Earth Systems. Warm-up (9-8-14) Determine the independent and dependent variables, as well as the...

Earth Systems

Warm-up (9-8-14)

• Determine the independent and dependent variables, as well as the control group, experimental group, and the constants in the following scenario.– Tim just started a new landscaping company. He decides to test how

well his lawn mower works to see if he needs a new one. He rents three high powered mowers from the store and tests them along with his current mower on the same size lawns.

• Earth Systems:– What do you find most interesting about the solar system?– Do you think that various phenomena in space impact or affect us here

on Earth? Why / Why Not?

Warm-up (9-9-14)

• Are we the only solar system in our galaxy?• How do you think astronomers could go about

finding other solar systems?

Outline for the day

• Objectives• Why do I care?• Physical Science Review• The Sun and the Solar System• Walking Notes

Objectives

• Explain the structure of the sun and its energy source

• Describe the effects of sunspots, solar wind, and magnetic storms on Earth and Explain the role of Earth’s magnetic field.

Why do I care?

• Phenomena occurring on the sun impacts us here on Earth

• Fusion (the process inside the sun) is the most common source of energy in the universe and it provides the basis of Earth’s energy through fusion reactions in the Sun

• Different types of telescopes have given us data about the universe, galaxy, and solar system.

Introduction

• The Cosmos• https://www.youtube.com/watch?v=onvSeBS

6nLM• (34 min)• During the video, you need to write down 5

questions / thoughts you have.• After the video: Write a quick summary of the

most interesting topic presented in this video.

Warm-up (9-10-14)

• What is in the center of the sun?• Is the sun’s energy made up of light or heat?

Outline

• Objectives• Physical Science Review• The Solar System and the Sun

Physical Science Review

• What are the four states of matter?– Solid– Liquid– Gas– Plasma

• Were cultures without technology able to have astronomical observations?– Yes! Think about the Mayans

The Sun and the Solar system

• http://www.glencoe.com/sites/common_assets/science/virtual_labs/E28/E28.swf

Warm-up (9-11-14)

• Which planet do you think is the most interesting, and why?

Outline

• Objectives• The Solar System and the Sun

Objectives

• To explore the planets of the solar system• To learn interesting facts about each planet

The Sun and the Solar system

• http://www.glencoe.com/sites/common_assets/science/virtual_labs/E28/E28.swf

Warm-up (9-12-14)

• What was the most interesting fact that you learned about the planets yesterday?

• Why did you choose the planet that you did for your planet project?

Outline

• Objectives• The Solar System and the Sun Quick notes• NASA current events!

Objectives

• To discover basic facts about the solar system• To discover and explore current space news

General Notes on the Planets

• Solar system is made of 8 planets and other objects that orbit the Sun

• The orbits are elliptical, so a planet’s distance from the Sun will vary.

• Movement of a planet around the Sun is the revolution

• The spin of a planet on its axis is its rotation

General Notes on Planets

• Venus and Uranus display retrograde motion, meaning they rotate clockwise instead of counter clockwise

• Uranus is tilted on its side with its axis nearly parallel to the plane of its orbit.

• Four planets closest to the sun are the inner planets (Mercury, Venus, Earth, Mars)

• There is an asteroid belt in between the orbits of Mars and Jupiter

• The planets beyond the asteroid belt are the outer planets

NASA Current Event

• Solar Flare http://www.nasa.gov/content/goddard/significant-flare-surges-off-the-sun/index.html

• Curiosity Update• http://www.nasa.gov/press/2014/september/

nasa-s-mars-curiosity-rover-arrives-at-martian-mountain/index.html#.VBIRrcJdWSo

Current Event Assignment

• Read the handout carefully and ask if you have any questions!

Warm-up (9-15-14)

• Why is the mission on Mars so important to us?

• Based on evidence, do you think that the predictions that there will be human missions to Mars in the 2030s is accurate?

Outline

• Objectives• Scale Solar System project

Objectives

• To create a scale model of each individual planet

• To learn new and interesting facts about each planet

• To create a scale model of the solar system and the planets’ distance from the sun.

