DOCSLIB.ORG

Which of the Following Planets Is Closest to the Sun? A. Venus B

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Which of the Following Planets Is Closest to the Sun? A. Venus B 1 2 Which of the following planets is The sun is made up of ________. closest to the Sun? a. solid rock a. Venus b. hot gases b. Jupiter c. lava c. Mars d. metal d. Neptune 3 4 Which of the following does the Which planet in our solar system is moon have? the furthest from the Sun? a. erosion a. Mercury b. an atmosphere b. Neptune c. valleys c. Earth d. oxygen d. Jupiter Copyright 2012 The Science Penguin 5 6 The asteroid belt is located The spinning of a planet on its axis between the orbits of __________. is known as _________. a. Venus and Earth a. orbiting b. Earth and Mars b. revolving c. Mars and Jupiter c. rotating d. Uranus and Neptune d. turning 7 8 The moon revolves around The Earth and the moon both have __________. ___________. a. the Sun a. an atmosphere b. the Earth b. gravity c. itself c. wind d. Mars d. trees Copyright 2012 The Science Penguin 9 10 The Earth takes __________ to The moon takes about __________ revolve around the Sun. to revolve around the Earth. a. one year a. 19 days b. one day b. 1 day c. one month c. 12 hours d. one hour d. 29 days 11 12 Seasons change due to Day and night on Earth occurs due ___________. to __________. a. the rotation of the Earth a. the rotation of the Earth b. the tilt of the Earth’s axis as it b. the tilt of the Earth’s axis as it revolves around the Sun revolves around the Sun c. the revolution of the moon c. the revolution of the moon around the Earth around Earth d. the rotation of our moon d. the rotation of our moon Copyright 2012 The Science Penguin 13 14 During a new moon, _________. The change of the moon from a new moon to a full moon is called a. we can see part of the moon. _______. b. we can see most of the moon. c. we cannot see the moon. a. waxing d. the moon goes behind the Sun. b. waning c. an eclipse d. seasons 15 16 The change of the moon from a The moon is __________ the size of full moon to a new moon is called the Earth. ________. a. four times a. waxing b. half b. waning c. twice c. an eclipse d. one fourth d. seasons Copyright 2012 The Science Penguin 17 18 The moon’s gravitational pull The Earth has ________ times as causes ___________. much gravity as the moon. a. sunlight a. 100 b. Earth to orbit the Sun b. 6 c. seasons on Earth c. 2 d. tides on Earth d. 10 19 20 _________ is the largest planet in Sunspots are _____________. our solar system. a. solar flares b. hotter spots on the Sun a. Earth c. dark, cool spots on the Sun b. Neptune d. rocks c. Jupiter d. Mercury Copyright 2012 The Science Penguin Name ___________________ Name ___________________ Our Solar System Task Cards Our Solar System Task Cards Answer Sheet Answer Sheet 1. _____ 11. _____ 1. _____ 11. _____ 1. _____ 1. _____ 2. _____ 12. _____ 2. _____ 12. _____ 2. _____ 2. _____ 3. _____ 13. _____ 3. _____ 13. _____ 4. _____ 4. _____ 4. _____ 14. _____ 4. _____ 14. _____ 5. _____ 5. _____ 5.6. _____ 15. _____ 5.6. _____ 15. _____ 7. _____ 7. _____ 6. _____ 16. _____ 6. _____ 16. _____ 8. _____ 8. _____ 7.9. _____ 17. _____ 7.9. _____ 17. _____ 10. _____ 10. _____ 8. _____ 18. _____ 8. _____ 18. _____ 9. _____ 19. _____ 9. _____ 19. _____ 10. _____ 20. _____ 10. _____ 20. _____ Copyright 2012 The Science Penguin .
