.
c) auroras (aurorae) at Jupiter’s poles.
d) all of the above.
5. Jupiter’s moon Europa:
a) may have oceans in which life could evolve.
b) is Jupiter’s largest moon.
c) has no craters due to constant volcanic activity.
d) all of the above.
6. What questions will investigation of Jupiter’s moons Ganymede, Callisto, and Europa attempt to answer?
How did these satellites evolve? Do they definitely have oceans? Can any of the oceans sustain life? Where is the thinnest ice on Europa
through which a surface probe could drill to reach the ocean below?
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ANSWER KEY for page 18
OUTER SOLAR SYSTEM: SATURN
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
________
Saturn is the second largest planet in our solar system.
2.
F
________
The location of Saturn in the solar system is 5th planet from the Sun.
3.
T
________
The planet Saturn’s axial tilt is just slightly more than Earth’s tilt on its axis.
4.
F
________
Saturn’s solar orbit is 30 times longer than Earth’s solar orbit.
5.
F
________
Saturn is a gas giant made mostly of helium.
6.
F
________
Beneath the planet’s five cloud layers is a small, solid, rocky core.
7.
F
________
The speed at which Saturn spins on its axis causes the planet to bulge at the poles.
8.
T
________
Auroras (aurorae) at Saturn’s poles occur when the planet’s magnetic field traps electrically charged particles from the solar
wind.
9.
F
________
The planet has five distinct rings.
T
10. ________
The planet Saturn and its rings would just fit in the distance between Earth and the Moon.
F
11. ________
The moons of Saturn are smaller bodies of gas similar to the planet in composition.
T
12. ________
The moon Phoebe goes around Saturn in the opposite direction to most other moons, as well as most objects in the solar system.
T
13. ________
The thick, planet-like chemical atmosphere of Saturn’s moon Titan could harbor some form of life.
F
14. ________
The Cassini orbiter launched in 1997 is scheduled to land on Saturn in 2005.
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ANSWER KEY for page 19
OUTER SOLAR SYSTEM: SATURN
TEST
Circle the letter of the correct answer for each question.
1. Saturn is the _______ planet in the solar system.
a) second
b) fifth
c) sixth
d) eight
2. Saturn has a _____ solar orbit and an ______ rotation.
a) 30 year; 11 hour
b) 15 year; 8 hour
c) 27 year; 18 day
d) 30 year; 11 day
3. Saturn is composed primarily of:
a) methane gases
b) helium.
c) liquid metallic hydrogen.
d) hydrogen.
4. Saturn’s moon Phoebe is unusual because:
a) it offers a possible landing site for spacecraft.
b) it orbits Saturn in reverse.
c) it has a dense atmosphere.
d) all of the above.
5. Saturn’s moon Titan is remarkable because it:
a) is the largest of Saturn’s satellites.
b) it is the only moon in the solar system known to have clouds.
c) may have land and oceans.
d) all of the above.
6. Methane gas breakdown has been known to produce organic molecules. Why is this significant in relationship to the moon Titan?
Titan’s atmosphere is rich in methane gas. If the breakdown of this gas results in long chains of proteins with the potential for life, the conditions on Titan could resemble early Earth in deep freeze.
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ANSWER KEY for page 20
OUTER SOLAR SYSTEM: NEPTUNE AND URANUS
CHECKING COMPREHENSION
Answer each of the following questions in one or two sentences. Please use full sentences. Please use a separate piece of paper for
your answers.
1.
Between which two planets is the planet Uranus positioned? (It is positioned between Saturn and Neptune.)
2.
Which planet is farther from Earth: Uranus or Neptune? (Neptune is farther.)
3.
What is unusual about the rotation and axial tilt of the planet Uranus? (Uranus spins backward at a 98∫ tilt.)
4.
What main elements are found in the atmosphere of the planet Uranus? (Uranus has surface clouds of methane gas, and the interior is
a combination of hydrogen, helium, and slushy ice.)
5.
What is remarkable about Uranus’ moon Miranda? (It has been shattered and reassembled several times.)