Warm-up (9-16-14)

• What do you think are some differences between the inner and outer planets?

• What separates the inner planets from the outer planets?

Outline

Objectives

Figuring out the Scale

Planet Actual Diameter (km) Scaled Diameter (cm)

Mercury 4,880

Venus 12,100

Earth 12,800

Mars 6,800

Jupiter 142,000

Saturn 120,000

Uranus 51,200

Neptune 48,600

Sun 1,392,000

You may need to use your information from the metric system (your notes) to help you figure this out

Figuring out the ScalePlanet Distance from Sun

(AU)Distance to planet (kilometers)

Scale distance from Sun (cm)

Mercury 0.39 58,000,000

Venus 0.72 108,000,000

Earth 1.00 150,000,000

Mars 1.52 228,000,000

Jupiter 5.20 778,000,000

Saturn 9.54 1,430,000,000

Uranus 19.2 2,870,000,000

Neptune 30.1 4,500,000,000

Sun (a star) 0 - -

If we used diameter scale for distance scale….

• What would happen?• Would some planets even be in this room?

Scale of the Solar System

• http://www.exploratorium.edu/ronh/solar_system/

• Calculate the distances into feet so we can do our outside demonstration!!

Inner vs. Outer Planets

• Inner Planets– Mercury, Venus, Earth, and Mars– Relatively small, composed mostly of rock, have few

or no moons• Outer Planets

– Jupiter, Saturn, Uranus, Neptune, Pluto(dwarf planet)

– Mostly huge, mostly gaseous, ringed, and have many moons

• Pluto is an exception, it is small, rocky, and has 4 moons

Warm-up (9-17-14)

• What did you learn about the scaled distances of the planets from the sun?

• What would happen if we used the same scale for diameter that we did for orbit distance?

Outline

Objectives

As distance from sun increases, temperature………….

Density of the Planets

Extras• • JPL Solar System Simulator: A Web-based activity providing students

an opportunity to change a variety of variables to observe the current position of the planets of the solar system from different angles and perspectives.

• http://space.jpl.nasa.gov/

• • SOHO: Observe a near real-time view of the Sun using data from the SOHO spacecraft.

• http://sohowww.nascom.nasa.gov/data/realtime/hmi_igr/512 /

• • JPL KIDS: A Web site containing a wealth of fun games and activities dealing with the solar system.

• http://www.jpl.nasa.gov/kids/index.cfm

Assignment Work Time

• We will be working on the paper mache portion of our projects first. Make sure that you are keeping in mind the scale of your planet. After you finish working on making your planet, you will be allowed to work on your powerpoint and research for your project and presentation.

Warm-up (9-18-14)

• Why do we use models in science?• How does making a model help us get a better

understanding of our solar system?

Outline

Objectives

Warm-up (9-22-14)

• What do you think of when you hear the term galaxy?

• Do you think our galaxy is the only galaxy in the universe?

Outline

Objectives

Warm-up (9-23-14)

• Which planets have rings?• Which planet is closer to us, Neptune or

Mercury?

Outline

Objectives

Warm-up (9-24-14)

• What is a terrestrial planet?

Outline

Objectives

Warm-up (9-25-14)

• Explain what you have learned about the solar system by working on the projects that we have been doing this week.

Outline

Objectives

Warm-up (9-26-14)

• Explain what an atmosphere is?

• Why do you think having an atmosphere is important?

Outline

• Objectives• Scale Solar System project presentations

Objectives

• To present interesting facts about each planet.• To learn new and interesting facts about each

planet

Warm-up (9-29-14)

• How are the inner planets alike?• How are the Jovian planets different from

Earth?

Outline

• Objectives• Scale Solar System project presentations

Objectives

• To present interesting facts about each planet.• To learn new and interesting facts about each

planet

Presentations

• You are being graded on the rubric.• Take a minute to read it. Ask questions if you

have any. Take responsibility for your grade!

EXIT CHAPTER

27CHAPTER

27.1 The Inner Planets

27.2 The Outer Planets

27.3 Planetary Satellites

27.4 Solar-System Debris

CHAPTER OUTLINECHAPTER OUTLINE

The Planets and the Solar System

Warm- up (9-30-14)

• How does the structure of the solar system impact the function of it?

