reCorDing lunar PhaSeS over tiMeimages.pcmac.org/SiSFiles/Schools/AL/ElmoreCounty/...A. winter B. spring C. fall D. summer 13 The Sun appears to rise latest and set earliest during

reCorDing lunar PhaSeS over tiMe4

STC Unit: Researching the Sun-Earth-Moon System Lesson 4

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Directions Record the date of your lunar observation on the side of each box. Draw the phase of the Moon for that day. The first one is done as an example. Use Table 4.1 in your Student Guide to help you decide when the Moon is visible in the sky. Indicate whether you are making direct observations of the Moon or are using a newspaper or computer (for example, use Starry Night Enthusiast™ or the Internet). If you used both direct observations and a newspaper or computer, check both boxes.

Direct observations of the Moon Newspaper or computer-aided observations

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Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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time of Day

Shadow length

analyzing ShaDoW Data2.1


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Directions Complete Table 1. Then use the data in Table 1 to complete the graph.

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Table 1 Shadow Length

Graph 1 Shadow Length Over Time

Time of Day

Shad

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STC Unit: Researching the Sun-Earth-Moon System

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NAME DATE CLASS

Planning Sheet B2.2

Lesson 2

Purpose:

How does ________________________________ affect __________________________________?

hypothesis:

Materials i will use:

Controlled variable:

Procedures:

independent variable:

Dependent variable:

What i will measure:

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Planning Sheet a2.2


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Question i am trying to answer:

How does ________________________________ affect __________________________________?

What i think will happen:

Materials i will use:

What i will keep the same:

Procedures i will follow:

What i will change:

What i will look for:

What i will measure:

NAME DATE CLASS

Lesson 2

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graPhing the Sun’S Path in Winter anD SuMMer

2.2


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Directions Complete Table 1. Then use the data in Table 1 to complete the graph.

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1 2 3 4 5 6 7 8 9

Winter

Summer

Table 1 Light Distance

Graph 1 Motion of Light

1 2 3 4 5 6 7 8 9

Shadows

light height (cm)

Shadow Number

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cm)

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Key: Winter Shadows Summer Shadows

SunriSe, SunSet, anD Solar noon Data for Different latituDeS

3.3a


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Directions Record your group’s assigned location and its longitude and latitude. For each given date, record the seasonal sunrise and sunset times at that location in Table 1. Also record the compass direction (NE, E, SE, S, SW, W, NW, N) from which the Sun rises and sets. Record the Sun’s altitude (angle of separation) at sunrise, sunset, and solar noon and the time of day of solar noon for each date.

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Date Sunrise Solar noon Sunsettotal hours of Daylight (hrs., mins.)

time Compass Direction

altitude (degrees)


altitude (degrees)


altitude (degrees)

March 21

June 21

September 21

December 21

Table 1 Sunrise, Solar Noon, and Sunset Data

Location: ___________________________________________

Longitude: ________________ Latitude: _________________

NAME DATE CLASS

graPhing SunriSe, SunSet, anD Solar noon Data for Different latituDeS

3.3b


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Directions Record your group’s assigned location and its longitude and latitude. Then use the information from Table 1 on Student Sheet 3.3a to plot the Sun’s altitude (angle of separation) at sunrise, sunset, and solar noon for each date. Write the time of sunrise, solar noon, and sunset next to each point you plot. Connect the three points of each date with an arc (curved line). Use a different color for each date’s data points. Remember to complete the color key.

Location: ___________________________________________

Longitude: ________________ Latitude: _________________

Graph 1 Sunrise, Solar Noon, and Sunset for Different Seasons

time (hours)

1 A.M. 6 A.M. 12 Noon

12 Midnight

6 P.M.

alt

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)

NAME DATE CLASS

Key: March June September December

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revieW: leSSonS 1–33


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Directions Read each question. Write or mark the letter of the correct answer.

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What does NASA stand for?

A. Natural Air and Space Administration B. National Air and Sky Administration C. Normal Aviation and Star Advisors D. National Aeronautics and Space Administration

1

People of early civilizations (140 AD) believed that ________ was the center of the universe. A. Earth B. the Moon C. the Sun D. Jupiter

2

The Sun is _________ in diameter than Earth.

