© Smithsonian Institution STC My Generation™: SpaceSystems Exploration 3. 2. 1. Investigation PA.2: Gravity 6. 5. 4. 3. 2. 1. Investigation PA.1: PhasesoftheMoon Student SheetPA: InvestigationResults Student’s Name______Date______Class______4.

What doyouknowabout patternsinsolarsystemsthatmayhaveinfluenced yourmodel? gravity holdsthesolar system together. Think aboutthefactorsyouconsideredas constructedyourmodel.Describehow should be? What factorsdidyouconsiderwhendeciding howfarapartthebodiesinyoursolarsystem What factorsdidyouconsiderindecidingwhichbodieswouldbetheSun,planets,andmoons? Where istheMoonlocatedwithrespecttoEarthandSunduringfullmoon? Where istheMoonlocatedwithrespecttoEarthandSunduringnewmoon? Why isaportionoftheMoonlitandotherdarkinsomeimages? What otherpatterns,ifany, canyouseeinthemonthofpictures? How oftendoesanewmoonappear? How oftendoesafullmoonappear? ______(page 1of6) ______Pre-Assessment / Our Amazing Universe ______you think

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration 5. 4. 3. 2. 1. Investigation PA.3: ScaleProperties Student SheetPA: InvestigationResults Student’s Name______Date______Class______What istheradiusofEuropa’s orbitaround Jupiter?Showyourwork. What isthedistanceofEuropa’s orbitaroundJupiter?Showyourwork. What isthediameter(in Which craterdoyouthinkislarger, AorB?Explain. Which moondoyouthinkislarger, AorB?Explain. kilometers ) ofcraterB?Showyourwork. (page 2of6) ______Pre-Assessment / Our Amazing Universe © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 2. 1. Directions: Investigation PA.4: ScientificExplanation Student SheetPA: InvestigationResults Student’s Name______Date______Class______Does aplanet Does aplanet’s surfacegravitydependonitsmass? c. b. a. c. b. a.

from theSun Make aclaim.(Statewhetherornotyouthink Make aclaim.(Statewhetherornotyouthinkplanet’s surfacegravitydependsonitsmass.) State yourreasoning.(Explainhowevidence supportsyourclaim.) State yourevidence.(Selectdatafromthetable thatsupportsyourclaim.) State yourreasoning.(Explainhowevidencesupportsclaim.) State yourevidence.(Selectdatafromthetablethatsupportsclaim.) Foreachquestion,constructyourexplanationusingaclaim,evidence,andreasoning. ’ s orbitalperiodrelatetoitsdistancefromtheSun .) ______(page 3of6) a planet ’ s orbitalperiodrelatestoitsdistance ? Pre-Assessment ______/ Our Amazing Universe © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 1. Investigation PA.5: Camera ContainerDesignCriteria Student SheetPA: InvestigationResults Student’s Name______Date______Class______Power schedule Power mode Power range(mW) (kg) Maximum weight dimensions (cm) Maximum Criterion Table A.

Specify thedesignforyourcontainerinTable A.UsetheinformationinyourStudentGuideon Explain howyoudecidedonyourdesign,includinganycalculationsmade,inthespaceprovided. overall requirements.Useappropriateunitsandsufficient precisiontoensureasuccessfulsolution. Satellite ContainerDesignCriteria Specification Criterion Design Explanation (page 4of6) Pre-Assessment / Our Amazing Universe © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 2. 1. Investigation PA.6: Camera DesignEvaluation Student SheetPA: InvestigationResults Student’s Name______Date______Class______For eachcamera,summarizehowwellitmeetsthe For eachcriterion,listanycamerasthatdonotmeetthespecificationandexplainwhy. e. d. c. b. a. h. g. f. e. d. c. b. a.

Green: Blue: Resolution:

Exposure time: Frame transferrate: Hyperfocal distance: Orange: Red: Yellow: Compression rate: Depth offield: Field ofview: Focal length: ______(page 5of6) overall designspecifications. Pre-Assessment / Our Amazing Universe © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Investigation PA. Student SheetPA: InvestigationResults Student’s Name______Date______Class______1. 2.

different benefits?Describe yourthinkingandanystepsyouwouldtake What wouldyoudoifyourtestresultsshowedthattwodifferent combinationsoflayershad Describe yourplanforgeneratingdatatodeterminethebestcombinationofdesignoptions 7: Testing SolarPanel Performance (page 6of6) Pre-Assessment . / Our Amazing Universe . © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 4. 3. 2. 1. Directions: Student Sheet1.1a: The Sun-Earth-MoonSystem Student’s Name______Date______Class______your findingsinTable A. must dividethedistancetoeachbodyby diameter ofEarth.Showyourworkhere.Thenrecord Scale thedistancetoSunandMooninterms ofhowmanyEarthsawaytheyare.To dothis,you Table A. Refer to“TheSun-Earth-MoonSystem”andfill inthedistancebetweeneachbodyandEarth are. Showyourworkinthespacebelow. ThenrecordyourfindingsinTable A. Earths, across.FollowthisexampletodeterminethenumberofEarthsacrossMoonand Sunreally For thisexample,x x 150 kmacross,youwouldsetuptheequationasfollows: by dividingonequantitytheother. Forexample,iftheMoonwere50kmacrossandEarth between thediametersofEarthandMoon.Aratioisacomparisontwoquantities.It isfound Scale theSunandMoonintermsofhowmanyEarthsacrosstheyare.You needtofindtheratio in Table A. Refer tothereadingselection“TheSun-Earth-MoonSystem”andfillindiameterofeach body Moon Sun Earth Body Name Table A.Measurements fortheSun-Earth-MoonSystem 5 D M /

D FillinTable Abycompleting#1– E whereD Diameter (km) M 5 isthediameterofMoon,andD

150 50

5 0.33.TheMoon’s diameterwouldbe0.33theofEarth,or Earths Across Number of

4 . Lesson 1 1.00 / Calendar intheSky:Introducing the Sun-Earth-Moon System E Distance from isthediameterofEarth. Earth (km) Earths Away Number of

