DIY Mini Solar System Walk

Total Page：16

File Type：pdf, Size：1020Kb

DIY Solar System Walk When exploring the solar system, we have to start with 2 main ideas--- the planets and the incredible space between them. What is a planet? We have 8 planets in our solar system—Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. To be a planet, an object has to meet all 3 of the points below: 1. Be round 2. Orbit the sun 3. Be the biggest object in your orbit. The Earth is a planet. The moon is not a planet because it orbits the Earth not the sun. Pluto is not a planet because it fails #3. On its trip around the sun, it crosses paths with the planet Neptune. The two won’t hit, but Neptune is much bigger than Pluto. Distances in the Solar System Everything in the solar system is very far apart. The Earth is 93 million miles from the Sun. If you traveled 65 miles per hour, it would take 59, 615 days to get there. Instead of using miles, astronomers measure distances in Astronomical Units (AU). 1 AU = 93 million miles, the distance between the Earth and the Sun. It’s really hard to imagine how far apart things are in space. To help understand these distances, we can make a scale model. In our solar system model, you are going to measure distances using your own steps. Directions: Start at your picture of the sun. For each planet, count your steps following the chart. Then place your picture of the planet at that spot. 1 step = 12 million miles Planet Steps Total Steps from Sun Mercury 3 3 Venus 2.5 5.5 Earth 2 7.5 Mars 4 11.5 Asteroid Belt 9 20.5 Jupiter 19 39.5 Saturn 33 72.5 Uranus 73.5 140 Neptune 83.3 229 Pluto 72 301 Math problem! To figure out how far away each planet is from the sun, multiple the last column by 12 million. For the Earth: 7.5 x 12 million = 90 million miles. Our model is close, but not perfect. That is ok. Translations done by Alyssa Leinani Lozi, a student of Ka Haka 'Ula O Ke'elikōlani Research done by Alexis Ann Acohido Mahalo Leinani and Alexis!.

Copy Link

Recommended publications

The Solar System
5 The Solar System R. Lynne Jones, Steven R. Chesley, Paul A. Abell, Michael E. Brown, Josef Durech,ˇ Yanga R. Fernández,Alan W. Harris, Matt J. Holman, Zeljkoˇ Ivezić,R. Jedicke, Mikko Kaasalainen, Nathan A. Kaib, Zoran Kneˇzević,Andrea Milani, Alex Parker, Stephen T. Ridgway, David E. Trilling, Bojan Vrˇsnak LSST will provide huge advances in our knowledge of millions of astronomical objects “close to home’”– the small bodies in our Solar System. Previous studies of these small bodies have led to dramatic changes in our understanding of the process of planet formation and evolution, and the relationship between our Solar System and other systems. Beyond providing asteroid targets for space missions or igniting popular interest in observing a new comet or learning about a new distant icy dwarf planet, these small bodies also serve as large populations of “test particles,” recording the dynamical history of the giant planets, revealing the nature of the Solar System impactor population over time, and illustrating the size distributions of planetesimals, which were the building blocks of planets. In this chapter, a brief introduction to the different populations of small bodies in the Solar System (§ 5.1) is followed by a summary of the number of objects of each population that LSST is expected to find (§ 5.2). Some of the Solar System science that LSST will address is presented through the rest of the chapter, starting with the insights into planetary formation and evolution gained through the small body population orbital distributions (§ 5.3). The effects of collisional evolution in the Main Belt and Kuiper Belt are discussed in the next two sections, along with the implications for the determination of the size distribution in the Main Belt (§ 5.4) and possibilities for identifying wide binaries and understanding the environment in the early outer Solar System in § 5.5.