A. no wider B. 10 times wider C. 52 times wider D. 109 times wider

3

The Moon is about _________ Earth diameters away from Earth.

A. 3 B. 30 C. 300 D. 3000

4

What approximate fraction of Earth’s size is the Moon?

A. 1⁄4 B. 1⁄2 C. 1⁄3 D. 1⁄8

5

Earth’s orbit around the Sun takes_______.

A. 1 day B. 1 week C. 1 month D. 1 year

6

(continued)

NAME DATE CLASS

Part A

revieW: leSSonS 1–3 (ContinueD)3


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Earth’s rotation on its axis takes _______.


7

The time it takes for the Moon to revolve around Earth is approximately _______.


8

The Moon appears about the same size as the Sun because it is_______ times smaller than the Sun and about _______ times closer. (Pick one answer.)

A. 4 B. 40 C. 400 D. 4000

9

Compared to the summer, shadows in the winter in the Northern Hemisphere are generally _______.

A. longer B. shorter C. about the same

10

The main reason for the seasons on Earth is the _______.

A. changing distance between Earth and the SunB. tilt of Earth’s axisC. Moon’s phasesD. tilt of the Moon’s axis

11

The apparent motion of the Sun is that it rises in the _______ and sets in the _______. A. north, south B. east, west C. west, east D. south, north

12

(continued)

NAME DATE CLASS



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The Sun appears higher in the sky during _______.

A. winter B. spring C. fall D. summer

13

The Sun appears to rise latest and set earliest during _______.


14

When we have summer in the Northern Hemisphere, the Southern Hemisphere is having _______.


15

The North Star is important because it _______.

A. is the brightest star in the northern skyB. is the star over Earth’s North Pole and indicates latitude in the Northern HemisphereC. sends help to people in troubleD. indicates what season we have

16

The equinoxes occur on the first day of (two possible answers) _______.


17

(continued)

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On the equinox there is _______.

A. long day and short nightB. short day and long nightC. about equal day and night

18

The Anasazi were _____.

A. ancient Germans who worshiped the SunB. South Pacific Islanders who used the stars for navigationC. slaves of the Egyptians in the second millennium BCD. early Native Americans who developed a calendar using rocks

19

(continued)

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(continued)

A student looking at the night sky observed a group of stars in the following position:

A few hours later, the student observed the following:

20

What is the most reasonable explanation for these observations?

A. The student was in South America.B. The student was observing different groups of stars earlier and later in the evening.C. The stars turn.D. Earth rotates on its axis.

NAME DATE CLASS

Shadow number length ofWinter Shadow

(cm)

length ofSummer Shadow

(cm)1 27 272 23 193 21 74 19 55 18 46 19 67 21 88 24 189 28 26



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Directions Using the blank grid on the next page, plot the data from Table 3.1. You should have two lines on the graph, one line for summer and one for winter. Be sure to include a title for the graph, a proper scale, a title for each axis, and a key if necessary. Then answer the questions in paragraph form.

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During which season are the shadows shorter? Why?1

Turn your graph upside down. How is the graph like the apparent path of the Sun in the sky in each season?

2

What happens within the Sun-Earth system to create seasons?3

Table 3.1 Shadow Data

Conclusions

NAME DATE CLASS

Part B

(continued)



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NAME DATE CLASS

Title: _____________________________________________________

STC/MS™ EA R T H I N SPA C E 341

AP P E N D I X C

inveStigating the Moon’S refleCteD light

4.1


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Directions How much of the Moon is illuminated by the Sun at each position as the Moon orbits Earth? Color each circle as you complete Inquiry 4.1. Look down at the Moon from all angles, as if you were out in space.

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Sun’s Rays

Earth

NAME DATE CLASS

aSSeSSMent: iDentifying lunar PhaSeS4


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Directions Draw the Sun and Earth on your large sheet of paper. Cut out each photo below. Glue the photos onto your large paper in the appropriate positions around Earth. Pay attention to where the Sun is located. Label each phase.

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MoDeling PhaSeS of the Moon4.2


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Directions How much of the illuminated side of the Moon can you see from Earth as it completes its orbit? Draw your results in each circle.

