HOW THE WORLD WORKS
CENTRAL IDEA:
Human's curiosity leads to the understanding that Earth is part of an immense system called the universe. LINES OF INQUIRY: - The relationship between Earth and the celestial bodies in our solar system. - The impacts of Earth's position and movement affect itself. - Technology which aids the study of universe. SKILLS REQUIRED: - Thinking Skills (Analysis and Application) - Research Skills (Formulating Questions, Observing, Recording Data, Organizing Data, Presenting research findings) PROFILES: Inquirer and Thinker ATTITUDES: Curiosity, Creativity, and Independence CONCEPTS: Function, Causation, and Connection |
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1st FormativeProperties of Solar System: Planetary Facts
Criteria: ● Identify celestial bodies /objects in our solar system ● Describe characteristics of each celestial object ● Explain the differences and similarities between Earth and other planet(s) (planetary comparative) ● Conclude why Earth is the best planet to support human life ● Create a readable, attractive and neat visual presentation |
2nd FormativeWriting a scientific report for an experiment.
Criteria: ● Apply scientific method to answer a question of a problem ● Follow the steps of Scientific Method, by clearly write the problem, background info/connection to space, purpose, hypothesis, procedure, material, equipment, data, result, and conclusion ● Conduct an experiment ● Produce the correct and complete format of scientific report |
Summative AssessmentCreating a visual presentation to describe how natural phenomenon happens.
Criteria: ● Identify causes a natural phenomenon ● Describe how a natural phenomenon happens ● Explain the impact of the natural phenomenon in our lives positively and negatively ● Create varied media from the applied skills to present about the chosen natural phenomenon |
Introductory Word List
Matching Activity
After watching The Space Animation of Solar System, students match the planets and the definition.
Movies
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Click Me...!!!
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Solar System Word List
A
Alpha Centauri The closest bright star to our solar system. Aphelion The point in its orbit where a planet is farthest from the Sun. Apoapsis The point in orbit farthest from the planet. Apogee The point in orbit farthest from the Earth. Asteroid Any of numerous small celestial bodies that revolve around the sun, with orbits lying chiefly between Mars and Jupiter and characteristic diameters between a few and several hundred kilometers. Also called minor planet, planetoid. Astronomical Unit (AU) The average distance from the Earth to the Sun; 1 AU is 149,597,870 kilometers (92,960,116 miles). Atmosphere One atmosphere is 14.7 pounds per square inch (105 Newtons per square meter); the average atmospheric pressure at sea level on Earth. Aurora A glow in a planet's ionosphere caused by the interaction between the planet's magnetic field and charged particles from the Sun. Aurora Borealis The Northern Lights caused by the interaction between the solar wind, the Earth's magnetic field and the upper atmosphere; a similar effect happens in the southern hemisphere where it is known as the aurora australis. B Black Hole An object whose gravity is so strong that the escape velocity exceeds the speed of light. Bolide An exploding meteorite. C Chromosphere The lower level of the solar atmosphere between the photosphere and the corona. Coma The dust and gas surrounding an active comet's nucleus. Corona 1) The upper level of the solar atmosphere, characterized by low densities and high temperatures (> 1.0E+06 K); it is not visible from the Earth except during a total eclipse of the sun or by use of special telescopes called coronagraphs. 2) An ovoid-shaped feature. Coronagraph A special telescope which blocks light from the disk of the Sun in order to study the faint solar atmosphere. Cosmic Ray Electromagnetic rays of extremely high frequency and energy; cosmic rays usually interact with the atoms of the atmosphere before reaching the surface of the Earth. Some cosmic rays come from outside the solar system while others are emitted from the Sun and pass through holes in the corona. D Disk The visible surface of the Sun (or any heavenly body) projected against the sky. Doppler Effect The apparent change in wavelength of sound or light caused by the motion of the source, observer or both. E Eclipse The cutting off of light from one celestial body by another. Ecliptic The plane of Earth's orbit about the Sun. F Faculae A bright region of the photosphere seen in white light, seldom visible except near the solar limb. Flare A sudden eruption of energy on the solar disk lasting minutes to hours, from which radiation and particles are emitted. G Gaia Hypothesis Named for the Greek Earth goddess Gaea, this hypothesis holds that the Earth should be regarded as a living organism. British biologist James Lovelock first advanced this idea in 1969. Galaxy A system of millions or billions of stars, together with gas and dust, held together by gravitational attraction. Gravity A mutual physical force of nature that causes two bodies attracts each other. H Heliocentric Sun centered. Heliopause The point at which the solar wind meets the interstellar medium or solar wind from other stars. Heliosphere The space within the boundary of the heliopause containing the Sun and solar system. Hemisphere A half of the earth, usually as divided into northern and southern halves by the equator, or into western and eastern halves by an imaginary line passing through the poles. Hot Spot Center of persistent volcanism, thought to be the surface expression of a rising hot plume in Earth's mantle. I Igneous Rock or mineral that solidified from molten or partly molten material. Inclination The inclination of a planet's orbit is the angle between the plane of its orbit and the ecliptic. The inclination of a moon's orbit is the angle between the plane of its orbit and the plane of its primary's equator. Inferior Planets The planets Mercury and Venus are inferior planets because their orbits are closer to the Sun than is Earth's orbit. Interplanetary Magnetic Field (IMF) The magnetic field carried with the solar wind. Ionosphere A region of charged particles in a planet's upper atmosphere; the part of the earth's atmosphere beginning at an altitude of about 400 kilometers (25 miles) and extending outward 400 kilometers (250 miles) or more. J Jovian Planet Any of the four outer, gaseous planets: Jupiter, Saturn, Uranus, and Neptune. K Kelvin (K) Zero K is absolute zero; ice melts at 273 K (0° C, 32° F); water boils at 373 K ( 100° C, 212° F). Kilogram (Kg) One kilogram is equivalent to 1,000 grams or 2.2 pounds; the mass of a liter of water. Kilometer (Km) One kilometer is equivalent to 1,000 meters or 0.62 miles. L Labes A landslide. Lava A general term for molten rock that is extruded onto the surface. Lava Tube A tunnel formed underneath the surface of a solidifying lava flow. |
Light