[Show full text]
Meeting Program
A A S MEETING PROGRAM 211TH MEETING OF THE AMERICAN ASTRONOMICAL SOCIETY WITH THE HIGH ENERGY ASTROPHYSICS DIVISION (HEAD) AND THE HISTORICAL ASTRONOMY DIVISION (HAD) 7-11 JANUARY 2008 AUSTIN, TX All scientific session will be held at the: Austin Convention Center COUNCIL .......................... 2 500 East Cesar Chavez St. Austin, TX 78701 EXHIBITS ........................... 4 FURTHER IN GRATITUDE INFORMATION ............... 6 AAS Paper Sorters SCHEDULE ....................... 7 Rachel Akeson, David Bartlett, Elizabeth Barton, SUNDAY ........................17 Joan Centrella, Jun Cui, Susana Deustua, Tapasi Ghosh, Jennifer Grier, Joe Hahn, Hugh Harris, MONDAY .......................21 Chryssa Kouveliotou, John Martin, Kevin Marvel, Kristen Menou, Brian Patten, Robert Quimby, Chris Springob, Joe Tenn, Dirk Terrell, Dave TUESDAY .......................25 Thompson, Liese van Zee, and Amy Winebarger WEDNESDAY ................77 We would like to thank the THURSDAY ................. 143 following sponsors: FRIDAY ......................... 203 Elsevier Northrop Grumman SATURDAY .................. 241 Lockheed Martin The TABASGO Foundation AUTHOR INDEX ........ 242 AAS COUNCIL J. Craig Wheeler Univ. of Texas President (6/2006-6/2008) John P. Huchra Harvard-Smithsonian, President-Elect CfA (6/2007-6/2008) Paul Vanden Bout NRAO Vice-President (6/2005-6/2008) Robert W. O’Connell Univ. of Virginia Vice-President (6/2006-6/2009) Lee W. Hartman Univ. of Michigan Vice-President (6/2007-6/2010) John Graham CIW Secretary (6/2004-6/2010) OFFICERS Hervey (Peter) STScI Treasurer Stockman (6/2005-6/2008) Timothy F. Slater Univ. of Arizona Education Officer (6/2006-6/2009) Mike A’Hearn Univ. of Maryland Pub. Board Chair (6/2005-6/2008) Kevin Marvel AAS Executive Officer (6/2006-Present) Gary J. Ferland Univ. of Kentucky (6/2007-6/2008) Suzanne Hawley Univ.
[Show full text]
Planetary Scale What Patterns Do I Find in Comparing Planet Sizes and the Distances Between Them?
TEACHER’S GUIDE Planetary Scale What patterns do I find in comparing planet sizes and the distances between them? GRADES 6–8 Earth & Space INQUIRY-BASED Science Planetary Scale Earth & Space Grade Level/ 6–8/Earth and Space Science Content Lesson Summary In this lesson, students analyze and interpret data to make a scale drawing of the solar system. Estimated Time 2, 45-minute class periods Materials Various sizes of round objects, pencils, meter sticks, rulers, compasses, calculators, art materials, Observation Form, Assessment Form, journal Secondary The Planets: Planet Facts Resources Exploratorium: Build a Solar System Keith’s Think Zone: Solar System Scale Model Calculator NGSS Connection MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in a solar system. Learning Objectives • Students will create a scale model of the solar system. • Students will compare different scale models to determine the most appropriate scale model for their school/classroom. • Students will analyze data to determine patterns in planet sizes and distances between them. What patterns do I find in comparing planet sizes and the distances between them? Our solar system is vast. The size of the planets and distances between them is great. It is difficult to compare the planets and gain an understanding of the scale of the solar system. Scientists often use scale models and drawings to make it easier to compare the sizes of and distance within the solar system. These models and drawings do not offer exact replicas of objects in space. They do help scientists gain a general idea of key characteristics, such as the distance between Earth and Mars or how large Jupiter is compared to Mercury.
[Show full text]
Abstracts of Extreme Solar Systems 4 (Reykjavik, Iceland)
Abstracts of Extreme Solar Systems 4 (Reykjavik, Iceland) American Astronomical Society August, 2019 100 — New Discoveries scope (JWST), as well as other large ground-based and space-based telescopes coming online in the next 100.01 — Review of TESS’s First Year Survey and two decades. Future Plans The status of the TESS mission as it completes its first year of survey operations in July 2019 will bere- George Ricker1 viewed. The opportunities enabled by TESS’s unique 1 Kavli Institute, MIT (Cambridge, Massachusetts, United States) lunar-resonant orbit for an extended mission lasting more than a decade will also be presented. Successfully launched in April 2018, NASA’s Tran- siting Exoplanet Survey Satellite (TESS) is well on its way to discovering thousands of exoplanets in orbit 100.02 — The Gemini Planet Imager Exoplanet Sur- around the brightest stars in the sky. During its ini- vey: Giant Planet and Brown Dwarf Demographics tial two-year survey mission, TESS will monitor more from 10-100 AU than 200,000 bright stars in the solar neighborhood at Eric Nielsen1; Robert De Rosa1; Bruce Macintosh1; a two minute cadence for drops in brightness caused Jason Wang2; Jean-Baptiste Ruffio1; Eugene Chiang3; by planetary transits. This first-ever spaceborne all- Mark Marley4; Didier Saumon5; Dmitry Savransky6; sky transit survey is identifying planets ranging in Daniel Fabrycky7; Quinn Konopacky8; Jennifer size from Earth-sized to gas giants, orbiting a wide Patience9; Vanessa Bailey10 variety of host stars, from cool M dwarfs to hot O/B 1 KIPAC, Stanford University (Stanford, California, United States) giants. 2 Jet Propulsion Laboratory, California Institute of Technology TESS stars are typically 30–100 times brighter than (Pasadena, California, United States) those surveyed by the Kepler satellite; thus, TESS 3 Astronomy, California Institute of Technology (Pasadena, Califor- planets are proving far easier to characterize with nia, United States) follow-up observations than those from prior mis- 4 Astronomy, U.C.