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Sun’s Rays

Earth

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Moon PhaSe Wheel4.2


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Directions Cut out the triangle and circle windows. Attach this master to Student Sheet 4.2 by placing a brad at the top of the triangle and through the center of the drawing of Earth on Student Sheet 4.2. Turn the windows to show the field of view of the Moon during each phase. As an option, trace the windows that you have cut out onto a paper plate, cut out the windows on the plate, and then attach the plate to Student Sheet 4.2 using a brad.

Field of view window—this window shows what part of the Moon’s illuminated and dark sides can be seen from Earth

Brad

Phase window—this window shows what the Moon would look like from Earth

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Des

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Landing on the moon is tricky. First, since a spacecraft can go as fast as 18,000 miles per hour (29,000 km/hour) on its way to the moon, it needs to slow way down. Then it needs to land gently. That lander has astronauts inside, not crash-test dummies. Easy does it!

touchdown

Materials (per lander)• 1 piece of stiff paper or

cardboard (approximately 4 x 5 in/10 x 13 cm)

• 1 small paper or plastic cup

• 3 index cards (3 x 5 in/8 x 13 cm)

• 2 regular marshmallows• 10 miniature

marshmallows• 3 rubber bands• 8 plastic straws• scissors• tape

BrainstorM and designThink about how to build a spacecraft that can absorb the shock of a landing.

• What kind of shock absorber can you make from these materials that can help soften a landing?

• How will you make sure the lander doesn’t tip over as it falls through the air?

Build1. First, design a shock-absorbing system.

Think springs and cushions.

2. Then, put your spacecraft together. Attach the shock absorbers to the cardboard platform.

3. Finally, add a cabin for the astronauts. Tape the cup to the platform. Put two astronauts (the large marshmallows) in it. (NOTE: The cup has to stay open—no lids!)

What dangers would astronauts face if they landed here?

we challenge You to……design and build a shock-absorbing system that will protect two “astronauts” when they land.

A lander under construction

Answer: hitting a boulder, crater, or hill

a nasa/design squad challenge

test, evaluate, and redesignReady to test? Drop your lander from a height of one foot (30 cm). If the “astronauts” bounce out, figure out ways to improve your design. Study any problems and redesign. For example, if your spacecraft:

• tipsoverasitfallsthroughtheair—Make sure it’s level when you release it. Also check that the cup is centered on the cardboard. Finally, check that the weight is evenly distributed.

• bouncestheastronautsoutofthecup—Add soft pads or change the number or position of the shock absorbers. Also, make the springs less springy so they don’t bounce the astronauts out.

the coolest JoB at nasaWhen people asked Cathy Peddie what she wanted to do when she grew up, she would point at

the sky and say, “I want to work up there!” Now an engineer at NASA, she manages the Lunar Reconnaissance Orbiter (LRO) project. She calls it “the coolest job at NASA.” LRO will orbit the moon for at least a year and collect information to help NASA prepare for having people live and work there. Hear her describe the mission at: learners.gsfc.nasa.gov/mediaviewer/LRO.

Buried alive?The first people who landed on the moon took a big risk. That’s because the moon is covered with a thick layer of fine dust. No one knew how deep or soft this layer was. Would a spacecraft sink out of sight when it landed? Now we know—the layer is firm. In the picture, you can see that Apollo 11’s lander pads sank only about 2 inches (5 cm) into the dust. What a relief! This helped NASA figure out the kinds of shock absorbers and landing systems its spacecraft need.

Only12peoplehaveevervisitedthemoon.But

somedaysoonNASAplanstohaveteamsof

astronautslivingthereforsixmonthsatatime.

Design Squad is produced by WGBH Boston. Design Squad, AS BUILT ON TV, and associated logos are trademarks of WGBH. All rights reserved.

Major funding for Design Squad providedby Additional funding for Design Squadprovidedby

Watch DESIGN SQUAD on PBS or online at pbs.org/designsquad.

Watch the DESIGN SQUAD Super Duck Excursion episode on PBS or online at pbs.org/designsquad

This NASA/Design Squad challenge was produced through the support of the National Aeronautics and Space Administration (NASA).

Check out NASA’s moon missions at moon.msfc.nasa.gov.

For more information about NASA missions and educational programs, visit nasa.gov.

Star PoSter5


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Directions Research your topic for your STAR poster. Then record your research in your science notebook. If you cannot answer a particular question, record other information about your product for that point of the star.