Electromagnetic radiation that is visible to the eye. Light Year The distance light travels in a year, at the rate of 300,000 kilometers per second (671 million miles per hour); 1 light-year is equivalent to 9.46053e12 km, 5,880,000,000,000 miles or 63,240 AU. Limb The outer edge of the apparent disk of a celestial body. M Macula A dark spot. Magma Molten rock within the crust of a planet that is capable of intrusion into adjacent crustal rocks or extrusion onto the surface. Igneous rocks are derived from magma through solidification and related processes or through eruption of the magma at the surface. Magnetic Field A region of space near a magnetized body where magnetic forces can be detected. Magnetosphere The region of space in which a planet's magnetic field dominates that of the solar wind. Magnetotail The portion of a planetary magnetosphere which is pushed in the direction of the solar wind. Magnitude The degree of brightness of a celestial body designated on a numerical scale, on which the brightest star has magnitude -1.4 and the faintest visible star has magnitude 6, with the scale rule such that a decrease of one unit represents an increase in apparent brightness by a factor of 2.512; also called apparent magnitude. Mare Latin word for "sea." Galileo thought the dark featureless areas on the Moon were bodies of water, even though the Moon is essentially devoid of liquid water. The term is still applied to the basalt-filled impact basins common on the face of the Moon visible from Earth. Meteor A shooting star, observed when a particle of dust enters into the Earth's atmosphere. Meteorite A part of a meteoroid that survives through the Earth's atmosphere. Meteoroid A small rock in space. Minor Planets Another term used for asteroids. N Nebula A diffuse mass of interstellar dust and gas. Nuclear Fusion A nuclear process whereby several small nuclei are combined to make a larger one whose mass is slightly smaller than the sum of the small ones. The difference in mass is converted to energy by Einstein's famous equivalence E=mc2. This is the source of the Sun's energy and, ultimately, of (almost) all energy on Earth. O Obliquity The angle between a body's equatorial plane and orbital plane. Occultation The blockage of light by the intervention of another object; a planet can occult (block) the light from a distant star. Orbit The path of an object that is moving around a second object or point. Ovoid Shaped like an egg. P Photosphere The visible surface of the Sun; the upper surface of a convecting layer of gases in the outer portion of the sun whose temperature causes it to radiate light at visible wavelengths; sunspots and faculae are observed in the photosphere. Plage Bright regions seen in the solar chromosphere. Planet A sky object moving in an elliptical orbit around a star R Radiation Energy radiated in the form of waves or particles; photons. Radiation Belt Regions of charged particles in a magnetosphere. Red Giant A star that has low surface temperature and a diameter that is large relative to the Sun. Revolution The motion of any body, as a planet or satellite, in a curved line or orbit, until it returns to the same point again, or to a point relatively the same. Rotation The spin of a body about its axis. S Satellite A body that revolves around a larger body. Solar Cycle The approximately 11-year, quasi-periodic variation in the frequency or number of solar active events. Solar Nebula The large cloud of gas and dust from which the Sun and planets condensed 4.6 billion years ago. Solar System The collection of eight planets and their moons in orbit around the sun, together with smaller bodies in the form of asteroids, meteoroids, and comets. Solar Wind A tenuous flow of gas and energetic charged particles, mostly protons and electrons, which stream from the Sun; typical solar wind velocities are almost 350 kilometers (217 miles) per second. Speed Of Light Light speed equals 299,792,458 meters/second (186,000 miles/second). Einstein's Theory of Relativity implies that nothing can go faster than the speed of light. Stratosphere The cold region of a planetary atmosphere above the convecting regions (the troposphere), usually without vertical motions but sometimes exhibiting strong horizontal jet streams. Sunspot An area seen as a dark spot on the photosphere of the Sun. They appear dark because they are cooler than the surrounding photosphere. Super Cluster Large groups of smaller galaxy groups and clusters and are among the largest known structures of the cosmos. Superior Planets The planets Mars, Jupiter, Saturn, Uranus, Neptune and Pluto are superior planets because their orbits are farther from the Sun than Earth's orbit. T Troposphere The lower regions of a planetary atmosphere where convection keeps the gas mixed and maintains a steady increase of temperature with depth. Most clouds are in the troposphere. U Ultraviolet Electromagnetic radiation at wavelengths shorter than the violet end of visible light; the atmosphere of the Earth effectively blocks the transmission of most ultraviolet light. Umbra The dark central region of a sunspot. Universe The totality of everything that exists, including all matter and energy, the planets, stars, galaxies, and the contents of intergalactic space. |
Learning Through Singing...!!!
Here we go, Galaxy
There's a space out there, the Milky Way On an arm of Orion We sit right there the Solar System Let's fly (fly, fly, fly, fly) Up, up here we go, go Up, up here we go, go Let's fly (fly, fly, fly, fly) Up, up here we go, go From Mercury out to Pluto Mercury closest to the Sun No atmosphere and small like a runt No moons there to surround it Distance from the Sun- 70 million km. Next is Venus crazy atmosphere Hottest planet and no water vapor Third is Earth-life is in this place We have one moon and tectonic plates Here we go, Galaxy There's a space out there, the Milky Way On an arm of Orion We sit right there the Solar System Let's fly (fly, fly, fly, fly) Up, up here we go, go Up, up here we go, go Let's fly (fly, fly, fly, fly) Up, up here we go, go From Mercury out to Pluto Mars, the red planet very dusty Atmosphere is very thin, crust is bumpy Jupiter is next in line Biggest planet in the sky And the big red spot running endless Yeah, where we at? It's the ringed one Saturn's the planet less dense the H2O Spinning so fast flattened at the poles Has 62 moons And made of clouds Here we go, Galaxy There's a space out there, the Milky Way On an arm of Orion We sit right there the Solar System Let's fly Now Uranus is a blue-green color Gas planet rotates south to north Neptune is the last of the planets Strongest winds there "Scooter's" twisting The coldest planet it's so far, not close The last one but what about Pluto I'm like Plut...o...o...o Not a Planet, Oh, oh, oh Here we go, Galaxy There's a space out there, the Milky Way On an arm of Orion We sit right there the Solar System Let's fly (fly, fly, fly, fly) Up, up here we go, go Up, up here we go, go Let's fly (fly, fly, fly, fly) Up, up here we go, go From Mercury out to Pluto |
Reff.