Load more

Recommended publications
  • Moons Phases and Tides
    Moon’s Phases and Tides Moon Phases Half of the Moon is always lit up by the sun. As the Moon orbits the Earth, we see different parts of the lighted area. From Earth, the lit portion we see of the moon waxes (grows) and wanes (shrinks). The revolution of the Moon around the Earth makes the Moon look as if it is changing shape in the sky The Moon passes through four major shapes during a cycle that repeats itself every 29.5 days. The phases always follow one another in the same order: New moon Waxing Crescent First quarter Waxing Gibbous Full moon Waning Gibbous Third (last) Quarter Waning Crescent • IF LIT FROM THE RIGHT, IT IS WAXING OR GROWING • IF DARKENING FROM THE RIGHT, IT IS WANING (SHRINKING) Tides • The Moon's gravitational pull on the Earth cause the seas and oceans to rise and fall in an endless cycle of low and high tides. • Much of the Earth's shoreline life depends on the tides. – Crabs, starfish, mussels, barnacles, etc. – Tides caused by the Moon • The Earth's tides are caused by the gravitational pull of the Moon. • The Earth bulges slightly both toward and away from the Moon. -As the Earth rotates daily, the bulges move across the Earth. • The moon pulls strongly on the water on the side of Earth closest to the moon, causing the water to bulge. • It also pulls less strongly on Earth and on the water on the far side of Earth, which results in tides. What causes tides? • Tides are the rise and fall of ocean water.
    [Show full text]
  • College of Arts and Sciences
    College of Arts and Sciences ANNUAL REPORT 2004·05 awards won · books published · research findings announced programs implemented · research · teaching · learning new collaborations · development of promising initiatives preparation · dedication · vision ultimate success 1 Message from the Dean . 3 Arts and Sciences By the Numbers . 6 Highlights Education . 8 Research . 12 Public Events . 15 Faculty Achievements . 17 Grants . 20 Financial Resources . 22 Appendices . 23 Editor: Catherine Varga Printing: Lake Erie Graphics 2 MESSAGE FROM THE DEAN I have two stories to tell. The first story is a record of tangible accomplishments: awards won, books published, research findings announced, programs implemented. I trust that you will be as impressed as I am by the array of excellence—on the part of both students and faculty—on display in these pages. The second story is about achievements in the making. I mean by this the ongoing activity of research, teaching, and learning; the forging of new collaborations; and the development of promising initiatives. This is a story of preparation, dedication, and vision, all of which are essential to bringing about our ultimate success. 3 As I look back on 2004-05, several examples of achievement and visionary planning emerge with particular clarity: Faculty and Student Recruitment. The College undertook a record number of faculty searches in 2004-05. By tapping the superb networking capabili- ties developed under the leadership of chief informa- SAGES. Under the College’s leadership, SAGES com- tion officer Thomas Knab, our departments were pleted its third year as a pilot program and prepared able to extend these searches throughout the world, for full implementation in fall 2005.