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NAME DATE CLASS

Students’ names: ____________________________________________________________________

geoMetry of eCliPSeS6.2


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Directions Label the full moon (F) and new moon (N) for each position of the Sun-Earth-Moon system. Then answer the following questions:

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Months

Months

MonthsMonths

S

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B

C

D

5

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In which box(es) would Earth cast a shadow on the Moon? Circle the correct letter(s):1

In which box(es) would the Moon cast a shadow on Earth? Circle the correct letter(s):2

Key: N = New Moon F = Full Moon

BOX A BOX B BOX C BOX D

BOX A BOX B BOX C BOX D

earth’S tiDal Bulge7.1a


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Directions Cut out the outer circle below. Then cut out the inner circle so that the tidal bulge fits over the 12-cm Earth globe.

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tiDeS for virginia BeaCh7.1b


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Tides for Virginia Beach: April 2001

Tides and Moonrise/Moonset Times for Virginia Beach: April 2001

0 6 12 18 24 30 36 42 48 54 60 66 72 78 84 90 96 102

0 6 12 18 24 30 36 42 48 54 60 66 72 78 84 90 96 102

5

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} } } } } } } } } } } } } } } } } }

} } } } } } } } } } } } } } } } } }

12 6 A.M.

12 6 A.M.

Mid Noon

Mid Noon

April 3

April 3

April 4

April 4

April 5

April 5

April 6

April 6

Mid Noon

Mid Noon

Mid Noon

Mid Noon

Mid Noon

Mid Noon

Mid

Moo

n Ri

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Moo

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Moo

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12 6 P.M.

12 6 P.M.

12 6 A.M.

12 6 A.M.

12 6 P.M.

12 6 P.M.

12 6 A.M.

12 6 A.M.

12 6 P.M.

12 6 P.M.

12 6 A.M.

12 6 A.M.

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12 6 P.M.

12 6 A .M.

12 6 A.M.

(continued)

Tides and Moon Phases for Virginia Beach: April 2001

tiDeS for virginia BeaCh (ContinueD)


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Spring

First quarter First quarterFull moon Third quarter New moon

Neap Spring

7.1b

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Title: _____________________________________________________


AP P E N D I X C

ColleCting raDiant energy Data8.1


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Directions Record the power of your lightbulb (in watts). Record the amount of time (in seconds) that you will keep the clamp lamp on during each trial. Then complete Table 1. In Graph 1, use your averages to plot the number of seconds the radiometer vane continues to spin at each distance.

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Distance from lightbulb to radiometer (cm)

trial 1 trial 2 trial 3 average

Table 1 Distance Versus Time

Graph 1 Distance vs Time

time (Number of Seconds the Radiometer Continues to Spin After

Turning Off the Clamp Lamp)

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______ watts

______ seconds

tim

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Distance (cm)

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Title: _____________________________________________________


AP P E N D I X C

SCoring ruBriC: aSSeSSing exPeriMental DeSign

8.3


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Points: 3 = excellent 2 = good 1 = fair 0 = not done

Score

total Score:

Designs investigationDid the student include all parts of the experimental design?

follows experimental DesignDid the student carefully execute all steps in the experimental design?

Predicting SkillsDid the student make reasonable predictions, whether they proved right or wrong?

understanding of ConceptsDid the student prove to others that he or she understands the main idea of this investigation?

attitude and CooperationDid the student try his or her best at all times?

Did the student work well in a group, if applicable, and fulfill all responsibilities?

accuracy of recordsWere all of the student’s observations accurate and easy to read?

If applicable, did the student include all components of the data table, title, and units? Did the student accurately graph the data?

Student’s Name: _____________________________________________________________________

traCKing SunSPotS9.2


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Sun-earth-Moon SySteM revieW9


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NAME DATE CLASS

Directions To prepare for the written assessment in Lesson 10, answer the following questions in complete sentences. Reading selections you should review include:

Lesson 1: Scaling the Sun-Earth-Moon System Lesson 3: The Reasons for Seasons Lesson 6: Eclipses Lesson 7: Can Water Fall Up?Lesson 8: Our Sun’s Energy Lesson 9: Space Weather

Why do we experience day and night?1

Define the terms “rotation” and “revolution” as they relate to space science.2

Describe the Moon’s period of rotation and revolution.3

Describe the relative size and distance relationships among the Sun, Earth, and Moon.4

Why can the Moon appear as large as the Sun, even though we know the Moon is much smaller than the Sun?