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration Lighter linesrepresentapproximateweeklyinterval. Darker linesrepresentmonthlyinterval. S Student’s Name______Date______Class______tudent Sheet 1.1b: EarthOrbitCompassRose Lesson 1 / Calendar intheSky:Introducing the Sun-Earth-Moon System © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 7. 6. 5. 4. 3. 2. 1. Earth-Moon system.Discusseachquestionwithyourgroup. Directions: Student Sheet2: ModelingLunarPhases Student’s Name______Date______Class______Is thetiltofMoon’s orbitalplaneexaggerated inthemodel? Why doestherodgothroughglobeatanangle? Why aretherodsdifferent heights? What doyouthinktherodsonyourSun-Earth-MoonBoard™represent? In whichdirectiondoEarthandtheMoonrotatearoundtheiraxes,clockwiseorcounterclockwise? Will theMoonusuallybehigherorlowerthanEarth,levelwithit,asEarthorbitsSun? Do EarthandtheMoonrevolveonsameplane? Usethissheettorecordyourideasasyouplan,construct,andusemodeloftheSun- ______(page 1of2) Lesson 2 ______/ Howling attheMoon: Investigating LunarPhases ______© Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet2: ModelingLunarPhases Student’s Name______Date______Class______SUN’S RA YS Figure A How theMoonisilluminated bytheSunoveralunarcycle 1 2 86 (page 2of2) EART 7 3 Lesson 2 H / Howling attheMoon: Investigating LunarPhases 4 5 © Smithsonian Institution STC My Generation™: SpaceSystems Exploration your workforeachoftheinvestigationquestions. Directions: Student Sheet3.1a: Analyzing Tidal Data Student’s Name______Date______Class______6 Su 5 Sa 4 F 3 Th 2 W Tu 1 Day Table A. 12:37 p.m. 11:23 p.m. 10:39 p.m. 12:59 a.m. 12:09 a.m. 11:49 a.m. 11:03 a.m. 10:19 a.m. 7:36 p.m. 1:31 p.m. 6:41 p.m. 5:52 p.m. 5:07 p.m. 4:24 p.m. 9:55 p.m. 3:40 p.m. 7:37 a.m. 6:45 a.m. 5:56 a.m. 5:10 a.m. 4:24 a.m. 9:35 a.m. 3:37 a.m. Time (Tidal Datum Predicted TidesandLunarCyclesforVirginiaBeach,Virginia,April2014 UsethissheettoanalyzethetidaldatafromVirginiaBeach,Virginia.Carefullyrecordallof Low High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low Tide 5 MLLW) Height (ft) 2 2 2 2 2 0.7 2.8 0.6 3.4 0.5 3.0 0.4 3.7 0.2 3.2 0.1 3.9 0.0 3.4 0.2 4.2 0.3 3.6 0.4 4.4 0.5 3.8 0.6

Height 2 2 2 104 113 119 104 128 110 134 116 2 2 (cm) 21 85 18 15 91 12 98 12 15 18 6 3 0 6 9 (page 1of6) Moonrise 11:47 a.m. 10:56 a.m. 10:07 a.m. 8:36 a.m. 7:55 a.m. 9:20 a.m. Time Moonset 11:41 p.m. 10:44 p.m. 12:33 a.m. 9:43 p.m. 1:21 a.m. Time Lesson 3 Percentage / of Moon Pulling Water: Gravity andTides Visible 10 43 34 25 17 4

Lunar Phase © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet3.1a: Analyzing Tidal Data Student’s Name______Date______Class______12 Sa 11 F 10 Th 9 W Tu 8 7 M Day Table A. 12:34 p.m. 11:35 p.m. 10:43 p.m. 12:21 a.m. 11:56 a.m. 11:15 a.m. 10:28 a.m. 6:49 p.m. 6:09 p.m. 5:25 p.m. 4:34 p.m. 9:42 p.m. 3:35 p.m. 8:37 p.m. 2:32 p.m. 6:25 a.m. 5:42 a.m. 4:53 a.m. 3:57 a.m. 9:34 a.m. 2:55 a.m. 8:35 a.m. 1:55 a.m. (Tidal Datum Predicted TidesandLunarCyclesforVirginiaBeach,Virginia,April2014 Time High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low High Tide 5 MLLW) Height (ft) 3.7 0.2 3.3 0.3 3.4 0.4 3.2 0.5 3.2 0.5 3.1 0.7 3.0 0.7 0.8 2.8 0.7 3.1 0.7 2.8 0.7 3.2 3

Height 113 101 104 (cm) 85 21 94 24 85 21 98 12 98 15 98 15 94 21 91 21 91 24 6 9 (page 2of6) 12:39 p.m. Moonrise 1:33 p.m. 5:16 p.m. 4:19 p.m. 3:23 p.m. 2:27 p.m. Time Moonset 2:43 a.m. 2:04 a.m. 4:56 a.m. 4:25 a.m. 5:53 a.m. 3:19 a.m. Time Lesson 3 / Pulling Water: Gravity andTides Percentage of Moon Visible 62 50 93 87 79 71 (continued) Lunar Phase

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet3.1a: Analyzing Tidal Data Student’s Name______Date______Class______18 F 17 Th 16 W 15 Tu 14 M 13 Su Day Table A. 10:09 p.m. 10:56 p.m. 10:32 a.m. 4:37 p.m. 3:51 p.m. 9:26 p.m. 3:09 p.m. 8:45 p.m. 2:28 p.m. 8:06 p.m. 1:49 p.m. 7:27 p.m. 1:12 p.m. 4:35 a.m. 9:47 a.m. 3:50 a.m. 9:05 a.m. 3:06 a.m. 8:24 a.m. 2:25 a.m. 7:45 a.m. 1:44 a.m. 7:05 a.m. 1:03 a.m. (Tidal Datum Predicted TidesandLunarCyclesforVirginiaBeach,Virginia,April2014 Time High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low Tide 5 MLLW) Height (ft) 2 2 2 2 2 2 2 2 2 2 4.3 0.1 3.5 0.3 4.3 0.2 3.5 0.3 4.3 0.2 3.6 0.3 4.2 0.2 3.5 0.2 4.1 0.1 3.5 0.1 3.9 0.1 3.4 0.1

Height 107 119 104 131 107 131 107 131 110 128 107 125 (cm) 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 9 6 9 6 9 6 6 (page 3of6) 11:21 p.m. 10:21 p.m. Moonrise 7:14 p.m. 6:14 p.m. 9:19 p.m. 8:16 p.m. Time Moonset 6:02 a.m. 5:28 a.m. 8:50 a.m. 8:01 a.m. 7:17 a.m. 6:37 a.m. Time Lesson 3 / Pulling Water: Gravity andTides Percentage of Moon Visible 100 100 97 87 94 98 (continued) Lunar Phase