    [Show full text]
  • Introduction to Astronomy from Darkness to Blazing Glory
    Introduction to Astronomy From Darkness to Blazing Glory Published by JAS Educational Publications Copyright Pending 2010 JAS Educational Publications All rights reserved. Including the right of reproduction in whole or in part in any form. Second Edition Author: Jeffrey Wright Scott Photographs and Diagrams: Credit NASA, Jet Propulsion Laboratory, USGS, NOAA, Aames Research Center JAS Educational Publications 2601 Oakdale Road, H2 P.O. Box 197 Modesto California 95355 1-888-586-6252 Website: http://.Introastro.com Printing by Minuteman Press, Berkley, California ISBN 978-0-9827200-0-4 1 Introduction to Astronomy From Darkness to Blazing Glory The moon Titan is in the forefront with the moon Tethys behind it. These are two of many of Saturn’s moons Credit: Cassini Imaging Team, ISS, JPL, ESA, NASA 2 Introduction to Astronomy Contents in Brief Chapter 1: Astronomy Basics: Pages 1 – 6 Workbook Pages 1 - 2 Chapter 2: Time: Pages 7 - 10 Workbook Pages 3 - 4 Chapter 3: Solar System Overview: Pages 11 - 14 Workbook Pages 5 - 8 Chapter 4: Our Sun: Pages 15 - 20 Workbook Pages 9 - 16 Chapter 5: The Terrestrial Planets: Page 21 - 39 Workbook Pages 17 - 36 Mercury: Pages 22 - 23 Venus: Pages 24 - 25 Earth: Pages 25 - 34 Mars: Pages 34 - 39 Chapter 6: Outer, Dwarf and Exoplanets Pages: 41-54 Workbook Pages 37 - 48 Jupiter: Pages 41 - 42 Saturn: Pages 42 - 44 Uranus: Pages 44 - 45 Neptune: Pages 45 - 46 Dwarf Planets, Plutoids and Exoplanets: Pages 47 -54 3 Chapter 7: The Moons: Pages: 55 - 66 Workbook Pages 49 - 56 Chapter 8: Rocks and Ice:
    [Show full text]
  • Rev 06/2018 ASTRONOMY EXAM CONTENT OUTLINE the Following
    ASTRONOMY EXAM INFORMATION CREDIT RECOMMENDATIONS This exam was developed to enable schools to award The American Council on Education’s College credit to students for knowledge equivalent to that learned Credit Recommendation Service (ACE CREDIT) by students taking the course. This examination includes has evaluated the DSST test development history of the Science of Astronomy, Astrophysics, process and content of this exam. It has made the Celestial Systems, the Science of Light, Planetary following recommendations: Systems, Nature and Evolution of the Sun and Stars, Galaxies and the Universe. Area or Course Equivalent: Astronomy Level: 3 Lower Level Baccalaureate The exam contains 100 questions to be answered in 2 Amount of Credit: 3 Semester Hours hours. Some of these are pretest questions that will not Minimum Score: 400 be scored. Source: www.acenet.edu Form Codes: SQ500, SR500 EXAM CONTENT OUTLINE The following is an outline of the content areas covered in the examination. The approximate percentage of the examination devoted to each content area is also noted. I. Introduction to the Science of Astronomy – 5% a. Nature and methods of science b. Applications of scientific thinking c. History of early astronomy II. Astrophysics - 15% a. Kepler’s laws and orbits b. Newtonian physics and gravity c. Relativity III. Celestial Systems – 10% a. Celestial motions b. Earth and the Moon c. Seasons, calendar and time keeping IV. The Science of Light – 15% a. The electromagnetic spectrum b. Telescopes and the measurement of light c. Spectroscopy d. Blackbody radiation V. Planetary Systems: Our Solar System and Others– 20% a. Contents of our solar system b.
    [Show full text]
  • The Formation of Brown Dwarfs 459
    Whitworth et al.: The Formation of Brown Dwarfs 459 The Formation of Brown Dwarfs: Theory Anthony Whitworth Cardiff University Matthew R. Bate University of Exeter Åke Nordlund University of Copenhagen Bo Reipurth University of Hawaii Hans Zinnecker Astrophysikalisches Institut, Potsdam We review five mechanisms for forming brown dwarfs: (1) turbulent fragmentation of molec- ular clouds, producing very-low-mass prestellar cores by shock compression; (2) collapse and fragmentation of more massive prestellar cores; (3) disk fragmentation; (4) premature ejection of protostellar embryos from their natal cores; and (5) photoerosion of pre-existing cores over- run by HII regions. These mechanisms are not mutually exclusive. Their relative importance probably depends on environment, and should be judged by their ability to reproduce the brown dwarf IMF, the distribution and kinematics of newly formed brown dwarfs, the binary statis- tics of brown dwarfs, the ability of brown dwarfs to retain disks, and hence their ability to sustain accretion and outflows. This will require more sophisticated numerical modeling than is presently possible, in particular more realistic initial conditions and more realistic treatments of radiation transport, angular momentum transport, and magnetic fields. We discuss the mini- mum mass for brown dwarfs, and how brown dwarfs should be distinguished from planets. 1. INTRODUCTION form a smooth continuum with those of low-mass H-burn- ing stars. Understanding how brown dwarfs form is there- The existence of brown dwarfs was first proposed on the- fore the key to understanding what determines the minimum oretical grounds by Kumar (1963) and Hayashi and Nakano mass for star formation. In section 3 we review the basic (1963).