6.
What is the planet Neptune’s position in the solar system? (It is 8th in the solar system, between Uranus and Pluto.)
7.
How does Neptune’s orbit affect the orbit of the planet Uranus? (The pull of Neptune speeds the orbit of Uranus as they pass each other.)
8.
What is the most prominent feature of the planet Neptune’s surface? (There is a large oval, dark storm in Neptune’s southern hemisphere
- a hurricane-like “Great Dark Spot” that spins counterclockwise.)
9.
What main elements are found in the atmosphere of Neptune? (It is similar to Uranus, with hydrogen and helium clouds mixed with
water ice.)
10. What is unusual about the magnetic field of Neptune when compared to Earth’s magnetic field? (Its polarity is opposite that of Earth’s.)
11. Which of the two planets - Neptune or Uranus - has a solid core? (Neither; both have hot, liquid cores.)
12. Which of the two planets has rings? (Both have rings.)
13. How many rings? (Uranus has 11 rings, and Neptune has 4.)
BONUS QUESTIONS:
A)
B)
How many known moons orbit each of these two planets? (Uranus has 27 known moons, and Neptune has 10.)
What is the name of the largest moon orbiting each planet? (Titania is the largest moon orbiting Uranus; Triton is the largest orbiting
Neptune.)
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OUTER SOLAR SYSTEM: NEPTUNE AND URANUS
TEST
Circle the letter of the correct answer for each question.
1. The planet Uranus lies between:
a) Jupiter and Neptune.
b) Neptune and Pluto.
c) Saturn and Neptune.
d) Saturn and Jupiter.
2. An unusual feature about the planet Uranus is that:
a) it spins backwards at a 98∫ tilt.
b) it has no rings.
c) it has no surface clouds.
d) all of the above.
3. The Uranus moon Miranda is remarkable because:
a) it has a large magnetic field.
b) it is the only moon in the solar system known to have clouds.
c) there are indications that it has oceans beneath the surface crust.
d) it may have been shattered and reassembled several times.
4.The planet Neptune’s most prominent feature is:
a) a dark area which indicates the presence of an ocean.
b) a dark spot which is a hurricane spinning counterclockwise.
c) its sweeping array of rings.
d) its collection of moons, which outnumber those of all other planets.
5. Neptune’s moon Triton:
a) is the largest of the planet’s satellites.
b) is the coldest place known in our solar system.
c) has the greatest diversity of ices anywhere in the solar system.
d) all of the above.
6. The gas giants are quite different from the terrestrial planets. What questions do you think exploration and study of these planets and their
moons can answer?
ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
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ANSWER KEY for page 22
OUTER SOLAR SYSTEM: PLUTO
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 BOTH incorrect choices.
Ex: Pluto is the planet (closest to) (farthest from) the Sun.
1.
Astronomer (Percival Lowell) (Clyde Tombaugh) was first to search for “Planet X.”
2.
Pluto was discovered by (Percival Lowell) (Clyde Tombaugh) (James Christy) in 1930.
3.
The astronomer who spotted Pluto studied images of the night sky, viewing approximately (45,000) (450,000) (45,000,000) objects before
making his discovery.
4.
Pluto is the (8th) (9th) planet in the solar system.
5.
Pluto has a surface of (hydrogen gas) (water ice). Its core is (rocky) (liquid hydrogen).
6.
Pluto’s elliptical solar orbit takes (150) (250) years. At its closest point to the Sun, the orbit is just inside the solar orbit of (Neptune) (Saturn)
(Uranus).
7.
Pluto’s moon (Titan) (Charon) (Miranda) was discovered in 1978 by (Percival Lowell) (James Christy).
8.
Pluto is considered the largest object in the region known as the (Asteroid Belt) (Kuiper Belt) (Outer Solar System).
9.
The diameter of Pluto is (smaller than) (larger than) (equal in size to) Earth’s Moon.
10. The mass of our Moon is (2 times) (4 times) (6 times) the mass of the planet Pluto.
BONUS QUESTION: What is the name of the space probe planned for exploration of Pluto? The name of the space probe is New Horizons.