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet3.1a: Analyzing Tidal Data Student’s Name______Date______Class______24 Th 23 W 22 Tu 21 M 20 Su 19 Sa Day Table A. 10:58 p.m. 12:14 p.m. 11:46 p.m. 11:20 a.m. 10:20 a.m. 12:42 a.m. 4:35 p.m. 9:49 p.m. 3:28 p.m. 8:36 p.m. 2:19 p.m. 7:27 p.m. 1:14 p.m. 6:24 p.m. 5:28 p.m. 3:57 a.m. 9:18 a.m. 2:49 a.m. 8:14 a.m. 1:43 a.m. 7:13 a.m. 6:16 a.m. 5:24 a.m. (Tidal Datum Predicted TidesandLunarCyclesforVirginiaBeach,Virginia,April2014 Time Low High Low High Low High Low High Low High Low High Low High Low High Low Tide Low High Low High Low High 5 MLLW) Height (ft) 2 2 2 2 0.0 3.7 0.2 3.4 0.0 3.8 0.2 3.3 0.0 4.0 0.1 3.3 0.1 4.2 0.1 3.4 0.2 0.0 3.7 0.1 3.7 0.1 3.5

Height 113 113 107 113 104 116 101 122 101 128 104 2 2 2 2 (cm) 3 3 3 6 0 3 3 0 6 0 6 0 (page 4of6) 12:18 a.m. Moonrise 3:21 a.m. 2:41 a.m. 1:58 a.m. 1:11 a.m. Time 12:54 p.m. 10:45 a.m. 11:48 a.m. 3:07 p.m. 2:01 p.m. Moonset 9:45 a.m. Time Lesson 3 / Pulling Water: Gravity andTides Percentage of Moon Visible 69 79 24 35 50 58 (continued) Lunar Phase

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration Source: NOAA(http://tidesandcurrents.noaa.gov/noaatidepredictions/NOAATidesFacade.jsp?Stationid=8639168) andUNSO(http://aa.usno.navy.mil/data/docs/RS_OneDay.php) Student Sheet3.1a: Analyzing Tidal Data Student’s Name______Date______Class______30 W 29 Tu 28 M 27 Su 26 Sa 25 F Day Table A. 12:10 p.m. 12:57 a.m. 12:01 a.m. 11:17 a.m. 9:30 p.m. 3:13 p.m. 8:48 p.m. 2:30 p.m. 8:04 p.m. 1:46 p.m. 7:18 p.m. 1:00 p.m. 6:29 p.m. 5:35 p.m. 9:13 a.m. 3:21 a.m. 8:29 a.m. 2:36 a.m. 7:44 a.m. 1:48 a.m. 6:54 a.m. 6:01 a.m. 5:02 a.m. (Tidal Datum Predicted TidesandLunarCyclesforVirginiaBeach,Virginia,April2014 Time High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low High Low High Tide 5 MLLW) Height (ft) 2 2 2 2 2 2 2 2 2 2 2 3.6 0.4 4.5 0.4 4.4 0.4 4.4 0.4 3.7 0.3 4.2 0.3 3.7 0.2 4.0 0.2 3.7 4.3 0.2 3.5 0.4 4.4 0.3

Height 2 2 2 2 2 131 107 134 110 137 134 134 113 128 113 122 113 (cm) 2 2 2 2 2 2 12 12 12 12 12 9 6 6 6 9 9 (page 5of6) Moonrise 4:35 a.m. 5:58 a.m. 7:12 a.m. 6:29 a.m. 5:49 a.m. 5:11 a.m. Time 5:19 p.m. 4:13 p.m. 9:28 p.m. 8:29 p.m. 7:27 p.m. 6:23 p.m. Moonset Time Lesson 3 Percentage / of Moon Pulling Water: Gravity andTides Visible 15 8 2 0 0 3 (continued) Lunar Phase

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration 7. 6. 5. 4. 3. 2. 1. Student Sheet3.1a: Analyzing Tidal Data Student’s Name______Date______Class______occur? Whatexplanationcanyougiveforthese patterns? During whichphasesdothelowesthightides occur?Duringwhichphasesdothehighesthightides the right-handcolumn.Comparephasesof theMoontoheightsofhighandlowtides. Examine thedatashowinghowmuchofMoon isvisible.Addthenamesoflunarphasesin ______tide andlowtide.Whatpatternsdoyouobserve?explanationcangiveforthese patterns? Examine thedatashowingmoonriseandmoonsettimes.Comparethesetimestotiming ofhigh ______observe? Explainwhyyouthinkthishappens. Compare thetimesthathighandlowtidesoccureachdayovera2-weekperiod.Whatdo you ______high tidechangefromtotide? Examine theheightofhightidesfromApril5ththrough7th.Howdoes ofthe ______Why doyouthinkthispatterninhighandlowtidesexists? normally occuralongVirginiaBeachin24hours? A lowtideoccurswhenthereachesitsminimumheightoneachfall.Howmanytides ______normally occuralongVirginiaBeachin24hours? A hightideoccurswhenthereachesitsmaximumheightoneachrise.Howmanytides ______(page 6of6) ______Lesson 3 / Pulling Water: Gravity andTides _ © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet3.1b: Student’s Name______Date______Class______Graphing Tidal Data Graphing Tidal Lesson 3 / Pulling Water: Gravity andTides © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 5. 4. 3. 2. 1. S Student’s Name______Date______Class______tudent Sheet3.1c

Set thescaleforeachaxiswithevendivisions,lettinghighestmeasuredvalueindata Plot theindependentvariable(inthiscasetimeindaysorhours)onhorizontal,xaxis. Label horizontalandverticalaxeswithadescriptionoftheplotteddataunits Cover asmuchspaceonthegraphpossiblewithplotteddata.Leaveenoughalong Give eachgraphatitlethatdescribesthedisplayeddata. fit ontheaxis.Labeleachaxis,includingunitsshown. Plot thedependentvariable(forexample,tideheightincm)onvertical,oryaxis. of measure. the axesforlabels,evenscaledivisions,andunitsofmeasure. : SuggestionsforMakingaGraph of Tidal Data Lesson 3 / Pulling Water: Gravity andTides © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Directions: Student Sheet4.2: Analyzing theGeometryofEclipses Student’s Name______Date______Class______KEY:  7 8 Fullmoon F = N =Newmoon 6 Use this sheet to record and analyze your observations from using the Sun-Earth-Moon Board. UsethissheettorecordandanalyzeyourobservationsfromusingtheSun-Earth-MoonBoard.