    [Show full text]
  • Dwarf Planet Ceres
    Dwarf Planet Ceres drishtiias.com/printpdf/dwarf-planet-ceres Why in News As per the data collected by NASA’s Dawn spacecraft, dwarf planet Ceres reportedly has salty water underground. Dawn (2007-18) was a mission to the two most massive bodies in the main asteroid belt - Vesta and Ceres. Key Points 1/3 Latest Findings: The scientists have given Ceres the status of an “ocean world” as it has a big reservoir of salty water underneath its frigid surface. This has led to an increased interest of scientists that the dwarf planet was maybe habitable or has the potential to be. Ocean Worlds is a term for ‘Water in the Solar System and Beyond’. The salty water originated in a brine reservoir spread hundreds of miles and about 40 km beneath the surface of the Ceres. Further, there is an evidence that Ceres remains geologically active with cryovolcanism - volcanoes oozing icy material. Instead of molten rock, cryovolcanoes or salty-mud volcanoes release frigid, salty water sometimes mixed with mud. Subsurface Oceans on other Celestial Bodies: Jupiter’s moon Europa, Saturn’s moon Enceladus, Neptune’s moon Triton, and the dwarf planet Pluto. This provides scientists a means to understand the history of the solar system. Ceres: It is the largest object in the asteroid belt between Mars and Jupiter. It was the first member of the asteroid belt to be discovered when Giuseppe Piazzi spotted it in 1801. It is the only dwarf planet located in the inner solar system (includes planets Mercury, Venus, Earth and Mars). Scientists classified it as a dwarf planet in 2006.
    [Show full text]
  • Planetarian Index
    Planetarian Cumulative Index 1972 – 2008 Vol. 1, #1 through Vol. 37, #3 John Mosley [email protected] The PLANETARIAN (ISSN 0090-3213) is published quarterly by the International Planetarium Society under the auspices of the Publications Committee. ©International Planetarium Society, Inc. From the Compiler I compiled the first edition of this index 25 years ago after a frustrating search to find an article that I knew existed and that I really needed. It was a long search without even annual indices to help. By the time I found it, I had run across a dozen other articles that I’d forgotten about but was glad to see again. It was clear that there are a lot of good articles buried in back issues, but that without some sort of index they’d stay lost. I had recently bought an Apple II computer and was receptive to projects that would let me become more familiar with its word processing program. A cumulative index seemed a reasonable project that would be instructive while not consuming too much time. Hah! I did learn some useful solutions to word-processing problems I hadn’t previously known exist, but it certainly did consume more time than I’d imagined by a factor of a dozen or so. You too have probably reached the point where you’ve invested so much time in a project that it’s psychologically easier to finish it than admit defeat. That’s how the first index came to be, and that’s why I’ve kept it up to date.