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OUTER SOLAR SYSTEM: PLUTO
TEST
Circle the letter of the correct answer for each question.
1. Pluto was discovered by astronomer:
a) Percival Lowell.
b) James Christy.
c) Gerard Kuiper.
d) Clyde Tombaugh.
2. Pluto may be the largest object in:
a) the Oort Cloud.
b) the Kuiper Belt.
c) the Asteroid Belt.
d) the outer solar system.
3. When Pluto’s orbit is nearest the Sun, its orbit takes it inside the orbit of ________.
a) Saturn.
b) Uranus.
c) Neptune.
d) Charon.
4. Pluto’s solar orbit takes ______ years.
a) 50
b) 100
c) 150
d) 250
5. The mass of Pluto is one-sixth that of _________.
a) Earth.
b) Earth’s moon.
c) Charon.
d) Neptune.
6. Every 248 years (for about 20 years), Pluto becomes the 8th planet and Neptune becomes the 9th planet in our solar system. Why?
At the point in Pluto’s elliptical orbit of the Sun when it is closest to the Sun, the path of its orbit passes inside that of Neptune. For a while,
Neptune becomes the outermost planet from the Sun in our solar system.
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ANSWER KEY for page 24
OUTER SOLAR SYSTEM: COMETS
CHECKING COMPREHENSION: 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.
Atmosphere
Deep Impact
dust grains
Earth
Formation
Hale-Bopp
Halley’s Comet
ices
Kuiper Belt
least changed
newest
Oort Cloud
solar system
Stardust
the Sun
universe
1.
Comets are dirty-ice leftovers from the formation of our (solar system) around 4.6 billion years ago.
2.
They are among the (least changed) objects in our solar system, and therefore may yield important clues about the (formation) of our solar
system.
3.
Most come from a region of icy bodies beyond the orbit of Neptune called the (Kuiper Belt).
4.
Some comets come from a very distant region - from a shell of icy clouds which envelopes the solar system called the (Oort Cloud).
5.
The orbit of comets is directed by the gravitational pull of (the Sun).
6.
The tail of a comet is ancient (ices) vaporizing and streaming off.
7.
Meteor showers are (dust grains) from comets entering and burning up in Earth’s (atmosphere).
8.
The most famous comet is (Halley’s Comet), which was first photographed in 1910.
9.
(Stardust) is the first space mission dedicated solely to studying a comet and the first mission to return with material from a comet.
10. The (Deep Impact) mission will blast a hole in a comet, creating a crater as big as a football field, to study the resulting icy debris, as well
as the interior material exposed by the impact.
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ANSWER KEY for page 25
OUTER SOLAR SYSTEM: COMETS
TEST
Circle the letter of the correct answer for each question.
1. Comets:
a) are the least-changed objects in our solar system.
b) are objects which come from beyond the Oort Cloud.
c) cannot penetrate Earth’s atmosphere.
d) are drawn into our solar system by the gravitational pull of the planets.
2. Meteor showers are the result of:
a) comets passing through Earth’s atmosphere and hitting the surface.
b) the ancient ices of a comet’s tail vaporizing and streaming off.
c) dust grains from a comet entering and burning up in Earth’s atmosphere.
d) all of the above.
3. Halley’s Comet has an elliptical orbit of only _____ years.
a) 65
b) 76
c) 35
d) 48
4. The purpose of the space probe Stardust will be to:
a) create a crater in a comet.
b) collect matter that pre-dates the solar system.
c) bring a small comet back to Earth.
d) discover the origins of comets.
5. Comets are made up of:
a) icy chunks of frozen gases.
b) cosmic dust.
c) small rocks.
d) all of the above.
6. Why can study of comets reveal information about the formation of the solar system?
Comets are dirty-ice left over from the formation of our solar system around 4.6 billion years ago. They are among the least-changed
objects in our solar system and, as such, may yield important clues about its formation.