5 B 1 Months 4

2

Months 3 73 7 8 8 6 6 A S C 5 5 1 1 4 4 2 2 (page 1of2) 3 Lesson 4 / 7

Blackout: SolarandLunar Eclipses Months 8 6 Months D 5 1 4 2 3 © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Student Sheet4.2: Analyzing theGeometryofEclipses Student’s Name______Date______Class______Can youcreatealunareclipse(castshadow on yourfullmoon)? ______Can youcreateasolareclipse(castshadowon Earth)withyournewmoon? ______How manymonthslaterdoesdotDrepresent? ______Can youcreatealunareclipse(castshadowonyourfullmoon)? ______Can youcreateasolareclipse(castshadowonEarth)withyournewmoon? ______How manymonthslaterdoesdotCrepresent? ______Can youcreatealunareclipse(castshadowonyourfullmoon)? ______Can youcreateasolareclipse(castshadowonEarth)withyournewmoon? ______How manymonthslaterdoesdotBrepresent? ______Does Earthcastashadowonthefullmoon? ______Does thenewmooncastashadowonEarth? ______(page 2of2) Lesson 4 ______/ Blackout: SolarandLunar Eclipses ______© Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet5.1: PlanningSheet Student’s Name______Date______Class______What Iwillmeasure: What Iwilllookfor: What Iwillkeepthesame: What Iwillchange: Materials Iwilluse: What Ithinkwillhappen: How does Natural phenomenonIamtryingtounderstand Procedures Iwillfollow: : affect Lesson 5 / Reasons forSeasons:Why Earth’s Tilt Matters ? © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 4. 3. 2. 1. Table Notes Source: NASAPlanetaryFactSheet–Metric(nssdc.gsfc.nasa.gov/planetary/factsheet/) the tableandreadTable Notes.Thencompletethestudentsheet. Directions: Student Sheet6.1: ScalingtheSolarSystem Student’s Name______Date______Class______planets Outer planets Inner Table A.PlanetaryData

The orbitalinclinationofeachplanetistheangle betweenthatplanet’s orbitalplaneandEarth’s You havelearnedthatEarth’s axisisnotperpendicular toitsorbitalplane.Itistilted.Thisalsotrue It isalsoimportanttonotethatthedistances are roundedtothenearest100,000km.Mercury’s Distances fromtheSunaregivenin10 other planesaremeasured. orbital plane.ThatiswhyEarth’s orbital inclinationis0.0.Itthereferenceplanefromwhichall to thatplanet’s orbitalplane. for alloftheotherplanets.InTable A,theaxialtilt ofeachplanetisrelativetoalineperpendicular actual distancefromtheSunatperihelion is46,001,009km. 46 kilometers. Forexample,Mercury’s distancefromtheSunatperihelionis46.0 multiplied by10sixtimes(or1million).Therefore,thedistancesshownareinmillionsof million Table Alistsinformationforeachoftheeightplanetsinoursolarsystem. Review Neptune Uranus Saturn Jupiter Mars Earth Venus Mercury Planet km. the Perihelion Distance from the Sunat (10 4,444.5 2,741.3 1,352.6 740.5 206.6 147.1 107.5 6 km) 46.0 Aphelion (10 Sun atthe from the Distance 4,545.7 3,003.6 1,514.5 km) 6 816.6 249.2 152.1 108.9 km.Here,10 69.8 6

(page 1of6) Semi-minor Length of (10 4,495.1 2,872.5 1,433.6 Axis 226.9 149.6 108.2 778.6 6 6 simplymeansthatthevalueshownis 56.7 km) Lesson 6

/ Diameter Stellar Proportions: Modeling theSolar System 120,536 142,984 Planet 12,756 12,104 49,528 51,118 (km) 6,792 4,879 (degrees) Axial Tilt 177.4 25.2 23.4 0.01 28.3 97.8 26.7 3.1 3 10 6 km,or Inclination

(degrees) Orbital 1.8 0.8 2.5 1.3 1.9 0.0 3.4 7.0 © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 3. 2. 1. Choosing aScaleFactor Student Sheet6.1: ScalingtheSolarSystem Student’s Name______Date______Class______and recordit. number ofsquaresyoucount.You willalsoneedtomeasurethesizeofonesquareinmillimeters of kilometerseachsquarecanrepresent. squares itisacross.Leavealittlespaceoneachendforborder. Nowfigureouthowmanymillions Take yourpieceofgraphpaperandholditlengthwise(inlandscapeview).Counthowmany your modelofthesolarsystemtocoveratleastthisdistance(roundup). perihelion of theoutermostplanet—Neptune.LookatNeptune’s distancefromtheSunataphelionand view. You willneedto Your scalemodelwillconsistoftwoscaleddrawingsongraphpaper:oneplanviewandside ______the innerplanetsandlastfourarecalledouterplanets?Explainyourideas. Look atthedistancesfromSunfordifferent planets.Canyouseewhythefirstfourarecalled (Table A) Showyourworkhere: . Addthesetwodistancestogether calculate ascalefactorfordistancethatwillletyoushowthecompleteorbit To dothis,takeyouranswer from#2anddividebythe (page 2of6) Lesson 6 in thespaceprovidedbelow. / Stellar Proportions: Modeling theSolar System You will want © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 5. 4. Student Sheet6.1: ScalingtheSolarSystem Student’s Name______Date______Class______reasonable scalesfortheinnerplanetsandJu your scaleforNeptune,whichyoucanusetheplanetsthathaveverylargevalues,come upwith kilometers. that thedistancesareshowninmillionsofkilometers,whileplanetdiameters in Look atTable AandcomparetheplanetdiameterswiththeirdistancesfromSun.Donotforget more orlessdetailthantheprimarydrawing. mechanical drawings.Thesemodelsoftenshowaninsetmapordrawingatadifferent scaletoshow part isclearlystated.Usingmorethanonescaleinamodelparticularlycommonmaps and in Many modelsincludedifferent scalestoshowdifferent parts.Thisworksaslongthescaleforeach ( you needtoconvertthenumberofkilometerspersquaremillimetersandshowyourwork. Using youranswersfrom#2and#3,calculatethescalefactoryouwilluseforNeptune.To dothis, Hint: 1 millionmm Explain whymorethanonescaleisnecessaryforsomeplanetsinthismodel.Basedon = 1km. )

piter (page 3of6) . ( Hint: Lesson 6 Theinnerplanetscanhavethesamescale.) / Stellar Proportions: Modeling theSolar System