Oh, Planets around a star A million miles away Orbit around the sun Oooh Seasons come and go But they will never change Revolving that way Lets go.. Yeah It's Mercury now Closest planet and no atmosphere to breath, wow That's why there's no weather and looks like the moon's surface now Coldest average temperature of inner planets, how? Venus is the hottest planet brrrrrap, brrrrrap Second closest planet to orbit the sun, the sun One of the brightest objects in the Solar System It was named after beauty and love god, Roams Look at the third planet So it's named Earth Place of our birth The moon is its satellite Mars is the red planet oxidized iron in ground People say water is in the ice caps and can be found Look it has volcanoes, deserts, and valleys and that's a fact, man Where the Martians and aliens at, man? You can use my mnemonic so hear me out My very easy method just set up nine planets Reff. Oh, oh, oh, oh-OH (7x) Oh, oh, oh, oh Yeah, Jupiter's a beast 300 times bigger than Earth at least It's a Gas Giant The red spot is a storm and it's run for centuries Saturn is one of four planets with a Ring System The second largest planet has at least 62 moons But have you heard it is less dense than our Earth water Great, and the rings are made of ice and dust Wait; don't forget about Uranus, man The Rings go up and down and it's the coldest one Neptune is the last planet from the sun and this blue Ice Planet is going, nowhere fast We know that maybe someday we would know the score Orbiting the Sun in years of 164 Pluto is a Dwarf that no one cares about If you want it back, yell until they hear you out. Reff. Oh, oh, oh, oh-OH (4x) Mercury, Venus, Earth, Mars-Oh Jupiter, Saturn, Uranus, Neptune-Oh Oh, oh, oh, oh...Let's go Oh, Planets around a star A million miles away (so far way) Orbit around the sun Oooh (yeah) Seasons come and go (come and go) But they will never change (they won't change) Revolving that way |
Sunlight it comes up daytime where the lights touch
The night flipside the lights off Sunlight we see it because of Earth's rotation The night comes we spin as a top But it never stops axis like a post From North goes right straight down to the South Pole, Oh... 23.5 tilt, 23.5 tilt Day/night 24 hours, no more Oh, Oh, oh, oh... Oh, Oh, oh, oh Counting days for a month or more New moon we're waiting for 28 days plus this is crazy To make a month need to make it right Some months have 30 nights This makes it hard some 31 nights But added up to gain it makes a year And that's right, February just 28 nights It adds a day for leap year making 29, 29, 29 Adds up 365 and ¼ and a ¼ Well Earth might be spinning like a top but bent 'Cause this causes the temperatures to change Earth orbits the sun going round and round again Tilting makes the seasons, makes the seasons When the north has snow tilts away not close But when the north leans in it's not cold no more, oh... Spring, summer, then fall, winter again so Sunlight makes it go, come on So what it this? It is a solstice Sun in the sky 23.5 degrees Starts winter or summer this So, when the day is long When nights is long equal they are Spring and fall cause that's when they are Equinox, equinox, equinox, equinox... Well that is that guys that is all, wait a minute it's the moon again Gravity pulls on this on the water and on the land Creates tides makes two high, two low Six hours between them water goes A high tide it not alone it's paired up with another one The tides can be much stranger when the sun helps the moon tug Extra pulling a spring tide Man, you wouldn't believe a neap tide begins Right angle forms Tide not so high, ahhh... Oh, oh, oh, oh oh... Oh, oh, oh, oh oh The sun's might you wouldn't believe That gravity pulls on you and me In Earth we're stuck in orbit you see It's for the best keeps life on living It's for the best making all four seasons, oh... It's for the best keeps life on living It's for the best making all four seasons, oh... |
*) Earth circles the Sun all night and day
And the Seasons are what make Earth liveable We wouldn't want to have it any other way Tilt of Earth makes Winter, Spring, Summer, and Fall Winter, Spring, Summer, Fall 4x Let me tell 'bout the Solar System Of many in the vast Universe and The Planets they are all Orbiting The Sun's a Star and it's really gleaming, gleaming Let's talk about Rotation 24 hours the Earth is Spinning Takes a day from morning' to evening When Planets spin like tops they are a whirling Next is called Revolution Planets Orbit in a circular motion Takes a year for Earth to make one pass and Sun's Gravity pulls on the Planets Orbiting **) Hey maybe Earth's Tilt and Revolution is key The Hemisphere in summer will get more direct heat... And we just can't get enough *) Winter, Spring, Summer, Fall 4x Honey let me tell about a Solstice All happens cause of Earth's axis 23.5 degrees leaning This is why the Earth has four seasons, yes June 21st it's the right time Summer Solstice day is the warm time Sun's rays shining down on the Northern Tilted Earth makes us feel like it's warmer December 22nd it is cold, Yo! Winter Solstice another day of snow blow Leaning back Earth's like a recliner Got me feeling like Frosty the Snowman **) Earth circles the Sun all night and day And the Seasons are what make Earth livable We wouldn't want to have it any other way Tilt of Earth makes Winter, Spring, Summer, and Fall *This is mega switch up* *Switch up* *Switch up* Vernal, Autumnal *Switch up* The Vernal Equinox.. Sun, over the half spot.. March 20th Spring's got.. Equal day and night *Switch up* Autumnal Equinox.. During the Fall, day is real long... Sun is real high, up in the sky.. September 20th through 23 *Switch up*... The seasons...are caused by...the tilt of...Earth Where sunlight...is shining...directly *Switch up* I want you learning 'bout the seasons so I wrote This song for you memory... Winter, Spring, Summer, Fall *Switch up* |
Reff. 1
I see it hanging all around In the sky above and I'm like The Moon Oo, Oo, Oo I guess the change in the phases Brighten it up, I'm like The Moon It's a New Moon too Is that Solar Eclipse, yeah, the Moon blocks the Sun a bit Ha, ain't the Sun a slit (Sun's not so lit) And although there's Waxing and Waning I still like it best with a New Moon Oo, Oo, Oo Yeah we're charting with New it's starting But the next phase is Waxing Crescent We're moving counterclockwise the First Quarter But that's only a quarter way there It's Waxing Gibbous, that looks like a Full Moon (Oh wait there's a part missing, left side is dark, thinning) Ooooh I got a Full Moon for you Yeah, go run and tell your little friends Reff. 2 I see it hanging all around In the sky above and I'm like The Moon Oo, Oo, Oo I guess the change in the phases Brightens it up, I'm like The Moon It's a Full Moon too Is that a Lunar Eclipse, yeah, Earth's shadow casts on it Now the Moon aint' lit (Moon's dark a bit) And although there's Waxing and Waning I still like it best with a Full Moon Now the Full Moon changes tomorrow Begins Waning Gibbous so neat Trying to keep lit in its orbit Cause Third Quarter left half gets heat The Waning Crescent looks like a "c" ascuew (Oh wait there's a part missing, just thought the right side was hiding) Ooooh I've got a New Moon for you Yeah, go run and tell your little friends Reff. 1 Now maybe, maybe, maybe, the Sun the Moon and the Earth are lined up (Spring Tide, Spring Tide, Spring Tide) But when the Moon and Sun are placed at a right angle it's not so bad (Neap Tide, Neap Tide, Neap Tide,) Why, Why, Why maybe Oh Gravity, It's Gravity Ooooooooooh Reff. 2 |