    [Show full text]
  • Elements of Astronomy and Cosmology Outline 1
    ELEMENTS OF ASTRONOMY AND COSMOLOGY OUTLINE 1. The Solar System The Four Inner Planets The Asteroid Belt The Giant Planets The Kuiper Belt 2. The Milky Way Galaxy Neighborhood of the Solar System Exoplanets Star Terminology 3. The Early Universe Twentieth Century Progress Recent Progress 4. Observation Telescopes Ground-Based Telescopes Space-Based Telescopes Exploration of Space 1 – The Solar System The Solar System - 4.6 billion years old - Planet formation lasted 100s millions years - Four rocky planets (Mercury Venus, Earth and Mars) - Four gas giants (Jupiter, Saturn, Uranus and Neptune) Figure 2-2: Schematics of the Solar System The Solar System - Asteroid belt (meteorites) - Kuiper belt (comets) Figure 2-3: Circular orbits of the planets in the solar system The Sun - Contains mostly hydrogen and helium plasma - Sustained nuclear fusion - Temperatures ~ 15 million K - Elements up to Fe form - Is some 5 billion years old - Will last another 5 billion years Figure 2-4: Photo of the sun showing highly textured plasma, dark sunspots, bright active regions, coronal mass ejections at the surface and the sun’s atmosphere. The Sun - Dynamo effect - Magnetic storms - 11-year cycle - Solar wind (energetic protons) Figure 2-5: Close up of dark spots on the sun surface Probe Sent to Observe the Sun - Distance Sun-Earth = 1 AU - 1 AU = 150 million km - Light from the Sun takes 8 minutes to reach Earth - The solar wind takes 4 days to reach Earth Figure 5-11: Space probe used to monitor the sun Venus - Brightest planet at night - 0.7 AU from the
    [Show full text]
  • The Rings and Inner Moons of Uranus and Neptune: Recent Advances and Open Questions
    Workshop on the Study of the Ice Giant Planets (2014) 2031.pdf THE RINGS AND INNER MOONS OF URANUS AND NEPTUNE: RECENT ADVANCES AND OPEN QUESTIONS. Mark R. Showalter1, 1SETI Institute (189 Bernardo Avenue, Mountain View, CA 94043, mshowal- [email protected]! ). The legacy of the Voyager mission still dominates patterns or “modes” seem to require ongoing perturba- our knowledge of the Uranus and Neptune ring-moon tions. It has long been hypothesized that numerous systems. That legacy includes the first clear images of small, unseen ring-moons are responsible, just as the nine narrow, dense Uranian rings and of the ring- Ophelia and Cordelia “shepherd” ring ε. However, arcs of Neptune. Voyager’s cameras also first revealed none of the missing moons were seen by Voyager, sug- eleven small, inner moons at Uranus and six at Nep- gesting that they must be quite small. Furthermore, the tune. The interplay between these rings and moons absence of moons in most of the gaps of Saturn’s rings, continues to raise fundamental dynamical questions; after a decade-long search by Cassini’s cameras, sug- each moon and each ring contributes a piece of the gests that confinement mechanisms other than shep- story of how these systems formed and evolved. herding might be viable. However, the details of these Nevertheless, Earth-based observations have pro- processes are unknown. vided and continue to provide invaluable new insights The outermost µ ring of Uranus shares its orbit into the behavior of these systems. Our most detailed with the tiny moon Mab. Keck and Hubble images knowledge of the rings’ geometry has come from spanning the visual and near-infrared reveal that this Earth-based stellar occultations; one fortuitous stellar ring is distinctly blue, unlike any other ring in the solar alignment revealed the moon Larissa well before Voy- system except one—Saturn’s E ring.
    [Show full text]
  • THE PENNY MOON and QUARTER EARTH School Adapted from a Physics Forum Activity At
    ~ LPI EDUCATION/PUBLIC OUTREACH SCIENCE ACTIVITIES ~ Ages: 5th grade – high THE PENNY MOON AND QUARTER EARTH school Adapted from a Physics Forum activity at: http://www.phvsicsforums.com/ Duration: 10 minutes OVERVIEW — The students will use a penny and a quarter to model the Moon’s rotation on its axis and Materials: revolution around the Earth, and demonstrate that the Moon keeps the same face toward One penny and one the Earth. quarter per pair of students OBJECTIVE — Overhead projector, or The students will: elmo, or video Demonstrate the motion of the Moon’s rotation and revolution. projector Compare what we would see of the Moon if it did not rotate to what we see when its period of rotation is the same as its orbital period. Projected image of student overhead BEFORE YOU START: Do not introduce this topic along with the reason for lunar phases; students may become confused and assume that the Moon’s rotation is related to its phases. Prepare to show the student overhead projected for the class to see. ACTIVITY — 1. Ask your students to describe which parts of the Moon they see. Does the Moon turn? Can we see its far side? Allow time for your students to discuss this and share their opinions. 2. Hand out the pennies and quarters so that each pair of students has both. Tell the students that they will be creating a model of the Earth and Moon. Which object is Earth? [the quarter] Which one is the Moon? [the penny] 3. Turn on the projected student overhead.