Outline

• Objectives• Planet Presentations• Stars

Objectives

• To demonstrate knowledge of the planets by presenting detailed information on each planet

Warm- up (10-1-14)

• What are some of the characteristics of planetary moons?

• What other objects are part of the solar system?

Outline

• Objectives• Notes• Review Game

Objectives

• To review knowledge from part of the solar system unit, to refresh the information.

CHAPTER HOME

The planets are grouped by position as inner or

outer, and by properties as terrestrial or Jovian.

CHAPTER

SECTION OUTLINESECTION OUTLINE

VOCABULARY

The inner planets are Mercury, Venus, Earth, and

Mars. They are all terrestrial: they have rocky crusts,

dense mantle layers, and very dense cores.

27.1 The Inner Planets27 The Planets and the Solar System

Mercury Venus Earth Mars

Asteroid Belt

The Inner Planets

inner planets

outer planets

CHAPTER HOME

The Jovian, or outer, planets are large, consist

mostly of gases, and are surrounded by ring

systems and many moons. They are Jupiter, Saturn,

Uranus, and Neptune.

CHAPTER

SECTION OUTLINESECTION OUTLINEPluto is too small to be a Jovian planet and not dense

enough to be a terrestrial planet.

27.2 The Outer Planets27 The Planets and the Solar System

Asteroid Belt

Jupiter Saturn Uranus Neptune

The Outer Planets

CHAPTER HOME

A planetary satellite or moon is a smaller body that

revolves around a planet. Except for Venus and

Mercury, each planet has at least one satellite.

CHAPTER

Jupiter’s four largest moons, Io, Europa, Ganymede,

and Callisto, have yielded some surprising

discoveries, such as ice covering Europa and

volcanoes on Io.

27.3 Planetary Satellites27 The Planets and the Solar System

Galilean Satellites of Jupiter

Io Europa Ganymede Callisto

CHAPTER HOME

A planetary satellite or moon is a smaller body that

revolves around a planet. Except for Venus and

Mercury, each planet has at least one satellite.

CHAPTER

Jupiter’s four largest moons, Io, Europa, Ganymede,

and Callisto, have yielded some surprising

discoveries, such as ice covering Europa and

volcanoes on Io.

27.3 Planetary Satellites27 The Planets and the Solar System

The Cassini-Huygens expedition has returned a

wealth of new information on Saturn’s moons,

especially Titan.

CHAPTER HOME

The solar system also includes debris such as

comets, asteroids, and meteoroids.

CHAPTER

VOCABULARY 27.4 Solar-System Debris27 The Planets and the Solar System

Haley’s Comet

Asteroid 243 Ida

asteroid

meteor

meteorite

meteor shower

CHAPTER HOME

The solar system also includes debris such as

comets, asteroids, and meteoroids.

CHAPTER

VOCABULARY

An impact crater is a bowl-shaped depression that

remains after a meteoroid or other debris strikes a

planet or moon.

27.4 Solar-System Debris27 The Planets and the Solar System

Meteorites are meteoroids that survive the trip

through Earth’s atmosphere.

asteroid

meteor

meteorite

meteor shower

CHAPTER HOME

The sun is enormous compared to Earth. Its surface

temperature is about 5500°C; its interior is even

hotter.

CHAPTER

SECTION OUTLINE

VOCABULARY

The sun’s energy is the result of the conversion of

hydrogen to helium in nuclear fusion. The mass that

does not convert to helium is not lost, but becomes

energy.

26.1 The Sun’s Size, Heat, and Structure

26 The Sun and the Solar System

4 Hydrogen nuclei (protons)

1 Helium nucleus

energy

2 protons 2 neutrons

Fusion of Hydrogen to Helium

fusion

plasma

photosphere

chromosphere

corona

sunspot

solar wind

aurora

CHAPTER HOMECHAPTER

VOCABULARY

The photosphere, chromosphere, and corona are

layers of the sun’s atmosphere.

Granules, solar

prominences, sunspots, and solar flares appear on

the sun’s surface.