Like wheels in the sky.. Star clusters so bright
Spinning through time.. Faint to naked eye And then the four most common shaped galaxies Spiral, irregular, barred, and elliptical Like wheels in the sky made of millions of parts Each galaxy contains billions of stars Our solar system is just a part Milky way galaxy it is a spiral Galaxies will form into many shapes Spiral has bright middle round in a way Two arms it may, maybe four they bend Barred a central bar, stars out at each end Elliptical yes they will vary in shape Round to oval, old red starts they contain Irregular is a cloud with no shape Stars have no pattern not seen anyway Turn the lights down low Search the skies aglow We can see so far from so close Like wheels in the sky.. Star clusters so bright Spinning through time.. Faint to naked eye And then the four most common shaped galaxies Spiral, irregular, barred, and elliptical Like wheels in the sky.. The stars are so bright The stars are so bright.. Like wheels in the sky The Milky Way galaxy it is fairly large One hundred thousand light years it is across This spiral galaxy, yeah you know it's named Ancients thought milk was spilled in sky they say The Milky Way is what we all call home Out on an arm no we are not alone We lie about thirty-two thousand (light years) from the start Glowing pink, blue, green gasses nebulae Turn the lights down low Search the skies aglow We can see so far from so close Like wheels in the sky.. Star clusters so bright Spinning through time.. Faint to naked eye And then the four most common shaped galaxies Spiral, irregular, barred, and elliptical Like wheels in the sky.. The stars are so bright The stars are so bright.. Like wheels in the sky We live in the Milky Way.. Spiraled galaxy We live in the Milky Way.. Spiraled galaxy Like wheels in the sky.. Star clusters so bright Spinning through time.. Faint to naked eye And then the four most common shaped galaxies Spiral, irregular, barred, and elliptical Like wheels in the sky.. The stars are so bright The stars are so bright.. Like wheels in the sky |
Research Guidance
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Things To Cover In Your Planetary Report:
- The Planet's Name: What does its name mean? Many planets were named after
mythological gods.
- Position in the Solar System: Where is your planet located (for example, Mars in
the fourth planet from the Sun)? How far from the Sun does its orbit. Is its orbit
unusual?
- Rotation on its Axis: How long does it take for your planet to rotate on its own axis?
(This is one day on your planet.)
- Size: How big is your planet? How does it rate in terms of the other planets in
terms of size (is it the biggest, the smallest)? What is your planet's mass?
- Gravity: What is the force of gravity at the surface of your planet? For example, what
would a 100-pound person weigh on that planet?
- Orbit: How long does it take for your planet to orbit the Sun? (This is one year on your planet.) The shape of orbiting.
- Atmosphere: What is the composition of the atmosphere of your planet? Is it a thick or a thin atmosphere?
- Temperature: What is the temperature range your planet? How does this compare to the temperature on Earth?
- Composition of Your Planet and its Appearance: What type of planet is it (is it rocky or a gas giant)? What is its internal
composition? What does your planet look like?
- Moons/natural satellite: If there are moons orbiting your planet, describe them and when they were discovered.
- Rings: If there are rings orbiting your planet, describe them and when they were discovered.
- How Would a Human Being Fare on Your Planet: On your planet, would a person choke in the atmosphere, be squashed by the
extreme gravity, float with ease, freeze, burn up, or something else?
- Something Special: Is there anything special about your planet? This can often be the best part of the report, taking you off on
interesting topics. For example, are there 100-year-long storms on your planet? Are there giant volcanoes? Does your planet
have a much tilted axis (giving it extreme seasons)? Have spacecraft visited your planet? If so, what have they discovered? Is your
planet in an orbital resonance with another body?
- Discovery of Your Planet: The planets that are not visible using the naked eye were discovered after the invention of the
telescope (these are Uranus, Neptune, and Pluto). Tell when your planet was discovered and by whom.
- Create own question?
- The Planet's Name: What does its name mean? Many planets were named after
mythological gods.
- Position in the Solar System: Where is your planet located (for example, Mars in
the fourth planet from the Sun)? How far from the Sun does its orbit. Is its orbit
unusual?
- Rotation on its Axis: How long does it take for your planet to rotate on its own axis?
(This is one day on your planet.)
- Size: How big is your planet? How does it rate in terms of the other planets in
terms of size (is it the biggest, the smallest)? What is your planet's mass?
- Gravity: What is the force of gravity at the surface of your planet? For example, what
would a 100-pound person weigh on that planet?
- Orbit: How long does it take for your planet to orbit the Sun? (This is one year on your planet.) The shape of orbiting.
- Atmosphere: What is the composition of the atmosphere of your planet? Is it a thick or a thin atmosphere?
- Temperature: What is the temperature range your planet? How does this compare to the temperature on Earth?
- Composition of Your Planet and its Appearance: What type of planet is it (is it rocky or a gas giant)? What is its internal
composition? What does your planet look like?
- Moons/natural satellite: If there are moons orbiting your planet, describe them and when they were discovered.
- Rings: If there are rings orbiting your planet, describe them and when they were discovered.
- How Would a Human Being Fare on Your Planet: On your planet, would a person choke in the atmosphere, be squashed by the
extreme gravity, float with ease, freeze, burn up, or something else?
- Something Special: Is there anything special about your planet? This can often be the best part of the report, taking you off on
interesting topics. For example, are there 100-year-long storms on your planet? Are there giant volcanoes? Does your planet
have a much tilted axis (giving it extreme seasons)? Have spacecraft visited your planet? If so, what have they discovered? Is your
planet in an orbital resonance with another body?
- Discovery of Your Planet: The planets that are not visible using the naked eye were discovered after the invention of the
telescope (these are Uranus, Neptune, and Pluto). Tell when your planet was discovered and by whom.
- Create own question?
Citation
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When you write your bibliography, list all of your references. A format for each type of publication follows (there are different formats for different media):
Author(s) are listed last name first, first name or initials (as cited in the publication)
For example: Zoom Dinosaurs would be cited as follows:
Col, Jeananda. Zoom Dinosaurs. http://www.ZoomDinosaurs.com 1996.
For more on EnchantedLearning's bibliography and author, click here.
Another format for Internet sources is as follows:
Last name, First name of author. Title of Page. Name of the publisher (blablabla.com). Date the page was created (the earliest date on the copyright notice located at the bottom of each page), Date of revision (if necessary).
- Web Site: Author(s). Title of Site or web page. URL of site, date of publication/ copyright year listed.