    [Show full text]
  • Chapter 11 SOLAR RADIO EMISSION W
    Chapter 11 SOLAR RADIO EMISSION W. R. Barron E. W. Cliver J. P. Cronin D. A. Guidice Since the first detection of solar radio noise in 1942, If the frequency f is in cycles per second, the wavelength radio observations of the sun have contributed significantly X in meters, the temperature T in degrees Kelvin, the ve- to our evolving understanding of solar structure and pro- locity of light c in meters per second, and Boltzmann's cesses. The now classic texts of Zheleznyakov [1964] and constant k in joules per degree Kelvin, then Bf is in W Kundu [1965] summarized the first two decades of solar m 2Hz 1sr1. Values of temperatures Tb calculated from radio observations. Recent monographs have been presented Equation (1 1. 1)are referred to as equivalent blackbody tem- by Kruger [1979] and Kundu and Gergely [1980]. perature or as brightness temperature defined as the tem- In Chapter I the basic phenomenological aspects of the perature of a blackbody that would produce the observed sun, its active regions, and solar flares are presented. This radiance at the specified frequency. chapter will focus on the three components of solar radio The radiant power received per unit area in a given emission: the basic (or minimum) component, the slowly frequency band is called the power flux density (irradiance varying component from active regions, and the transient per bandwidth) and is strictly defined as the integral of Bf,d component from flare bursts. between the limits f and f + Af, where Qs is the solid angle Different regions of the sun are observed at different subtended by the source.
    [Show full text]
  • Astronomy Today 8Th Edition Chaisson/Mcmillan Chapter 16
    Lecture Outlines Chapter 16 Astronomy Today 8th Edition Chaisson/McMillan © 2014 Pearson Education, Inc. Chapter 16 The Sun © 2014 Pearson Education, Inc. Units of Chapter 16 16.1 Physical Properties of the Sun 16.2 The Solar Interior Discovery 16.1 Eavesdropping on the Sun 16.3 The Sun’s Atmosphere 16.4 Solar Magnetism 16.5 The Active Sun Discovery 16.2 Solar–Terrestrial Relations © 2014 Pearson Education, Inc. Units of Chapter 16 (cont.) 16.6 The Heart of the Sun More Precisely 16.1 Fundamental Forces More Precisely 16.2 Energy Generation in the Proton– Proton Chain 16.7 Observations of Solar Neutrinos © 2014 Pearson Education, Inc. 16.1 Physical Properties of the Sun Radius: 700,000 km Mass: 2.0 × 1030 kg Density: 1400 kg/m3 Rotation: Differential; period about a month Surface temperature: 5800 K Apparent surface of Sun is photosphere © 2014 Pearson Education, Inc. 16.1 Physical Properties of the Sun This is a filtered image of the Sun showing sunspots, the sharp edge of the Sun due to the thin photosphere, and the corona. © 2014 Pearson Education, Inc. 16.1 Physical Properties of the Sun Interior structure of the Sun: Outer layers are not to scale The core is where nuclear fusion takes place © 2014 Pearson Education, Inc. 16.1 Physical Properties of the Sun Luminosity—total energy radiated by the Sun— can be calculated from the fraction of that energy that reaches Earth. Solar constant—amount of Sun's energy reaching Earth—is 1400 W/m2. Total luminosity is about 4 × 1026 W—the equivalent of 10 billion 1-megaton nuclear bombs per second.
    [Show full text]