Corona (1,000,000°C)

Core (15,600,000°C)

Chromosphere (20,000°C)

Photosphere (6,000°C)

Radiative zone (8,000,000°C)

Convection zone (1,500,000°C)

Solar prominence

Sunspots (3,500°C)

fusion

plasma

photosphere

chromosphere

corona

sunspot

solar wind

aurora

SECTION OUTLINE

CHAPTER HOMECHAPTER

VOCABULARY

The photosphere, chromosphere, and corona are

layers of the sun’s atmosphere.

Granules, solar

prominences, sunspots, and solar flares appear on

the sun’s surface.

The solar wind is a stream of charged particles from

the sun’s corona. Some solar events, such as solar

flares or coronal holes, cause changes in the solar

wind that can affect Earth.

fusion

plasma

photosphere

chromosphere

corona

sunspot

solar wind

aurora

SECTION OUTLINE

CHAPTER HOME

Ptolemy proposed a geocentric, or earth-centered,

solar system to explain planetary motion.

CHAPTER

SECTION OUTLINE

VOCABULARY

Nicolaus Copernicus proposed a heliocentric system,

in which the planets orbit the sun. This model

explained the retrograde motion of planets better

than the geocentric model.

26.2 Observing the Solar System: A History

Retrograde motion of Mars

East West

Aug. July

Dec.Jan.Feb.March

AprilMay

geocentric

heliocentric

gravitation

CHAPTER HOMECHAPTER

SECTION OUTLINE

VOCABULARY26.2 Observing the Solar System: A History

Johannes Kepler used Tycho Brahe’s data to develop three laws that explained the motions of the planets.

June 15th

July 15th

January 15th

December 15th

(30 days) (30 days)

Equal areas

Earth’s orbit

KEPLER’S EQUAL AREA LAW states that a line connecting Earth to the sun will pass over equal areas of space in equal times. Because Earth’s orbit is elliptical, Earth moves faster when it is nearer to the sun.

geocentric

heliocentric

gravitation

CHAPTER HOMECHAPTER

SECTION OUTLINE

VOCABULARY26.2 Observing the Solar System: A History

Johannes Kepler used Tycho Brahe’s data to develop three laws that explained the motions of the planets.

Isaac Newton developed the universal law of

gravitation, which helped explain the motions of

planets in the solar system.

geocentric

heliocentric

gravitation

Warm- up (10-2-14)

• Write down everything you can think of about the solar system and the sun that you have learned so far.

Outline

• Objectives• Quiz

Objectives

• To demonstrate knowledge of the solar system by taking the solar system quiz

RETROGRADE MOTION

• http://www.youtube.com/watch?v=kQ3nEVY4AIk&list=PLAuJGYL6VYK9IP3_u5gFj5i7M4ewomOTM&index=4

• Granules of the sun• http://

www.youtube.com/watch?v=W_Scoj4HqCQ

Warm- up (10-3-14)

• What are some things you are still curious about as far as the solar system?

Outline

• Objectives• NASA Current Event

Objectives

• To gain understanding of current events in space by looking at and evaluating articles on NASA’s website.

NASA Current Event

• Get out your current event assignment description sheet from a few weeks ago. Please read the article and complete your assignment.

• http://www.nasa.gov/press/2014/september/nasa-telescopes-find-clear-skies-and-water-vapor-on-exoplanet/index.html#.VCht6yhR-0s

• Remember that you need to use complete sentences.• A brief summary is more than one or two sentences, but it

is also not repeating the entire article in different words. Simply give me an idea of what the article was about with a few key, important details.

Warm- up (10-6-14)

• Explain the article from the NASA current event.

• What did you think of the article?• Is there anything you can suggest to NASA

about the article?

Outline

• Objectives• Facts about the planets I want you to know!• Atmospheres of Planets

Objectives

• To determine specific facts about individual planets and their satellites

Mercury

• Planet nearest the sun• Shortest orbital period (88 Earth Days)• Smallest planet• Has a magnetic field about 1% as strong as Earth• Heavily cratered (similar to Earth’s moon)

– Mercury’s most abundant landform• Also has smooth surfaces – may have been

formed by lava flowing out of cracks in Mercury’s surface

Mercury

• Turns on its axis every 59 days• Daytime temperatures 400 degrees C

– What does this do to the particles above the surface?