- Book: Author(s). Title of book. Edition. Location of publisher: Name of Publisher, year of publication.
- Encyclopedia: Title of encyclopedia, volume of encyclopedia used. Location of publisher: Name of Publisher, year of publication, pages where the article is located.
- Magazine or Journal: Author(s). "Title of article." Name of magazine, Volume.issue (date): pages where the article is located.
Author(s) are listed last name first, first name or initials (as cited in the publication)
For example: Zoom Dinosaurs would be cited as follows:
Col, Jeananda. Zoom Dinosaurs. http://www.ZoomDinosaurs.com 1996.
For more on EnchantedLearning's bibliography and author, click here.
Another format for Internet sources is as follows:
Last name, First name of author. Title of Page. Name of the publisher (blablabla.com). Date the page was created (the earliest date on the copyright notice located at the bottom of each page), Date of revision (if necessary).
Scientific Method
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Learning about the scientific method is almost like saying that you are learning how to learn. You see, the scientific method is the way scientists learn and study the world around them. Scientific method refers to a body of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge. To be termed scientific, a method of inquiry must be based on gathering empirical and measurable evidence subject to specific principles of reasoning. It can be used to study anything from a leaf to a dog to the entire Universe. The basis of the scientific method is asking questions and then trying to come up with the answers.
General description:
1. Problem
The problem is the question that you are trying to answer (the problem is written in the form of a question and is a complete sentence). The scientific method starts when we ask a question about something that we observe: How, What, When, Who, Which, Why, or Where? And, in order for the scientific method to answer the question it must be about something that you can measure, preferably with a number.
Here the examples of good questions:
2. Do Background Research
To answer the question (problem) people gather information and resources (observe) and form a background research.
Rather than starting from scratch in putting together a plan for answering your question, we want to be a savvy scientist using library and Internet research to help us find the best way to do things and insure that we don't repeat mistakes from the past. Background research is necessary so that we know how to design and understand our experiment. Background research is also important to help us understand the theory behind your experiment.
To make a background research plan follow these steps:
1. Identify the keywords in the question and brainstorm additional keywords and concepts.
2. Use a table with the "question words" (why, how, who, what, when, where) to generate research questions from your keywords.
For example:
3. Add to our background research plan a list of mathematical formulas or equations (if any) that we will need to describe the
results of our experiment.
4. We should also plan to do background research on the history of similar experiments or inventions.
5. Network with other people with more experience than ourselves: our mentors, parents, and teachers. Ask them: "What science
concepts should I study to better understand my science fair project?" and "What area of science covers my project?" Better yet,
ask even more specific questions.
3. Hypothesis
Hypothesis – a hypothesis is your educated guess at the answer to the problem (the hypothesis is written as a guess or explanation to the answer of the problem and in a complete sentence (I think …, I hypothesize …, If……then…). Most of the time a hypothesis is written like this: "If _____[I do this/independent variable] _____, then _____[this/dependent variable]_____ will happen."
Key: A hypothesis has to be testable experimentally in order to falsify or support it. Consider, for example, the question: Do excessively high temperatures cause children to misbehave?
Temperature is certainly a well-defined, measurable, and controllable factor, but misbehavior is not scientifically measurable. Thus, a scientist could not investigate this question.
Example Hypotheses:
4. Equipment and materials
Equipment is the tools or other items needed for doing experiment. Material is something used in making items. List and describe the equipment and materials in sufficient details.
General description:
1. Problem
The problem is the question that you are trying to answer (the problem is written in the form of a question and is a complete sentence). The scientific method starts when we ask a question about something that we observe: How, What, When, Who, Which, Why, or Where? And, in order for the scientific method to answer the question it must be about something that you can measure, preferably with a number.
Here the examples of good questions:
- How does water purity affect surface tension?
- When is the best time to plant soy beans?
- Which material is the best insulator?
- How does arch curvature affect load carrying strength?
- How do different foundations stand up to earthquakes?
- What sugars do yeast use?
2. Do Background Research
To answer the question (problem) people gather information and resources (observe) and form a background research.
Rather than starting from scratch in putting together a plan for answering your question, we want to be a savvy scientist using library and Internet research to help us find the best way to do things and insure that we don't repeat mistakes from the past. Background research is necessary so that we know how to design and understand our experiment. Background research is also important to help us understand the theory behind your experiment.
To make a background research plan follow these steps:
1. Identify the keywords in the question and brainstorm additional keywords and concepts.
2. Use a table with the "question words" (why, how, who, what, when, where) to generate research questions from your keywords.
For example:
- What is the difference between a series and parallel circuit?
- When does a plant grow the most, during the day or night?
- Where is the focal point of a lens?
- How does a java applet work?
- Does a truss make a bridge stronger?
- Why are moths attracted to light?
- Which cleaning products kill the most bacteria?
3. Add to our background research plan a list of mathematical formulas or equations (if any) that we will need to describe the
results of our experiment.
4. We should also plan to do background research on the history of similar experiments or inventions.
5. Network with other people with more experience than ourselves: our mentors, parents, and teachers. Ask them: "What science
concepts should I study to better understand my science fair project?" and "What area of science covers my project?" Better yet,
ask even more specific questions.
3. Hypothesis
Hypothesis – a hypothesis is your educated guess at the answer to the problem (the hypothesis is written as a guess or explanation to the answer of the problem and in a complete sentence (I think …, I hypothesize …, If……then…). Most of the time a hypothesis is written like this: "If _____[I do this/independent variable] _____, then _____[this/dependent variable]_____ will happen."
Key: A hypothesis has to be testable experimentally in order to falsify or support it. Consider, for example, the question: Do excessively high temperatures cause children to misbehave?
Temperature is certainly a well-defined, measurable, and controllable factor, but misbehavior is not scientifically measurable. Thus, a scientist could not investigate this question.
Example Hypotheses:
- "If I open the faucet [faucet opening size is the independent variable], then it will increase the flow of water [flow of water is the dependent variable].
- "Raising the temperature of a cup of water [temperature is the independent variable] will increase the amount of sugar that dissolves [the amount of sugar is the dependent variable]."
- "If a plant receives fertilizer [having fertilizer is the independent variable], then it will grow to be bigger than a plant that does not receive fertilizer [plant size is the dependent variable]."
- "If I put fenders on a bicycle [having fenders is the independent variable], then they will keep the rider dry when riding through puddles [the dependent variable is how much water splashes on the rider]."
4. Equipment and materials
Equipment is the tools or other items needed for doing experiment. Material is something used in making items. List and describe the equipment and materials in sufficient details.