5

(continued)

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Sun-earth-Moon SySteM revieW (ContinueD)9


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Why do shadows change during the day? You may draw a picture to show changes in shadow length relative to the Sun’s position in the sky.

6

Explain why shadow lengths change throughout the year.7

What causes seasons?8

What factors (other than the one you listed in Question 8) affect how hot or cold it is in any one place on Earth?

9

Looking at the Moon from space, how much of the Moon always receives light from the Sun? Explain your answer.

10

Sketch and label the phases of the Moon.11

(continued)

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Draw a diagram of each eclipse listed below. Make certain to show the lighter and darker portions of the eclipse shadow. Label the Moon, Sun, Earth, umbra, and penumbra, and indicate whether it is a partial or a total eclipse.

12

Why do solar and lunar eclipses occur?13

During which phase of the Moon does a solar eclipse occur? During which phase of the Moon does a lunar eclipse occur?

14

Why don’t we have eclipses every month?15

(continued)

Solar eclipse:

Lunar eclipse:

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Sun-earth-Moon SySteM revieW (ContinueD)9

What is the source of energy for Earth?

How is Earth protected from receiving too much solar radiation?

What can you conclude from your observations of sunspots?

What is space weather? How does it affect Earth, including its space environment?

What causes tides in the oceans? Why are there usually two high tides and two low tides each day?

9 Sun-earth-Moon SySteM revieW (ContinueD)9

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Lesson 9STC Unit: Researching the Sun-Earth-Moon System

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Lesson 10

Sun-earth-Moon aSSeSSMent exPeriMent Sheet

In this part of the assessment, you will analyze an experiment done by a group of students who used a digital thermometer to find how the angle at which light strikes a surface affects the temperature of the surface.

On Student Sheet 10.1a, write a hypothesis about how you think the angle at which light strikes a surface affects the temperature of the surface.

Below is an equipment list and a description of the procedure that the students used in their investigation. Later in the assessment, your teacher will give you a table of the data they collected. Use the information on this sheet and in the data table to complete Student Sheet 10.1a: Sun-Earth-Moon Assessment Analysis Sheet. When you have finished, follow your teacher’s directions for turning in the student sheet and inquiry master.

Materials used1 clamp lamp with reflector with 72-W bulb 1 digital thermometer1 timing device1 protractor1 meterstick7 small squares of black paper1 cup of room-temperature water

ProcedureStudents began by folding the pieces of black paper in half. Students next put the tip of the thermometer in the water for a few seconds, removed it, and dried it off. They then put the tip of the thermometer in a piece of folded paper.

On their lab table, students attached a clamp lamp to one end of a meterstick. They placed the thermometer/paper assembly at the center of the meterstick as shown in Figure A. Students recorded the temperature displayed on the thermometer. They called this the “initial temperature.” They plugged in the clamp lamp and positioned the lamp so that it pointed to the end of the meterstick where the thermometer/paper assembly was located. They recorded the angle of the light as 0 degrees in their data table.

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(continued)

Lesson 10

Sun-earth-Moon aSSeSSMent exPeriMent Sheet (ContinueD)

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Figure A

Figure B

Students turned on the lamp and left it on for two minutes. At the end of the two minutes, they recorded the temperature on the thermometer and turned the light off. They recorded the temperature on the thermometer and called this the “final temperature” in their data table.

Students removed the thermometer from the paper and discarded the paper. They put the tip of the thermometer in the cup of water for a few seconds. They then dried off the thermometer and put its tip back in another piece of folded paper, placed the thermometer/paper assembly at the end of the meterstick, and recorded the initial temperature. Using the protractor, they held the clamp lamp at an angle of 15 degrees above the table (see Figure B), and turned it on. They left the light on for two minutes. At the end of two minutes, students turned off the lamp and recorded the final temperature on the thermometer when the lamp was at an angle of 15 degrees. The students repeated this procedure for every 15 degrees until the lamp was at 90 degrees.

10.1a

NAME DATE CLASS

Lesson 10

Sun-earth-Moon aSSeSSMent analySiS Sheet

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Directions Complete this sheet using the information on Inquiry Master 10.1a Sun-Earth-Moon Assessment Experiment Sheet and Inquiry Master 10.1: Sun-Earth-Moon Assessment Data Sheet.