[Show full text]
Cosmic Collisions” Planetarium Show
“Cosmic Collisions” Planetarium Show Theme: A Tour of the Universe within the context of “Things Colliding with Other Things” The educational value of NASM Theater programming is that the stunning visual images displayed engage the interest and desire to learn in students of all ages. The programs do not substitute for an in-depth learning experience, but they do facilitate learning and provide a framework for additional study elaborations, both as part of the Museum visit and afterward. See the “Alignment with Standards” table for details regarding how Cosmic Collisions and its associated classroom extensions meet specific national standards of learning (SoL’s). Cosmic Collisions takes its audience on a tour of the Universe, from the very small (nuclear fusion processes powering our Sun) to the very large (galaxies), all in the context of the role “collisions” have in the overall scheme of things. Since the concept of large-scale collisions engages the attention of most learners of any age, Cosmic Collisions can be the starting point of a broader learning experience. What you will see in the Cosmic Collisions program: • Meteors (“shooting stars”) – fragments of a comet colliding with Earth’s atmosphere • The Impact Theory of the formation of the Moon • Collisions between hydrogen atoms in solar interior, resulting in nuclear fusion • Charged particles in the Solar Wind creating an aurora display when they hit Earth’s atmosphere • The very large impact that “killed the dinosaurs” • Future impact risk?!? – Perhaps flying a spaceship alongside would deflect enough… • Stellar collisions within a globular cluster • The Milky Way and Andromeda galaxies collide Learning Elaboration While Visiting the National Air and Space Museum Thousands of books and articles have been written about astronomy, but a good starting point is the many books and related materials available at the Museum Store in each NASM building.
[Show full text]
Modeling the Solar System
Modeling the Solar System About These Lessons: This series of lessons for science and mathematics classes (grades 3-12) looks at the planets in our solar system in a variety of different ways, beginning with astronomical modeling of orbits and sizes, then geologic modeling of planetary interiors, and concluding with biological evaluation of what makes planets livable by various creatures. While the first two are familiar classroom activities, the latter two are new approaches to our solar system that provide new insights. Most of the lessons are presented at two grade levels, basically 3-8 and 8-12. This is based mainly on student mathematics training. Most lessons need multiplication and division, but some use algebra and geometry as real world applications for high school math teachers. 1) Modeling Orbits in the Solar System. This lesson models the orbital distances between the planets and shows that the solar system is mostly empty space. 2) Modeling Sizes of Planets. This lesson compares the relative sizes of the planets to those of familiar fruits and vegetables. It also uses size to calculate density and planet composition. 3) Looking Inside Planets. This lesson involves modeling the interior structures of the planets and shows that the solid cores of the gas giants are similar in size to the Earth or Venus. 4) Search for A Habitable Planet. This lesson looks at the characteristics of planets that make them livable, their temperature, and compositions of atmosphere and surface instead of size or orbit. Solar System Activities Draft 10/21/03 ARES NASA Johnson Space Center 1 Resources: The following resources are available free or at low cost from NASA or some of its partners in planetary exploration and education.
[Show full text]
Virtual Discovery Kit
Virtual Discovery Kit. Space Exploration. Pictured: Astronaut Nicholas Patrick performing maintenance on the International Space Station. grpm.org Space, the final frontier! Discover what we know about outer space as well as how astronauts and astronomers explore this infinite universe. Explore the artifacts and specimens in the GRPM digital Collections at https://www.grpmcollections.org/Detail/occurrences/349 then have fun with these activities. What is Space? Outer space begins past the Earth’s protective layer of gasses, called the atmosphere. It may seem like it is just dark and empty, but outer space is not empty at all! There are actually many objects in space, including galaxies, planets, moons and stars. The word astronomers use for these objects that occur naturally outside of Earth’s atmosphere is “celestial body.” DID YOU KNOW? • There are 8 planets in our solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. • Jupiter has 79 moons! Four of them are so big, they can be seen from Earth with a pair of binoculars. • The sun is a yellow dwarf star. Its temperature is more than 9000°F. References: • https://spaceplace.nasa.gov/story-whats-in-space/en/ • https://www.esa.int/kids/en/learn/Our_Universe/Story_of_the_Universe/What_is_space Space Vocabulary • What is an orbit? The motion of an object traveling in a regular, repeating path around another object in space. • What is our solar system? It includes the sun and all other objects that orbit it--including planets, moons and asteroids. • What is a planet? A planet is a celestial body that is spherical, or round, in shape that orbits a star.