5. Identifying the Variables and Controls
A variable is the one thing in the experiment that is different in each test. The variable is what you are testing (dependent and independent variables). The controls are the parts of the experiment that are kept the same in each test.
Kinds of variables:
A variable is the one thing in the experiment that is different in each test. The variable is what you are testing (dependent and independent variables). The controls are the parts of the experiment that are kept the same in each test.
Kinds of variables:
- Scientists use an experiment to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way.
- These changing quantities are called variables. A variable is any factor, trait, or condition that can exist in differing amounts or types. An experiment usually has three kinds of variables: independent, dependent, and controlled.
- The independent variable is the one that is changed by the scientist. To ensure a fair test, a good experiment has only one independent variable. As the scientist changes the independent variable, he or she observes what happens.
- The scientist focuses his or her observations on the dependent variable to see how it responds to the change made to the independent variable. The new value of the dependent variable is caused by and depends on the value of the independent variable.
- For example, if you open a faucet (the independent variable), the quantity of water flowing (dependent variable) changes in response--you observe that the water flow increases. The number of dependent variables in an experiment varies, but there is often more than one.
- Experiments also have controlled variables. Controlled variables are quantities that a scientist wants to remain constant, and he must observe them as carefully as the dependent variables. For example, if we want to measure how much water flow increases when we open a faucet, it is important to make sure that the water pressure (the controlled variable) is held constant. That's because both the water pressure and the opening of a faucet have an impact on how much water flows. If we change both of them at the same time, we can't be sure how much of the change in water flow is because of the faucet opening and how much because of the water pressure. In other words, it would not be a fair test. Most experiments have more than one controlled variable. Some people refer to controlled variables as "constant variables."
- In a good experiment, the scientist must be able to measure the values for each variable. Weight or mass is an example of a variable that is very easy to measure. However, imagine trying to do an experiment where one of the variables is love. There is no such thing as a "love-meter." You might have a belief that someone is in love, but you cannot really be sure, and you would probably have friends that don't agree with you. So, love is not measurable in a scientific sense; therefore, it would be a poor variable to use in an experiment.
6. Procedure
The procedure is a step-by-step explanation of how to perform the experiment. The procedure must include all of the following:
a. Procedure steps must be numbered
b. Procedure steps must be in the correct order
c. Procedure steps must include instructions on what to measure and where to record the data.
d. Procedure steps must be written in complete sentences.
7. Data
The data is the information collected from the experiment. It can be in the form of measurements or observations. Data is usually written in some kind of data table.
The procedure is a step-by-step explanation of how to perform the experiment. The procedure must include all of the following:
a. Procedure steps must be numbered
b. Procedure steps must be in the correct order
c. Procedure steps must include instructions on what to measure and where to record the data.
d. Procedure steps must be written in complete sentences.
7. Data
The data is the information collected from the experiment. It can be in the form of measurements or observations. Data is usually written in some kind of data table.
8. Results
The results are the part of the experiment where we analyze the data. This is where calculations are performed and a graph is drawn.
Some notes to have a good result:
9. Conclusion
The conclusion is the part of the experiment where we answer the problem.
Our answer should also respond to our hypothesis stating whether we were correct or incorrect. A correctly written conclusion must include all of the following:
The results are the part of the experiment where we analyze the data. This is where calculations are performed and a graph is drawn.
Some notes to have a good result:
- Calculate an average for the different trials of your experiment, if appropriate.
- Make sure to clearly label all tables and graphs. And, include the units of measurement (volts, inches, grams, etc.).
- Place your independent variable on the x-axis of your graph and the dependent variable on the y-axis.
9. Conclusion
The conclusion is the part of the experiment where we answer the problem.
Our answer should also respond to our hypothesis stating whether we were correct or incorrect. A correctly written conclusion must include all of the following:
- Summarize our experiment results in a few sentences and use this summary to support our conclusion. Include key facts from our background research to help explain our results as needed. Answer the question written in the problem.
- State whether your results support or contradict your hypothesis.
- If appropriate, state the relationship between the independent and dependent variable.
- Summarize and evaluate your experimental procedure, making comments about its success and effectiveness.
- Suggest changes in the experimental procedure (or design) and/or possibilities for further study.
How to make Good Scientific Questions
![Picture](/uploads/1/1/9/2/11920056/1349666785.jpg)
The answers to good scientific questions over the years have lead to important discoveries. Scientists are particularly good at developing simple, yet elegent, questions that can be tested. Then, in a perfect world, scientists, engineers, architects, and other people use the knowledge gained from the answers to these questions to make life on Earth better. (Sadly this isn't always the case!)
Good questions are stated in a way that frame, or describes, a problem, and are able to be tested using accepted scientific methods.
There are 3 main types of Questions. Each asks, or requires, a different type and amount of prior knowledge and build until the researcher creates an Experimental question. They are:
Good questions are stated in a way that frame, or describes, a problem, and are able to be tested using accepted scientific methods.
There are 3 main types of Questions. Each asks, or requires, a different type and amount of prior knowledge and build until the researcher creates an Experimental question. They are:
1. Verification questions.
These are basic data collecting questions. They are useful in building knowledge. Examples: - Is it cold today? - Is the sun still out? - Is a flame hottest when it is blue? |
2. Significant/ Theory questions require
an explanation and prior knowledge. Examples: - Why should you point a car's wheels toward the curb when parking on a hill? - Do clouds have to be in the sky for it to rain? - Why do you add acid to water instead of water to acid? These questions increase knowledge of the subject, but need prior knowledge to be asked. |
3. Experimental questions require
explanations, prior knowledge, and are testable. Examples: - If salt is added to water, would the solution still boil at the same temperature? or - If Suntan lotion is put on ultraviolet detecting beads, will the beads still change color? Experimental questions require a more in depth answer that requires testing. Experimental questions are what researchers use. |
Exercise #1
Please tell what type of scientific question is listed below..!
1. Will there be a full moon tonight? ___________________
2. Why is it important that the desert plants get rain in spring? ___________________
3. Why is the desert hot? ___________________
4. What is the significance of red sky at nightfall? ___________________
5. Why does lightening come before thunder? ___________________
6. How can the time delay between lightening and thunder be used to tell how far away a storm is? __________________
7. Can stars be red? _________________
8. If salt is added to water, will the water boil at a different temperature? ____________________
Creating Scientific Questions
Developing questions is a skill that requires practice, just like hitting a baseball. Over time you will master this skill. Later on you will be able to recognize all three types of scientific question and then use this knowledge to help solve just about any problem.