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OUTER SOLAR SYSTEM: ASTEROIDS
CHECKING COMPREHENSION
PART A: Read the following statements. Place a T next to statements that are true, and an F next to statements that are false.
1.
T
________
Asteroids are rocky fragments left over from the formation of the solar system.
2.
F
________
Most asteroids can be found orbiting the Sun in a belt region just beyond Pluto.
3.
T
________
The largest known asteroids would span the Pacific Ocean.
4.
T
________
Some asteroids are large enough to have their own satellite, or moon.
5.
F
________
Asteroids have never presented a hazard for our planet.
6.
T
________
The trajectories of asteroids can be tracked using radar.
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.
Arizona
Jupiter
solar system
Asteroid Belt
Kuiper Belt
trajectory
Australian outback
meteor
universe
Craters
meteorite
Yucatan Peninsula
Eros
New Mexico
1.
Asteroid impacts are responsible for the (craters) of Earth’s Moon.
2.
Asteroids are rocky fragments left over from the formation of the (solar system) about 4.6 billion years ago.
3.
Scientists believe that the gravitational pull of (Jupiter) prevents objects in the vast ring of asteroids called the (Asteroid Belt) from pulling
together to form a single planet.
4.
5.
Collisions between asteroids will change their orbital path and (trajectory).
Sixty-five million years ago, an asteroid hit the (Yucatan Peninsula), causing a cosmic winter and extinction of two-thirds of all species on
Earth.
6.
When an asteroid makes it through Earth’s atmosphere and hits the ground, it is called a (meteorite).
7.
Meteor Crater in (Arizona) was gouged out of the Earth 50,000 years ago.
8.
Telescopes located in (New Mexico) scan the sky, watching for asteroids that may be a threat to our planet.
9.
In 2001, NASA guided a spacecraft to the first-ever landing on an asteroid. The name of this asteroid is (Eros).
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OUTER SOLAR SYSTEM: ASTEROIDS
TEST
Circle the letter of the correct answer for each question.
1. Most asteroids can be found:
a) orbiting the solar system within the Oort Cloud.
b) orbiting the Sun in a belt between Mars and Jupiter.
c) orbiting Jupiter in the Asteroid Belt.
d) orbiting just beyond Pluto in the Kuiper Belt.
2. Rocky fragments orbiting within the Asteroid Belt cannot form a single planet:
a) because of the disruptive gravitational pull of Jupiter.
b) because there is not enough material from which a planet could be formed.
c) because of the disruptive gravitational pull of the Sun.
d) all of the above.
3. When an asteroid hit Earth 65 million years ago:
a) severe damage to the Yucatan Peninsula occurred.
b) the Meteor Crater in Arizona was gouged out.
c) it caused a cosmic winter and mass extinction.
d) it formed an impact site 20 kilometers across in Australia.
4. Meteorites:
a) are more dangerous than asteroids.
b) are smaller and less of a threat than asteroids.
c) are meteors that reach Earth’s surface.
d) A and B
5. The current method for tracking asteroids that are considered a threat includes:
a) an automated system of telescopes that watch for intruders.
b) a radar system that tracks asteroids which have been spotted.
c) use of radio waves to determine size, shape, and rotation of an asteroid.
d) all of the above.
6. Four methods of deflecting an asteroid impact with Earth were discussed in the program. Choose TWO of these methods. Write an answer
to the following question using complete sentences.
Methods:
•
use of a curved sunlight reflector
•
a rocket-driven propeller
•
nuclear impact
•
nuclear deflection
How would each method work and how effective or ineffective do you think each method would be?
A curved reflector would involve the use of reflected sunlight to cause a surface eruption on the asteroid, changing its trajectory. A rocketdriven propeller would work like a small outboard motor, pushing the asteroid to a safer orbit. The nuclear impact would employ a nuclear
warhead to blast the asteroid to pieces, resulting, however, in a possibly dangerous fragment shower. Nuclear deflection would involve a
detonation in close proximity to the asteroid, thrusting the projectile from its collision course. ANSWERS REGARDING METHODS’ EFFECTIVENESS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
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