4Th Grade: Sun, Moon, and Earth Unit Assessment Study Guide

Total Page:16

File Type:pdf, Size:1020Kb

4Th Grade: Sun, Moon, and Earth Unit Assessment Study Guide Name: __________________ Teacher: __________________ Test Date: ___________________________ 4th Grade: Sun, Moon, and Earth Unit Assessment Study Guide Vocabulary: Solar System: A group of objects that revolve around a single star. Sun: The central (and only) star in our solar system. The Earth and all other planets revolve around it. Moon: Earth’s only natural satellite. Made up of solid rock and has no atmosphere. It does NOT have the ability to create light. Instead, we see light reflected from the Sun. Earth: The only planet in our solar system that can support life. It has a solid core and a breathable atmosphere. Revolve: When one object moves around another larger object. Orbit: The ACTUAL path the object travels on when it revolves. Rotate: To spin around on a fixed point. Axis: An imaginary line going through an object around which it turns. Reflect: To bounce off light. Apparent Motion: The way an object appears, or seems, to move across our sky. Phases of the Moon: the shape of the Moon that is lit up and can be seen from Earth. Natural satellite: an object that orbits another object naturally. Sun: o The central (and only) star in our solar system. The Earth and all other planets revolve around it. o The closest star to Earth (93,000,000 miles away) o Very large – the Sun’s diameter is 110 times larger than Earth’s (meaning that 110 Earths could fit across the surface of the Sun) o Gaseous: full of hot gas o Solid sphere o Spherical: in the shape of a sphere or ball o Stays in place (has no orbit) o CANNOT support life o Has the ability to create its own light o Appears to move in a predictable pattern across our sky (night /day) o Appears to rise in the east and set in the west - Actually caused by Earth’s rotation (spinning on its axis) Moon: o Appears to rise in the east, and set in the west - Actually caused by Earth’s rotation (spinning on its axis) o Has a predictable pattern across our sky o The closest object to Earth. o Has NO atmosphere o Cannot support life o Does not produce its own light- light is a reflection of the Sun’s rays o Solid sphere o Spherical: in the shape of a sphere or ball o Rotates on its axis . Rotation: a single turn around something on its axis or a fixed point, spinning. Axis: an imaginary line through the center of an object around which that object turns o Natural satellite of the Earth – orbits around the Earth o Small in comparison to the Earth - ¼ the diameter of Earth (four Moons could fit across the surface of the Earth) o The Moon is the closest object to the Earth Phases of the Moon: the shape of the Moon that is lit up and can be seen from Earth. New Moon: The sun lights the side of the moon facing away from Earth. The side of the moon that faces Earth is dark. Waxing Crescent: You see a sliver on the right side of the moon. 1st Quarter: You see half of the lighted side of the moon (on the right). Waxing Gibbous: The moon continues to wax (get bigger). The moon is called Gibbous and is almost completely full (light on the right). Full Moon: You see the whole lighted side of the moon. Waning Gibbous: The fraction of the lighted side of the moon that you see gets smaller each day (light on the left now). 3rd Quarter: You can see half of the moon’s lighted side (on the left). Waning Crescent: You see a crescent/sliver again (on the left). Waxing = growing Waning = shrinking Earth: o The only planet in our solar system that can support life o Solid sphere o Spherical: in the shape of a sphere or ball o Surface is covered by almost 75% water o Breathable atmosphere o Cannot produce its own light – reflects light from the Sun o Orbits the Sun – Natural satellite of the Sun o Rotates (spins) on its own axis **Study Tip: Try drawing a Venn diagram of the Sun, Moon, and Earth to compare and contrast each of their properties. Use your notes and study guide to help you. Sun Moon Earth Apparent Motion: o Caused by the Earth’s rotation on its axis, as well as its yearly revolution around the Sun. o The Sun and Moon both appear to rise in the east and set in the west daily. o The Sun appears to rise higher in the sky during summer months and lower in the sky during winter months. Seasons: When it is summer in the northern hemisphere, it is winter in the southern hemisphere. The steeper the angle of the sun’s rays, the warmer the weather. When the sunlight strikes the hemisphere at low angles, the Earth is experiencing colder weather. The Sun appears to rise highest in the sky during summer and lowest in the sky during winter. Day and Night: How long does one complete rotation of Earth take? 24 hours The side of Earth facing the Sun is experiencing day The side of Earth facing away from the Sun is experiencing night The turning, or rotation of Earth, moving into and out of the Sun’s light causes Earth’s cycle of day and night. Sample Questions ** Study Tip: Try answering the following questions –WITHOUT USING YOUR NOTES to see if you are ready for the test. Use the key below to help check your answers. 1. It is 11:45 pm in Michigan, what object is possible for you to see in the sky? a. The Sun b. The Moon c. The Sun & the Moon d. None of the above Rank the following objects in order from smallest to largest. Use the following words: a. Moon b. Sun c. Earth 2. _________ 3. _________ 4. _________ 5. In what direction does the Moon travel around the Earth? a. Counterclockwise b. Clockwise 6. About how long does it take for the Moon to complete one revolution around Earth? a. 24 hours b. 28 days c. 365 ¼ days d. 365 days 7. At what phase can you see the entire illuminated side of the Moon? a. Full Moon b. Third/Last Quarter c. Waning Crescent d. New Moon 8. Based on what you know about moon phases and the picture below, select the phase you predict you would observe next. Current Phase Predicted Next Phase a. new moon b. last quarter c. first quarter 9. The Sun appears to rise in the _____________ and set in the _____________. a. north, south b. south, north c. west, east d. east, west 10. The Sun appears highest across our sky during which season? a. spring b. summer c. fall d. winter SAMPLE QUESTIONS KEY: 1.B 2.A 3.C 4.B 5.A 6.B 7.A 8.C 9.D 10.B .
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]