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration 6. Calculating ScaledValues Student Sheet6.1: ScalingtheSolarSystem Student’s Name______Date______Class______Semi-minor axis Aphelion distance Perihelion distance Mars Semi-minor axis Aphelion distance Perihelion distance Earth Semi-minor axis Aphelion distance Perihelion distance Venus Semi-minor axis Aphelion distance Perihelion distance Mercury Table B.ScaledValue ofPlanetaryData

Now thatyouhavedecidedonyourscalefactors,mustconverttheperiheliondistances, your scaled valuesinTable B. aphelion distances, ( Original 10 Value 6 and km) semi-minor axesinTable Atoscaledvalues.Showyourworkandrecord (10 Factor Scale 12 mm) (page 4of6) Lesson 6 Calculations / Stellar Proportions: Modeling theSolar System Value (mm) Scaled © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet6.1: ScalingtheSolarSystem Student’s Name______Date______Class______Semi-minor axis Aphelion distance Perihelion distance Neptune Semi-minor axis Aphelion distance Perihelion distance Uranus Semi-minor axis Aphelion distance Perihelion distance Saturn Semi-minor axis Aphelion distance Perihelion distance Jupiter Table B.ScaledValue ofPlanetaryData ( Original 10 Value 6 km) (10 Factor Scale 12 mm)

(continued) (page 5of6) Lesson 6 Calculations / Stellar Proportions: Modeling theSolar System Scaled Value (mm) © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet6.1: ScalingtheSolarSystem Student’s Name______Date______Class______7.

in Table C Convert theplanetdiametersfromTable Atoscaledvalues.Showyour workandrecordyourvalues Table C.ScaledDiameter Planet . Value (km) Original

Scale Factor (page 6of6) Lesson 6 / Stellar Proportions: Modeling theSolar System Calculations Value (mm) Scaled

Student’s Name ______Date ______Class ______

Student Sheet 6.2: Graph Paper © Smithsonian Institution © Smithsonian

STC My Generation™: Space Systems Exploration Lesson 6 / Stellar Proportions: Modeling the Solar System © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student SheetEA.1: Graph Paper Student’s Name______Date______Class______Exploration Activity / Jupiter and ItsMoons © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 3. 2. 1. Look atthesurfacegravityfactorslistedinTable A,andanswerthefollowing questions: Part 1. planet, justmultiplyitsmassbythesurfacegravityfactorofthatplanet. Earth willhaveasurfacegravityfactorgreaterthan1.0.To findthe weight ofanobjectonaspecific gravity thanEarthwillhaveasurfacefactorless1.0.Anyplanetwithmore the fourouterplanets.)TheyassignEarthasurfacegravityfactorof1.0.Anyplanet(ormoon)withless planets withtheforceofgravityonEarth.( To makethingssimpler, scientistsuseasurfacegravityfactortocomparetheforceofon other and theforceofgravityisdifferent oneachplanet. have thesameweight.Thatisbecauseweightofanobjectameasureforcegravityonit, If youtakeanobjecttotheMoonorMars,itwillhavesamemassthathadonEarth.Butnot same, evenatdifferent locations. object takesup.Aslongasyoudonotaddortakeawayanymatterfromanobject,itsmassstaysthe Mass isrelatedtotheamountofmatter(or“stuff”) inanobject,regardlessofhowmuchspacethe Many peoplethinkthatthereisnodifference betweentheterms“weight”and“mass.”Butthereis! Student Sheet7.1a: Weight inSpace Student’s Name______Date______Class______attractive. Note thatallgravityfactors arepositive.This On whichplanetwould yourweightbemostsimilartowhatitison Earth? Would youweigh more,less,orthesameonMercuryasyouwould onMars? Would youweighmore Source: solarsystem.nasa.gov Neptune Uranus Saturn Jupiter Mars Earth Venus Mercury Planet Table A. Mass, Radius,andSurfaceGravityofEachPlanet , less,orthesame Surface Gravity Factor 1.12 0.89 0.92 2.36 0.38 1.0 0.91 0.38 (page 1of4) Note: onJupiterthanyoudoEarth? is because Thereisnoactualsurfacetostandoninthecaseof Mass (10 theforceofgravity, evenifsmall,isalways 189,813 10,241 56,832 8,681 597 487 64 33 22 kg) Lesson 7 Radius (km) ______24,622 25,362 58,232 69,911 / ______3,390 6,371 6,052 2,440 Gravity: BendingSpace-Time © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 7. 6. create asimplescientificexplanationusingtheoptionsbelow. The graphshowstherelationshipbetweenplanetmassandsurfacegravity. Lookitovercarefully. Then 5. 4. 3. 2. 1. Follow thesesteps: use apen! of planetmassversussurfacegravityfactor. To dothis,youneedapencil,aneraser, andaruler. Donot Let’s explorethisrelationshipmoreclosely. UseStudentSheet7.1b:“GraphPaper”tocreateagraph Part 2. 5. 4. Look atthesurfacegravityandmasscolumnsinTable Atogether. Student Sheet7.1a: Weight inSpace Student’s Name______Date______Class______

Erase thelinesandleavedots.Makesureeachdotislabeledwithplanetname. Use arulertodrawverticallineattheapproximatemassvaluesforeachplanet.Draw lineup Use arulertodrawhorizontallineacrossthegraphatlevelofeachsurfacegravityfactor Put SurfaceGravityFactoralongtheyaxis.Makescalefrom0to3. Put PlanetMassalongthexaxis.Makescalefrom0to200,000 Select yourevidencefromthefollowingchoices: (Circleone.) Select oneclaimfromthefollowingpossibilities:(Circleone.) until youreachthesurfacegravitylineforthatplanetandmakeadotatintersection. value. Labelwhichplaneteachlineisfor, asyoudrawthem,onthefar-right sideofthegraph. Which planethasthehighestsurfacegravityfactor? Which planethasthegreatestmass? D. C. B. A. D. C. B. A.