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EETWrite a hypothesis about how you think changing the angle at which light strikes will affect

the temperature of a surface.

What is the independent variable in this experiment?

What is the dependent variable in this experiment?

What did the students keep constant during the experiment?

Why did the students put the tip of the thermometer in the water before each trial?

Why did the students put the thermometer in a piece of folded paper that had not been previously used each time?

Procedure:

hypothesis:

(continued)

10.1a

NAME DATE CLASS

Lesson 10

Sun-earth-Moon aSSeSSMent analySiS Sheet (ContinueD)

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Data analysis

Conclusion Based on the data table and graph, what can you conclude about the effect of the angle at which light strikes a surface and the temperature change of the surface?

application Explain how the results of this experiment relate to something you have investigated in this unit.

Ask your teacher for a copy of Inquiry Master 10.1: Sun-Earth-Moon Assessment Data Sheet.

Calculate the temperature change for each trial.

Make a graph of the temperature change and angle of incidence on the grid provided. Give the graph a title.

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Graph 1 ____________________________________________

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Sun-earth-Moon aSSeSSMent Data Sheet©

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angle of the light(degrees)

initialtemperature (oC)

finaltemperature (oC)

temperatureChange (oC)

0 20.3 20.4

15 20.2 20.6

30 20.2 20.8

45 20.3 21.4

60 20.3 21.7

75 20.2 22.2

90 20.3 22.5

Table 1 Angle of Light and Temperature Data

10.1

Directions Calculate the temperature change for each trial.

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Sun-earth-Moon Written aSSeSSMent©

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Directions Follow each set of directions. For each question, identify the correct answer and circle it on your answer sheet. Answer Questions 16–20 in complete sentences.

Questions 1–8 Read each question. Circle the letter of the correct answer on your answer sheet.

The main source of energy for Earth is the—

A. WindB. Sun’s radiationC. Moon’s radiationD. Sun’s gravity

1

The Sun is bigger than the Moon, but they appear to be the same size in the sky when you look at them from Earth. Why is that?

A. The Sun is closer to Earth than the Moon. B. The Sun’s light reflects off the Moon, making it look the same size as the Sun.C. The Sun is higher in the sky than the Moon.D. The Moon is closer to Earth than the Sun.

2

Which statement explains why daytime and nighttime occur on Earth?

A. Earth rotates on its axis.B. The Sun rotates on its axis.C. Earth’s axis is tilted.D. Earth orbits the Sun.

3

It is necessary to add a day to the calendar every four years because—

A. The axis of Earth is tilted.B. The gravitational pull of the Sun affects Earth’s orbit.C. The orbit of Earth is not exactly 365 days.D. The Moon crosses the orbit of the Sun every 28 days.

4

The Moon produces no light, and yet it shines at night. Why is this?

A. The Moon reflects light from the Sun.B. The Moon rotates at a very high speed.C. The Moon is covered with a thin layer of ice.D. The Moon has many craters.

5

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Sun-earth-Moon Written aSSeSSMent (ContinueD)

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Which of the following contributes to the cause of ocean tides on Earth?

A. The Moon’s gravitational pullB. WindC. EarthquakesD. All of the above

6

How many degrees is Earth currently tilted on its axis?

A. 42 1/2 degrees B. 14 degreesC. 0 degrees D. 23 1/2 degrees

7

Why does the Sun appear to move across the sky each day?

A. The Sun is orbiting Earth. B. Earth is orbiting the Sun.C. The Sun is rotating on its axis.D. Earth is rotating on its axis.

8

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Question 9 Read Question 9 and use the illustration to answer the question. Circle the letter of your answer on your answer sheet.

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A student wanted to check her idea that a planet that is closer to the Sun receives more of the Sun’s energy than a planet that is farther away from the Sun. She placed a radiometer 50 cm away from a clamp lamp with a 150-W lightbulb, as shown in the diagram below.

To check her idea, she also needed to set up another clamp lamp and radiometer. Which of the following setups should she use?