[Show full text]
Observational Constraints on Planet Nine: Astrometry of Pluto and Other
Observational Constraints on Planet Nine : Astrometry of Pluto and Other Trans-Neptunian Objects Matthew J. Holman and Matthew J. Payne Harvard-Smithsonian Center for Astrophysics, 60 Garden St., MS 51, Cambridge, MA 02138, USA [email protected], [email protected], [email protected] ABSTRACT We use astrometry of Pluto and other TNOs to constrain the sky location, distance, and mass of the possible additional planet (Planet Nine ) hypothesized by Batygin and Brown (2016). We find that over broad regions of the sky the inclusion of a massive, distant planet degrades the fits to the observations. However, in other regions, the fits are significantly improved by the addition of such a planet. Our best fits suggest a planet that is either more massive or closer than argued for by Batygin and Brown (2016) based on the orbital distribution of distant trans-neptunian objects (or by Fienga et al. (2016) based on range measured to the Cassini spacecraft). The trend to favor larger and closer perturbing planets is driven by the residuals to the astrometry of Pluto, remeasured from photographic plates using modern stellar catalogs (Buie and Folkner 2015), which show a clear trend in declination, over the course of two decades, that drive a preference for large perturbations. Although this trend may be the result of systematic errors of unknown origin in the observations, a possible resolution is that the declination trend may be due to perturbations from a body, additional to Planet Nine , that is closer to Pluto, but less massive than, Planet Nine . Subject headings: astrometry; ephemerides; Pluto; Kuiper belt 1.
[Show full text]
LESSONS from the FIELD Contributing Authors
National Aeronautics and Space Administration Space Science Is for Everyone: Creating and Using Accessible Resources in Educational Settings LESSONS FROM THE FIELD Contributing Authors Name Discipline Organization Troy Cline E/PO Professional NASA/Sun-Earth Connection Education Forum Cliff Cockerham Formal Educator Metro Nashville Public Schools Jobi Cook Informal Educator North Carolina Space Grant Larry Cooper Scientist NASA Headquarters Wanda Diaz-Merced Scientist and Educator Boston Teachers Residence, Shirohisa Ikeda Project Kathryn Guimond E/PO Professional SERCH Broker/Facilitator , College of Charleston Cynthia Hall E/PO Professional SERCH Broker/Facilitator, College of Charleston Nancy Hendrix Formal Educator Jessieville Middle School Gail Henrich Formal Educator Norfolk Public Schools David Hurd Scientist and Educator Edinboro University of Pennsylvania Robin Hurd Parent Advocate AAC Core Concepts Darlene Jones Informal Educator Imagination Station Science Museum Starr Jordan Informal Educator Lowcountry Hall of Science and Math Rick Olney Formal Educator Hunley Park Elementary School Carol Olney Formal Educator Lambs Elementary School Julia Olsen Formal Educator University of Arizona Don Pierce Educator Administrator Lakeside Middle School Amy Reaves-Smith Formal Educator Borroughs-Mollette Elementary, Glynn County Schools Cassandra Runyon Scientist and E/PO Professional SERCH Broker/Facilitator, College of Charleston Jodi Sandler Evaluator Lesley University Simon Steel Scientist and E/PO Professional Harvard-Smithsonian Center for Astrophysics Nan Vollette Formal Educator Homeschool Specialist Nancy Wootten Formal Educator Water Valley High School 2 Space Science Is for Everyone: Lessons from the Field Editors: Cassandra Runyon, Ph.D. Director, Southeast Regional Clearinghouse (SERCH) College of Charleston Cynthia Hall, M.A. Curriculum Coordinator, SERCH College of Charleston Christy Heitger Center for Partnerships to Improve Education College of Charleston Lisa Gonzales, M.F.A.