The pointsonthegraph showageneralpositivetrend. The pointsonthegraphareinaperfectlystraight line. Planets withgreatermasstendtohavehigher surfacegravity. Planet massalonedeterminesaplanet’s surfacegravity. The poi The Planets withgre Planet pointsonthegrapharerandomlydistributed. mass andsurfacegravityarenotrelated. nts onthegraphshow a generalnegativetrend. ater masstendtohavelowersurfacegravity. ______(page 2of4) ______3 10 Lesson 7 22 kg. / Gravity: BendingSpace-Time © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 5. 4. 3. 2. 1. Now wewilllookatplanetradius.Thisisthedistancefromaplanet’s centertoitssurface. Part 3. 8. Student Sheet7.1a: Weight inSpace Student’s Name______Date______Class______

Create anothergraphon Create anothergraphon Compare MercuryandMars.Theyhavethesamesurfacegravity, eventhoughMarshasalmost Compare UranusandNeptune.Theyhaveasimilarradius,butNeptunehasgreatermass higher It isalwaysimportanttousereasoningexplainwhyyourevidencesupportsclaim.Select each pointwith theplanetname. planet massand radius.PutPlanetMassonthexaxisand Radiusontheyaxis.Label surface gravity. Draw anapproximatelineofbestfittohelpyou visualizetherelationshipbetweenradiusand point withthecorrespondingplanet’s name. did before,butputPlanetRadiusonthex between planetradiusandsurfacegravity. Thistime,putSurfaceGravityFactor ontheyaxisasyou than Mercury’s. twice as muchmassasMercury. ButMarsisalsoalargerplanet.Notethatitsradiusmuchgreater surface gravity. reasoning fromthefollowingchoices:(Circleone.) D. C. B. A.

bodies inthespace-t correlation. Therefore,planetswithgreatermassexertaweakergravitationalforceonother factors arealsoinvolved. mass exertastrongergravitationalforceonotherbodiesinthespace-timecontinuum,but other Therefore, asonevariableincreases,theothergenerallyalsoincreases.Planetswithgreater mass aloneandnootherfactorsareinvolved. variables plotted.Thissuggeststhataplanet’s surfacegravitycanbedirectlypredictedfromits for differences intheplanets’surfacegravities. predictable effects onotherobjectsinthespace-timecontinuum.Otherfactorsareresponsible two variablesplotted.Thissuggeststhatobjectsofdifferent massdonothavedifferent and Points onagrapharenotperfectlyalignedbuttheirarrangementsuggestspositivecorrelation. Points onagrapharrangedinstraightlineindicatestrongcorrelationbetweenthetwo Points onagrapharenotperfectlyalignedbuttheirarrangementsuggestsnegative Ran domly distributedpointsonagraphindicatethatthereisnocorrelationbetweenthe Describe the ime continuum,anditislikelythatotherfactorsareinvolved. a newcopyof a newcopyof relationship (page 3of4) youseebetweenplanetradius(orsize)andsurface gravity. StudentSheet7.1bto explore therelationshipbetween StudentSheet7.1btofurtherexploretherelationship

axis. Makethexaxisscalefrom0to80,000km. Labeleach Lesson 7 / Gravity: BendingSpace-Time © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 9. 8. 7. 6. Student Sheet7.1a: Weight inSpace Student’s Name______Date______Class______

Now explainyourreasoninginthespacebelow. ______Next, provideatleastfourpiecesofevidencefromyourgraphstosupportclaim. ______between planetmass,radius,andsurfacegravity. Now useallthreegraphstoreviseyourexplanation.First,makeaclaimabouttherelationship ______Describe the relationship youseebetweenplanetmassandradius. (page 4of4) ______Lesson 7 ______/ Gravity: BendingSpace-Time © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet7.1b: Graph Paper Student’s Name______Date______Class______Lesson 7 / Gravity: BendingSpace-Time © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 2. 1. Directions: Student Sheet8.1: OrbitingBodies Student’s Name______Date______Class______Source: solarsystem.nasa.gov Moon Io Earth Jupiter Body Solar System Table B.PlanetandMoonData 25 washers 5 washers 0 washers Trial Table A.Investigation8.1Results ______Compare themassofJupiterwith Earth.Whichplanethasmoremass? ______How doesthemassofcylinderaffect howfastorslowthesphereorbitsyourhand? UsethissheettorecordyourdatafromInvestigation8.1. 189,813 (10 Time for10Revolutions(secs) Mass 22 597 kg) 7 9

Diameter 139,822 (page 1of2) 12,742 (km) 3,475 3,643

Distance from Lesson 8 Planet (km) 384,400 421,800 / Keeping ItTogether: Gravity’s Roleinthe Universe Orbital Speed Orbital Period(secs) (km/sec) 17 1

Orbital Period (days) 27 2 © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 6. 5. 4. 3. Student Sheet8.1: OrbitingBodies Student’s Name______Date______Class______Explain. Can youthinkofawaythat ______speed andorbitalperiod? Which planetarysatellitehasashorterorbitalperiod?Whatistherelationshipbetween ______results fromtheinvestigation,whydoyouthinkthisis? Which planetarysatellite ______How areEarth ______’ s MoonandJupiter (Io ortheMoon) ______scientists ’ s moon,Io,alike? (page 2of2) could travelsfaster(hasagreaterorbitalspeed)?Givenyour determine themassofanewlydiscoveredplanet? Lesson 8 Howaretheydifferent? ______/ Keeping ItTogether: Gravity’s Roleinthe Universe ______© Smithsonian Institution STC My Generation™: SpaceSystems Exploration 2. 1. Directions: Student Sheet8.2a: DistanceandSpeedofanOrbitingBody Student’s Name______Date______Class______Trial LengthofLine(cm) Table A.Investigation8.2Results ______the samebody. Describe therelationshipbetweendistancefrom theplanetandorbitalperiodofmoonsorbiting ______How doestheorbitalperiodchangeassphere’s distancefromthehandledecreases? UsethissheettorecordyourdatafromInvestigation8.2. Source: solarsystem.nasa.gov Calisto Ganymede Europa Io Name Table B.DataforJupiter’s Moons ______Time for10Revolutions(secs) Distance from Jupiter(km) 1,882,700 1,070,400 671,100 421,800 Lesson 8 / Keeping ItTogether: Gravity’s Roleinthe Universe Orbital Period(days) Orbital Period(secs) 17 7 4 2