Let's take a look at four basic guidelines for writing scientific questions:
1. A good scientific question is one that can have an answer and be tested.
"Why is that a rock?" is not as good a question as "What are rocks made of?" 2. A good scientific question can be tested by some experiment or measurement that you can do. In this case "Where does the Sun come from?" is not as good as, "How will human skin, covered with SPF 30 suntan lotion, react to solar radiation compared to skin not covered with suntan lotion?" 3. A good scientific question builds on what you already know. "Will fertilizer make grass grow greener?" is not as good as, "What types of fertilizer will make grass grow greener and not cause harm to the environment?" 4. A good scientific question, when answered, leads to other good questions. "What is HIV?" does not lead to as many other questions as, "How does the HIV virus cause the human immune system to malfunction?" |
The questions above ask "What" and "How" in a way that focuses in on the specific problem to be studied.
These questions frame a problem in a way that can be tested.
An example of a good scientific question about salmon might be: "What is causing the forest bordering the streams to be unhealthy and no longer support salmon runs?"
Exercise #2
Use the Guidelines above to tell which of each pair of questions below is a better scientific question and then clearly explain why you think this is so..!
These questions frame a problem in a way that can be tested.
An example of a good scientific question about salmon might be: "What is causing the forest bordering the streams to be unhealthy and no longer support salmon runs?"
Exercise #2
Use the Guidelines above to tell which of each pair of questions below is a better scientific question and then clearly explain why you think this is so..!
1. a. What are the different things that make up air?
b. What is air? 2. a. Why is the sun out today? b. What atomic elements make up stars? 3. a. What is the reason that collies have bad hip sockets? b. What causes grass to turn brown during the summer? |
4. a. How does the space shuttle keep from burning up?
b. Why is the International space station in orbit? 5. a. What is Influenza? b. How does Influenza change (mutate) to make so many new strains each year? 6. Finally create and write your own (good) experimental scientific questions..! |
Taken from: http://www.goscienceseven.com/SciMethod/sciquestions.html
1) Different rose bushes are grown in a greenhouse for two months. The number of flowers on each bush is counted at the end of
the experiment.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
2) You water three sunflower plants with salt water. Each plant receives a different concentration of salt solutions. A fourth plant
receives pure water. After a two- week period, the height is measured.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
3) Three redwood trees are kept at different humidity levels inside a greenhouse for 12 weeks. One tree is left outside in normal
conditions. Height of the tree is measured once a week.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
4) Pea plant clones are giving different amounts of water for a three-week period. pea plant receives 400 milliliters a day. The
second pea plant receives 200 milliliters a day. The third pea plant receives 100 milliliters a day. The fourth pea plant does not
receive any extra water; the plant only receives natural ways of receiving water. The height of pea plants is recorded daily.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
5) One tank of gold fish is fed the normal amount of food once a day, a second tank is fed twice a day, and a third tank four times
a day during a six week study. The fish’s weight is recorded daily.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
6) You decide to clean the bathroom. You notice that the shower is covered in a strange green slime. You decide to try to get rid of
this slime by adding lemonade juice. You spray half of the shower with lemonade juice and spray the other half of the shower
with water. After 3 days of spraying equal amounts 3 times a day, there is no change in the appearance of the green slime on
either side of the shower.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
7) You decide to clean your bedroom. You notice that your floor is covered with clothes. You decide to try to get rid of the clothes
by throwing the clothes into the air. You throw clothes from a 1/3 of the room into the closet and a second 1/3 of the room
straight up in the air. The last 1/3 of the room you leave the clothes on the floor. After 30 minutes of "cleaning", the floor of the
room is now visible.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
8) You want to test which size of soccer (football) ball is easiest to juggle with your feet. You test a size 3, size 4 and a size 5 ball.
You count the seconds the ball stays in the air for each of the trials. You allow yourself to use both of your feet, knees, and head
to juggle the ball.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
the experiment.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
2) You water three sunflower plants with salt water. Each plant receives a different concentration of salt solutions. A fourth plant
receives pure water. After a two- week period, the height is measured.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
3) Three redwood trees are kept at different humidity levels inside a greenhouse for 12 weeks. One tree is left outside in normal
conditions. Height of the tree is measured once a week.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
4) Pea plant clones are giving different amounts of water for a three-week period. pea plant receives 400 milliliters a day. The
second pea plant receives 200 milliliters a day. The third pea plant receives 100 milliliters a day. The fourth pea plant does not
receive any extra water; the plant only receives natural ways of receiving water. The height of pea plants is recorded daily.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
5) One tank of gold fish is fed the normal amount of food once a day, a second tank is fed twice a day, and a third tank four times
a day during a six week study. The fish’s weight is recorded daily.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
6) You decide to clean the bathroom. You notice that the shower is covered in a strange green slime. You decide to try to get rid of
this slime by adding lemonade juice. You spray half of the shower with lemonade juice and spray the other half of the shower
with water. After 3 days of spraying equal amounts 3 times a day, there is no change in the appearance of the green slime on
either side of the shower.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
7) You decide to clean your bedroom. You notice that your floor is covered with clothes. You decide to try to get rid of the clothes
by throwing the clothes into the air. You throw clothes from a 1/3 of the room into the closet and a second 1/3 of the room
straight up in the air. The last 1/3 of the room you leave the clothes on the floor. After 30 minutes of "cleaning", the floor of the
room is now visible.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
8) You want to test which size of soccer (football) ball is easiest to juggle with your feet. You test a size 3, size 4 and a size 5 ball.
You count the seconds the ball stays in the air for each of the trials. You allow yourself to use both of your feet, knees, and head
to juggle the ball.
a. Independent Variable ________________________________________________________________________________
b. Dependent Variable _________________________________________________________________________________
c. Controlled Variable __________________________________________________________________________________
Earth Rotation and Revolution
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Coriolis Effect
VIDEO 1
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The Coriolis effect is the tendency for any moving body on or above the earth's surface, e.g., an ocean current or an airplane, to drift sideways from its course because of the earth's rotation.
It is the rotation of the Earth that creates the Coriolis effect. This effect is an inertial force, first described by the French engineer-mathematician Gustave-Gaspard Coriolis in 1835. In the northern hemisphere the Coriolis effect causes air moving southward to turn westward... If you are living at the equator southbound air appears to be moving to the west as the Earth turns east. These wind patterns affect the weather and also influence movement of planes and boats. SEE VIDEO 1 |
VIDEO 2
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The object does not actually deviate from its path, but it appears to do so because of the rotation of the coordinate system. Deflection increases as more ground is covered. SEE VIDEO 2 In summary in the northern hemisphere the Coriolis effect causes deflection is to the right regardless of direction. In the southern the Coriolis effect causes deflection to the left. East and west motions along the equation are the only motions not subject to the Coriolis deflections. http://www.edinformatics.com/ |
A Heavenly Show..!!!