[Show full text]
Three in One: the Model of Sun–Earth–Moon
SHS Web of Conferences 26, 01116 (2016) DOI: 10.1051/shsconf/20162601116 ER PA201 5 Three in one: The model of Sun−Earth−Moon İbrahim Ünal1a and İlda Özdemir2 1İnönü University, Faculty of Education, Science Education Department, Malatya, 44280, TURKEY 2Ahi Evran University, Faculty of Education, Science Education Department, Kırşehir, 40100, TURKEY Abstract. The purpose of this study is to develop a Sun-Earth-Moon model which will be used in describing fundamental topics of astronomy, hardly understood correctly because of their three dimensional and complicated nature. Abstract and complex frame of science is the most significant obstacle against comprehension of scientific topics. Students have difficulties in explaining the meaning of the events that they cannot see, hear and touch, and they cannot relate the events and the information they have. So concepts must be supported with material for quality in science education. In this study, a model has been developed to make it easier to describe the real and the apparent motions of the Sun-Earth-Moon system and the results of these motions, a topic within the scope of Astronomy, which has been taught to senior undergraduate students of Science Education Programs, followed in the Faculty of Education in İnönü University. Our Sun-Earth-Moon model is a more complicated and detailed model than previous ones in terms of explaining single setting topics such as eclipses, seasons, night-day cycle and moon phases and in addition, having many features such as orbital and axial inclinations, axial rotation and orbital motion at the same time. As a result of a literature review, this study has showed that the previous models aren’t as comprehensive and well-equipped as our model in terms of the features in ours.
[Show full text]
The Pan-STARRS Synthetic Solar System Model: a Tool for Testing and Efficiency Determination of the Moving Object Processing System
The Pan-STARRS Synthetic Solar System Model: A tool for testing and efficiency determination of the Moving Object Processing System Tommy Grav Department of Physics and Astronomy, Johns Hopkins University [email protected] Robert Jedicke Institute for Astronomy, University of Hawaii [email protected] Larry Denneau Institute for Astronomy, University of Hawaii [email protected] Steve Chesley Jet Propulsion Laboratory, California Institute of Technology [email protected] Matthew J. Holman Harvard-Smithsonian Center for Astrophysics [email protected] Timothy B. Spahr Harvard-Smithsonian Center for Astrophysics [email protected] March 27, 2008 Submitted to Icarus. Manuscript: 76 pages, with 2 tables and 23 figures. Corresponding author: Tommy Grav Department of Physics and Astronomy Johns Hopkins University 3400 N. Charles St. Baltimore, MD 21218 Phone: (410) 516-7683 Email: [email protected] 2 Abstract We present here the Pan-STARRS Moving Object Processing System (MOPS) Synthetic Solar System Model (S3M), the first ever attempt at building a com- prehensive flux-limited model of the small bodies in the solar system. The model is made up of synthetic populations of near-Earth objects (NEOs with a sub-population of Earth impactors), the main belt asteroids (MBAs), Trojans of all planets from Venus through Neptune, Centaurs, trans-neptunian objects (classical, resonant and scattered TNOs), long period comets (LPCs), and in- terstellar comets (ICs). All of these populations are complete to a minimum of V = 24:5, corresponding to approximately the expected limiting magnitude for Pan-STARRS'sability to detect moving objects. The only exception to this rule are the NEOs, which are complete to H = 25 (corresponding to objects of about 50 meter in diameter).
[Show full text]
10 Easy Steps to Teaching the Solar System
LER 198 LER 1980 THE SOLAR SYGRADESST 3-5 E 0 TOTO TEACTEAC™ HINHINGG TOTO TEACHTEACH™ IINN The Solar System 10 Easy Steps to Teaching the Solar System can be a blast with 10 Easy Steps! Each 10 Easy Steps teacher's guide has everything you need to teach your science units from start to finish. In the spirit of the National Science T Education Standards, the experiments and activities in this book eaching promote scientific inquiry to investigate a question, communicate findings, and connect learning to real-world experiences. Developed by educators, this 102-page book also includes: ™ THE SOLAR SYSTE • Complete Ł • Learning Ł Lesson Plans Center Ł • Hands-on Activities Activities •Resources &Ł •Vocabulary Ł Extension Ideas Cards M Build your classroom's science collection with these fine products from Learning Resources®: LER 1975 Ł LER 1976 Ł LER 1977 Ł LER 1978 Ł LER 1979 Ł Learning Resour 10 Easy Steps Ł 10 Easy Steps Ł 10 Easy Steps Ł 10 Easy Steps to 10 Easy Steps to to Teaching™ Ł to Teaching™ Ł to Teaching™ Teaching™ the Human Teaching™ Magnets & Weather, Gr. 3-5 Insects, Gr. K-2 Dinosaurs, Gr. K-2 Body, Gr. K-2 Electricity, Gr. 3-5 UDES US - RY TO INCL - ces, The step-by-ste For a dealer near you, call: Find more quality science Ł (847) 573-8400 (U.S. & Int’l) products at our Web site: DYBULA Inc. 64 (800) 222-3909 (U.S. & Canada) teacher s guiCARDSd +44 (0)1553 762276 (U.K. & Europe) ' REA VOCA Written by: Michelle Robinette, Ed.S.
[Show full text]