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet8.2b: Graph Paper Student’s Name______Date______Class______Lesson 8 / Keeping ItTogether: Gravity’s Roleinthe Universe © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 8. 7. 6. 5. Channels intheApsusVallis region 4. 3. 2. 1. Valles Marineris:AMartianCanyon Directions: Student Sheet9.1: MartianGeology Student’s Name______Date______Class______a. Average Scale oftheMississippiRiverDeltaimage(km/mm): Average channelwidth(km): Calculate theimagescale(km/mm): Actual averagewidthofcanyon(km): ______Image scale(km/mm): Image height(mm): b. a. c. b. Average widthof canyon inphotograph(mm): DescribetheValles MarinerisCanyon:

Widthofcanyoninthreelocations(mm): Side channels(km): Main channel(km): Usethissheettorecordyourdatafrominvestigations. widths oftheMississippiRiverDeltachannels:

(page 1of2) Lesson 9 / Geologists inSpace:Searching forWater onMars © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 16. 15. 14. 13. Gullies onMars 12. 11. 10. 9. Sediment FansinMelasChasma Student Sheet9.1: MartianGeology Student’s Name______Date______Class______Length of Scale oftheMountSt.Helensinset( Mars gullydimensions: Calculate thescaleofMarsimage(m/mm): Length andwidthofMississippiRiverDelta Width ofthebluefan(km): Length ofthebluefan(km): Calculate theimagescale(km/mm): c. b. a.

Length oftheleft-handalcove(m): Width oftheleft-handapron(m): Length oftheleft-handchannel(m): MountSt.Helensgully alcove (m): cm/mm (page 2of2) first (upper) ):

Lesson 9 fan to the right of the main channel (km): fantotherightofmainchannel(km): / Geologists inSpace:Searching forWater onMars © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 6. 5. 4. 3. 2. 1. Student Sheet Student’s Name______Date______Class______How couldpeoplemeettheneedforwaterin ahabitationonMars? ______Which locationsonMarsmighthavemorecomfortabletemperaturesforhumanhabitationand why? ______Would youweighmoreorlessonMars? Explainwhy ______How aretheseasonsanddaylengthonEarthMarsdifferent? Howaretheysimilar? ______What temperatureswillexplorersencounteronMars? ______How istheMartianatmospheresimilar 10.GS: Mars andEarth to and/or different fromEarth . ______Lesson 10 ______’ / s? The Challenges ofSpace Exploration ______

_ © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet10.2: DesignPlanningSheet Student’s Name______Date______Class______1. Criterion Table A.Criteria,Constraints,andDesignSolutionIdeasforaHumanHabitationonMars

human habitationonMars. Use informationfromthereadingstoidentify Constraints criteria,constraints,anddesignsolutionideasfora Lesson 10 Design SolutionIdeas / The Challenges ofSpace Exploration © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 3. 2. 1. Project/Group Members: Student Sheet10.3: DesignFeedback Form Student’s Name______Date______Class______Describe suggestionsforimprovement. What doyouthinkarethegreateststrengths oftheoveralldesign? Providing protection Providing foodandwater Keeping oxygenlevelssufficient forhumanneeds Keeping temperaturesinalivablerange Describe howthedesignmeetsfollowinghabitabilityconditions:

Lesson 10 / The Challenges ofSpace Exploration © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 4. 3. 2. 1. Other ImportantFacts Student Sheet A.1: ModelingtheUranus-Moons System Student’s Name______Date______Class______Source: http://en.wikipedia.org/wiki/Moons_of_Uranus Oberon Titania Umbriel Ariel Miranda Name Moon Table A. Earth’s Moonhasaradiusof1,737km,mass Each ofUranus’fivelargestmoonshasanalmostcircularorbit. The surfacegravityfactorofUranusis0.89. The diameterofUranusis The FiveLargestMoonsofUranus Diameter 1,522 1,577 1,169 1,158 (km) 472 51,118 (10 km. Mass 3,014 3,527 1,172 1,353 18 66 kg)

Radius (km) 73,420 Orbital 583,520 435,910 266,300 191,020 129,390 3 10 (page 1of5) 18 kg,andanorbitalperiodof27.3days. Assessment /HowDoes theUniverse Work? Period (days) Orbital 13.46 8.71 4.14 2.52 1.41 Inclination ( degrees Orbital 0.10º 0.34º 0.36º 0.31º 4.23º ) © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet A.1: ModelingtheUranus-Moons System Student’s Name______Date______Class______Oberon Titania Umbriel Ariel Miranda Moon Table B. Scale FactorCalculations 583,520 435,910 266,300 191,020 129,390 Orbital Radius (km)

Scale Factor Calculations (page 2of5) Assessment /HowDoes theUniverse Work? Scaled Value (mm) © Smithsonian Institution STC My Generation™: SpaceSystems Exploration Student Sheet A.1: ModelingtheUranus-Moons System Student’s Name______Date______Class______Oberon Titania Umbriel Ariel Miranda Moon Diameter 1,522 1,577 1,169 1,158 472 (km)

Scale Factor Calculations (page 3of5) Assessment /HowDoes theUniverse Work? Scaled Value (mm) © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 2. 1. Making theModel Student Sheet A.1: ModelingtheUranus-Moons System Student’s Name______Date______Class______Describe howyoucouldimproveyourmodel. following aspectsoftheUranus-moonssystem. Write oneortwo sentencesabouthowwellyourmodel h. g. f. e. d. c. b. a.