A. A clamp lamp with a 50-W lightbulb placed 25 cm from the radiometerB. A clamp lamp with a 50-W lightbulb placed 50 cm from the radiometerC. A clamp lamp with a 150-W lightbulb placed 25 cm from the radiometer D. A clamp lamp with a 150-W lightbulb placed 50 cm from the radiometer

9

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10.1b

Questions 10 and 11 The graph below displays the pattern of sunspots and aurora data (AA) from 1870 to 1990. Use this graph to answer Questions 10 and 11.

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LESSON 9 SU N-EA R T H-MO O N AS S E S S M E N T

134 STC/MS™ EA R T H I N SPA C E 2003 National Academy of Sciences

Inquiry Master 9.1b (continued)

Questions 10 and 11 The graph shown here displays the pattern of sunspots and aurora data (AA)from 1870 to 1990. Use this graph to answer Questions 10 and 11.

10. Which year had a sunspot maximum?A. 1914B. 1960C. 1925D. 1880

11. Examine the patterns shown between sunspot activity and the existence of auroras. Whichstatement is correct?

A. Auroras occur more often during sunspot minimums.B. Auroras occur more often during sunspot maximums.C. High aurora activity only occurs every 100 years.D. There is no relationship between the existence of auroras and sunspot activity.

Sunspot Number and Aurora Index 1868–1990

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80

60

40

20

0

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150

100

50

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NumberofSunspots

Numberof

Auroras

Year

1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990

Aurora IndexSunspots

Which year had a sunspot maximum?

A. 1914B. 1960C. 1925D. 1880

10

Examine the patterns between sunspot activity and the existence of auroras. Which statement is correct?

A. Auroras occur more often during sunspot minimums.B. Auroras occur more often during sunspot maximums.C. High aurora activity only occurs every 100 years.D. There is no relationship between auroras and sunspot activity.

11

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Sunspot number and aurora index 1870–1990

10.1b

Question 12 Use the illustration below to answer Question 12. Circle the letter of your answer on your answer sheet.

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A. The illustration shows a solar eclipse.B. The illustration shows a lunar eclipse.C. The illustration shows how summer occurs in the Northern Hemisphere.D. The illustration shows how a full moon occurs.

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Sun

Question 13 The diagram below shows the Moon, Earth, and the Sun’s rays as viewed from space. Use the diagram to answer Question 13. Circle the letter of your answer on your answer sheet.

For observers on Earth, which phase of the Moon is represented by the diagram?

A. New moonB. Full moonC. First quarter moonD. Waxing crescent moon

13

earth Moon Sun’s rays

10.1b

Question 14 Use the illustration below to answer Question 14. Record the letter of your answer on the answer sheet.

Question 15 Indicate the best answer on the answer sheet. You will justify your answer in Question 16.

Position of the Sun at 8:00 A.M.

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John stuck a meterstick in the ground at 8:00 A.M. How will the stick’s shadow at 2:00 P.M. compare to its shadow at 8:00 A.M?

A. There will be no shadow at 2:00 P.M. B. The shadow will be longer and on the opposite side of the stick.C. The shadow will be longer and on the same side of the stick.D. The shadow will be shorter and on the opposite side of the stick.

14

Which statement explains why seasons occur in the Northern and Southern Hemispheres?

A. Earth is closer to the Sun in the summer.B. Earth is closer to the Sun in the winter.C. Earth is tilted on its axis, and each hemisphere points toward the Sun in the summer.D. The orbit of Earth is not a circle.

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Questions 16–20 Answer Questions 16–20 on the answer sheet and on loose-leaf paper if you need more room. Write all your answers in complete sentences.

Explain your reasons for selecting your answer to Question 15.16

Describe three reasons why the atmosphere is important for all living things on Earth.17

Draw a diagram showing the Moon in its eight phases. Label the Sun and Earth. Label the names of each lunar phase. Below your drawing, write a paragraph describing why the Moon seems to change its shape.

18

Draw and label a total lunar eclipse. Below your drawing, describe why we do not have a lunar eclipse each month.

19

Earth is closer to the Sun in January than in June. List three reasons why it is cooler in January in the Northern Hemisphere than it is in June.

20

10.1b

Documents

reCorDing lunar PhaSeS over tiMeimages.pcmac.org/SiSFiles/Schools/AL/ElmoreCounty/...A. winter B. spring C. fall D. summer 13 The Sun appears to rise latest and set earliest during