• Night temperatures -200 degrees C• Weak gravity = no atmosphere

• Earth’s Sister– Similar diameter, mass, gravity

• Weak or nonexistent magnetic field• Rotates from east to west• Rotates slowly on axis, 243 days• Orbits sun in 225 days

– One day is longer than one year on Venus• Thick pale yellow clouds in atmosphere• Surface has volcanic features, faulting, and impact craters• 80% of surface is covered with lava

• Not sure if volcanic activity is still going on• Oldest crust is 800 million years old• Dense atmosphere

– Mostly carbon dioxide with a little nitrogen– Acts like greenhouse = surface temps 475 degrees

C– Sulfuric acid = yellow clouds

• Surface atmospheric pressure is 90 times greater than on Earth

• 687 days to orbit the sun• Diameter is half of Earth’s• Gravity is 2/5 that of Earth’s • Weak magnetic field• Similar axis tilt to Earth

– 4 seasons similar to Earth• Year is twice as long as Earth year (what does this do to

the seasons?)• Thin atmosphere

– 95% Carbon dioxide and 5% nitrogen and argon

• Thin atmosphere, so pressure is less than 1% that of Earth

• Polar ice caps – most likely water ice covered by frozen CO2

• Temperature difference between poles and soil = strong winds and swirling dust storms

• Largest volcano = Olympus Mons– Not related to plate motions

• Valles Marineris – canyon system as long as US• What happened to the water that once covered the

surface of Mars?

Jupiter

• Takes 11.9 years to orbit the sun• Rotates faster than any other planet (about 10 hours)• Largest planet – more than twice total mass of all other

planets combined• Strongest magnetic field• Interaction between solar wind and magnetic field causes

auroras• Jupiter radiates 2x as much heat into space compared to

what it receives– May come from original heat of formation and from contraction

due to gravity

Jupiter

• Great Red Spot– One of several spots– Photos indicate spots might be calm areas rotating

slowly in violent atmosphere• No thick, dense clouds• High temperatures and pressures in upper

atmosphere• Deep atmosphere is convective• What does this mean?

Saturn

• 30 Earth years to complete one orbit• Turns on its axis about every 10 hours• Colored zones and belts – areas of rising and sinking gas• Fewer belts than Jupiter• Lowest density – it could float!• Has source of internal heat – radiates out more heat

than it receives• Weaker magnetic field than Jupiter but stronger than

Earth• Rings are made of ice with some rock – remains of

asteroids, comets, small moons crushed by gravity

Uranus

• 84 years to complete one orbit• Average surface temp. is -200 degrees C• Turns on axis once every 17.2 hours• Axis of rotation is parallel to orbital plane

– It is tipped on its side!– Why did this happen?

• Magnetic field is present but is not tipped on its side– Difference is 60 degrees– Difference causes magnetic field to trace spiral pattern in

solar wind as planet rotates• Turquoise color due to methane gas

Neptune

• Rotates on axis 16.1 hours and takes 165 years to orbit sun

• Magnetic axis is tipped 47 degrees compared to axis of rotation– Also offset from the planet’s center– Scientists think motions of conductive material (maybe

water) generate the magnetic field• Harsh winds 2000 km/hr• Atmosphere is mostly hydrogen, some helium, and

small amount of methane

Neptune and Pluto

• Neptune and Pluto cross orbital paths, meaning they switch being closer to the sun

• Pluto is smaller than seven of the solar system’s moons, even Earth’s moon!

• Pluto has a moon Charon that is about half it’s size

Warm- up (10-7-14)

• What is the difference between a meteorite and a meteoroid?

• What is a meteor compared to a meteoroid?

Outline

• Objectives• Planet Notes• Lab Notebook Setup• Impact craters

Objectives

• To determine how impact craters are formed

Warm- up (10-8-14)

• Explain what you know about impact craters.