______Orbital periodsofthemoons: Seasons experiencedonthemoon: Orbital inclinationsofthemoons: Relative sizeofUranusanditsmoons: Phases ofthemoons: Orbital pathsofthemoons: Axial tiltofUranusanditsmoons: Relative distancesbetweenUranusanditsmoons: ______can (page 4of5) help youunderstand Assessment /HowDoes theUniverse Work? eachofthe © Smithsonian Institution STC My Generation™: SpaceSystems Exploration column. Then,inthesecondcolumn,provideevidencefromyourmodelthatsupportspredictions. Use yourmodeltomakeapredictionanswereachquestionbelow. Recordyourpredictioninthefirst Using theModel Student Sheet A.1: ModelingtheUranus-Moons System Student’s Name______Date______Class______5. 4. 3. 2. 1. Question Table C.Predictions andEvidence  Whichmooniseclipsedmost? Whichmooniseclipsedleast? Whichmoontravelsfastest? gravity? most often? Which mooneclipsestheSun Which moonhasthemost Prediction andEvidence (page 5of5) Assessment /HowDoes theUniverse Work? © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 3. 2. 1. to support theclaim. Select oneclaimforeachquestion.Thendescribetheevidencefrommodelsyouusedinthisunit Think abouttheSun-Earth-MoonBoardmodelyouworkedwithinthisunit. Part 1:MultipleChoice Sheet A.2: Student Student’s Name______Date______Class______Evidence thatsupportstheclaim: D C B A What istheprimarycauseofEarth’s seasons? Evidence thatsupportstheclaim: D C B A Why aretotalsolareclipsesrareevents? Evidence thatsupportstheclaim: D C B A What causesacrescentmoon? ......

Changes insolarenergy Earth’s elliptical orbit The Moon’s orbitisinclinedwithrespecttoEarth’s orbit. Earth’s shadowrarelyfallsontheSun. The MoonisalignedwithEarthandtheSun. The Moonchangesshapeasitgoesfromonephasetoanother. Earth’s rotation Earth’s axialtilt Most eclipsescannotbeseenfromEarth. The MoonistooclosetoblocktheSun. We canonlyseeasmallportionofthelitsideMoon. Earth’s shadowcoverspartoftheMoon,makingitdark. Written Assessment ______

(page 1of6) Assessment /HowDoes theUniverse Work? © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 7. 6. 5. 4. Circle True orFalseforeachstatement. Think aboutthemodelyoumadeofsolarsystem. Part 2:True/False Sheet A.2: Student Student’s Name______Date______Class______Provide evidencetosupportyouranswer#5. ______Provide evidencetosupportyouranswer#4. on theplanet’s distancefromtheSun. The amountofsurfacegravityaplanethasdependsmostly surface gravity. The Sun,planets,andmoonsinoursolarsystemallhave Written Assessment

(page 2of6) ______Assessment /HowDoes theUniverse Work? True True False False

© Smithsonian Institution STC My Generation™: SpaceSystems Exploration volcano thatislarger. volcanoes discoveredontheimaginaryplanetsZoloandArturus.Foreachpair, circlethenameof Think abouttheimagesfromMarsthatyouanalyzedinLesson9.Thenlookatpaireddiagramsof Part 3:Circle One Sheet A.2: Student Student’s Name______Date______Class______10. 9. 8. Comparison2 Comparison1 Comparison3

Written Assessment Volcano “Zolo3.” Scaleis48m/mm. 2.5 km Image covers4kmacross. Volcano “Zolo2” Volcano “Zolo1” Zolo

(page 3of6) Volcano “Arturus 3.”Scaleis8m/mm. 0.5 km Assessment /HowDoes theUniverse Work? Image covers7kmacross. Volcano “Arturus1” Volcano “Arturus1” Arturus © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 11. Study thetablebelowshowingTomas’s weightondifferent planetsandotherplanetcharacteristics. Part 4:ShortAnswer Sheet A.2: Student Student’s Name______Date______Class______Provide State your Make a

Which factorismostimportantindeterminingaplanet’s surfacegravity?Constructascientific explanation toanswerthisquestionthatincludesallthreeparts(claim,evidence,andreasoning): Source: solarsystem.nasa.gov Neptune Uranus Saturn Jupiter Mars Venus Mercury Earth Planet Table A.Weight onDifferent PlanetsandPlanetData claim reasoning evidence toanswerthequestion: tosupportyourclaim: foryouranswer: Written Assessment Weight (lbs)

Tomas’s 114 106 253 100 90 38 90 38 Planet Mass 189,813 (10 10,241 56,832

(page 4of6) 8681 22 Explanation 487 597 kg) 64 33

Planet Radius 69,911 24,622 25,362 58,232 (km) 3,390 6,052 2,440 6,371 Assessment /HowDoes theUniverse Work? Planet Distancefrom Sun (10 4,500 2,900 1,400 778 228 108 150 58 6 km) © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 12. Sheet A.2: Student Student’s Name______Date______Class______Component Table B.SpacesuitComponentsandCriteria

You arepartofanengineeringdesignteamdevelopinganewspacesuit.Astronautswillusethe need toknowbetterdefinethecriteriaforeach. In thetablebelow, choosefourcomponentsyouthinkareimportantandrecordwhatspecifics • • • • • • • • These include: The teamhassuggestedeightcomponentsthatshouldbeconsideredwhendesigningthespacesuit. command whiletheyaremakingtherepairs. usually madewithhandtools.Astronautsmustfollowinstructionsandreportinformationtospace spacesuits duringspacewalkstorepairthespacecraft.Spacewalkscanlastup10hours.Repairsare Helmet lamp Insulated boots Oxygen pack Lightweight fabric White fabric Articulated gloves Drinking waterdispenser Two-way radio Specific InformationNeededtoDefineComponentCriteria Written Assessment

(page 5of6) Assessment /HowDoes theUniverse Work? © Smithsonian Institution STC My Generation™: SpaceSystems Exploration 15. 14. 13. Sheet A.2: Student Student’s Name______Date______Class______

Spacesuit fabricismadeupofmanylayersmaterial.Eachlayerhasadistinctpurpose.Three ______How wouldyoutesttheimprovements?List stepsinyourtestingprocess. ______your claim. How shouldthefabricyouselectedbeimproved?Provideevidencefromtestdatatosupport ______to supportyourclaim. Which fabricisthebestoveralldesignsolutionachievedsofar?Provideevidencefrom test data in the tablebelow. samples offabrichavebeentestedforperformanceinmeetingsixcriteria.Theresultsareshown *Note: Waterproofing Flexibility Tear resistance Fire resistance Insulating ability resistance Puncture Criterion* Table C.PerformanceRatingsofSampleFabricsforSixCriteria Criterion ______isthesingularof Written Assessment ______Silver Fabric criteria Excellent Excellent Good Good Good Poor . Forexample,onecriterion,manycriteria.

(page 6of6) Puffy Fabric Excellent Good Good Good Fair Fair Assessment /HowDoes theUniverse Work? Neon Green Fabric ______Excellent Excellent Good Fair Fair Fair