![Picture](/uploads/1/1/9/2/11920056/4740784.jpg?366)
Aurora. Looking up at the night sky, you will probably notice that it is all one colour; a black blanket studded with stars and the occasional appearance of the moon from time to time. Of course at certain times of the year, like New Year’s Eve, you can make the night sky appear as many different colours as you like with the help of fireworks that your family or neighbours let off into the sky. Besides this, however, you might be surprised to learn that if you took a trip to the chilly Arctic, in the North, or Antarctic, in the South, then you are very likely to see a colourful display without even needing to strike a match!
Planet Earth has its very own firework display, and a much more quieter one at that - you wouldn’t need to cover your ears with your hands to watch the show! Astronomers call these light displays aurora and they appear most commonly at the northern or southern poles of our planet. To be able to tell them apart, scientists call the displays over the Arctic, aurora borealis and those over the Antarctic, aurora australis. To make it much easier to remember them, some people like to call them the Northern or Southern lights.
Aurorae are made, not from the gunpowder in your favourite firework, but partly by the Sun - our Solar System’s very own fireball. When you’ve had a very fizzy drink that is full of gas, like Root Beer, what is the first thing you notice after drinking a full glass of it? That’s right, you want to burp! The Sun is made of gas, so likes to let out a continuous belch that throws out particles with lots of energy from its surface - this is called the Solar Wind and we are usually in the path of it. From this stream of particles alone, an aurora is not always at its most spectacular - eruptions on the hot surface of the Sun called solar flares make them all of the more brighter - they are pretty hard to miss!
These particles could be dangerous to us, but we are protected by an invisible shield around our planet. Just like how a ball will bounce when you throw it against a wall, these particles will also bounce off of the Earth’s protective layer. This shield is magnetic and called the magnetosphere which sometimes holds these particles prisoner. However, some break free and head towards the atmosphere of our planet - that’s when the “fireworks” really begin!
Planet Earth has its very own firework display, and a much more quieter one at that - you wouldn’t need to cover your ears with your hands to watch the show! Astronomers call these light displays aurora and they appear most commonly at the northern or southern poles of our planet. To be able to tell them apart, scientists call the displays over the Arctic, aurora borealis and those over the Antarctic, aurora australis. To make it much easier to remember them, some people like to call them the Northern or Southern lights.
Aurorae are made, not from the gunpowder in your favourite firework, but partly by the Sun - our Solar System’s very own fireball. When you’ve had a very fizzy drink that is full of gas, like Root Beer, what is the first thing you notice after drinking a full glass of it? That’s right, you want to burp! The Sun is made of gas, so likes to let out a continuous belch that throws out particles with lots of energy from its surface - this is called the Solar Wind and we are usually in the path of it. From this stream of particles alone, an aurora is not always at its most spectacular - eruptions on the hot surface of the Sun called solar flares make them all of the more brighter - they are pretty hard to miss!
These particles could be dangerous to us, but we are protected by an invisible shield around our planet. Just like how a ball will bounce when you throw it against a wall, these particles will also bounce off of the Earth’s protective layer. This shield is magnetic and called the magnetosphere which sometimes holds these particles prisoner. However, some break free and head towards the atmosphere of our planet - that’s when the “fireworks” really begin!
As you have probably figured out, aurorae are most likely to be found at the poles of the planet. Do you know why this is? Just like a bar magnet, Earth has a North and a South Pole. The magnetism at the poles reaches all of the way down into our planet’s core, and just like how you and your friends rush through the same corridor to the playground of your school when it’s time to go home, the particles follow an invisible magnetic line down the poles. After wriggling through to the Earth’s atmosphere, the particles start to act like bumper cars at a fairground ride and bounce off the molecules (that’s two or more particles attached to each other!) that can be found at the highest reaches of our planet. Our Earth’s atmosphere is made of two main gases called oxygen and nitrogen.
Both of these gases are made of the molecules that we came across earlier, and when they collide with the particles thrown out by the Sun, they emit the colours that turn the darkest of skies into a beautiful light show. You may have been lucky enough to see an aurora, or perhaps you may have seen one in a photograph - can you remember what colour it was? Aurorae can be a variety of colours; red, green, brownish-red, or blue and rather than appear as bright bursts in the sky, they look more like curtains. http://www.kidsastronomy.com/ |
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Solar EclipseA solar eclipse happens when the moon blocks our view of the sun. This happens when the Moon is exactly between the Sun and the Earth.
The longest solar eclipses occur when the Earth is at aphelion (farthest from the Sun, making the solar disc smaller) and the Moon is at perigee (closest to the Earth, making the Moons apparent diameter larger). Stages in a Total Solar Eclipse:
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Lunar EclipseA lunar eclipse occurs when the Earth's shadow falls on the moon.
Lunar eclipses occur, on average, about every 6 months. Types of Lunar Eclipses
During an average total lunar eclipse, the moon is within the Earth's umbra for about an hour. This is called totality. Frequency of Lunar Eclipses Since the plane of the moon's orbit is inclined about 5°: from the plane of the Earth's orbit, lunar eclipses are relatively infrequent. There are about two lunar eclipses each year (visible somewhere on Earth). http://www.enchantedlearning.com/ |
Types of Solar Eclipses:
- Partial Solar Eclipse - A partial solar eclipse is when the Moon only covers part of the solar disc.
- Total Solar Eclipse - A total solar eclipse is when the Moon appears to cover the entire solar disc. Total solar eclipses are only visible from a very small area on Earth, a narrow track that moves across the Earth's surface (as the Earth rotates). The partial phase of a total eclipse lasts about an hour. In any one place, totality (when the solar disc is entirely covered) lasts no more than 8 minutes. During totality, the sky is dark enough to see stars in the sky.
- Annular Eclipse - During an annular eclipse, the sun looks like an "annulus" or ring. The ring is visible when the Moon does not entirely cover the disk of the Sun during a solar eclipse. This type of eclipse happens when the Sun is at perihelion (closest to the Earth, making the solar disc appear larger) and the Moon is at apogee (farthest from the Earth, making it look smaller).
2nd Unit Reflection
Download the file below and fill in the table. When it is completed, save it in your Student's Home server!
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2nd Unit Reflection.docx | |
File Size: | 59 kb |
File Type: | docx |