• How can you apply what you know to different planets in the solar system, or even to our moon?

Outline

• Objectives• Solar System Video ?

Objectives

• To learn more information about the formation of the solar system and about stars

Lab Notebook Setup

• Number the pages front and back, starting on the very first page as number 1

• First 4 pages are Table of contents• On page 5 is where we will start!• http://

barstowhomeworkboard.pbworks.com/w/file/fetch/48631545/crater%20table%20for%20lab.pdf

p. 5 Impact Craters

• Use the sand in the box to create impact craters• Design your experiment!• Find different size rocks and pebbles outside to

test to see what impact craters they will make– You may use the materials I have as well

• Use a toothpick to measure the depth (use a marker to mark the depth if you need to)

• Use a ruler to measure the diameter• Compare the size of the crater to the object

• Hypothesis:

• Data: (Make a table!!!)– Draw pictures– Write down observations

– Extension Section!

• Conclusion:

• What would happen if you changed the angle of impact?

Solar System Video

• https://www.youtube.com/watch?v=QfOF0bRBFJ4

Warm- up (10-9-14)

• Explain what you learned from the lab yesterday.

• What new information about impact craters did you learn?

Outline

• Objectives• Impact Crater Lab• Solar System Video• Stars

Objectives

• To learn more information about the formation of the solar system and about stars

Solar System Video

• https://www.youtube.com/watch?v=QfOF0bRBFJ4

Warm- up (10-10-14)

• Explain what you think parallax means.

Outline

• Objectives• NASA Current Event

Objectives

• To discover and investigate current events in Space news by reading and summarizing articles on NASA’s website

Stars!

• What is light?– Electromagnetic radiation

• Energy that travels in waves• 300,000 km/s – speed of light

– Electromagnetic spectrum• Arrangement of various types of electromagnetic

radiation

– Stars emit wide range of wavelengths

• Constellations: groups of stars– Typically named after mythology– 88 visible constellations– Not natural groupings– Varying distances from Earth– Apparent regular movement across our sky is

caused by Earth’s motions• Rotation and revolution

– Position changes with the seasons

Apparent Magnitude

• Measure of how bright a star appears to be to an observer on Earth

• Lower the magnitude number, the brighter the star is

• Faintest stars that are visible are sixth-magnitude stars

• Each magnitude differs from the next by a factor of 2.5– First magnitude star is about 2.5 times brighter than a

second magnitude star

Distance

• Astronomical Unit (AU) – average distance between the Earth and the sun– 150 million kilometers

• Nearest star to Earth is Proxima Centauri but is still more than 2.5 kilometers away if the Earth and Sun were dots 1 cm apart

• Light Year – distance that a ray of light travels in one year– 9.5 trillion kilometers

• Proxima Centauri is about 4.2 light years away from Earth

• Parallax – change in object’s direction due to a change in observer’s position– at different times of the year a nearby star doesn’t seem to be in

exactly the same position against the backdrop of stars

Parallax

• Hold your arm out in front of you with a thumbs up.

• Switch closing one eye and then the other.

Pick your Current Event!

• Go onto NASA’s website• Pick which article you want to read• Make sure that the name of the article is at

the top of your page that you are going to turn in!

Warm up

• What are some of the future trends that can be predicted by knowing the Earth’s past?– HINT: Think about temperature and climate, ocean

currents, even landscape.

Paper mache

• http://www.craftyhomeschoolmama.com/2013/01/the-ultimate-paper-mache-solar-system.html

Warm- up (10-20-14)

• Which planet is the largest in our solar system?

• What is the difference between a solar system and a universe?

Outline

• Objectives• Solar System Test Review

Objectives

• To review for the Solar System Test

Warm- up (10-21-14)

• Write down everything you can remember about the solar system unit.– Think about how the solar system formed, how

the planets are able to stay in their orbits, terrestrial planets vs. jovian planets, stars, constellations, parallax

Outline

• Objectives

Objectives

• Demonstrate knowledge of the Solar System by completing the Solar System Test

Earth Systems. Warm-up (9-8-14) Determine the independent and dependent variables, as well as the...

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