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15.5assessearthscience.docx

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Using Tycho Brahe's data, which scientist proposed three laws of planetary motion?

Select one:

a. Newton

b. Kepler

c. Galileo

d. Copernicus

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The first early astronomer to propose a sun-centered solar system was___.

Select one:

a. Galileo

b. Newton

c. Copernicus

d. Brahe

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What is the shape of a planet's orbit?

Select one:

a. Elliptical

b. Circular

c. Irregular

d. Parabolic

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Which law states that each planet revolves so that an imaginary line connecting it to the sun sweeps over equal areas in equal time intervals?

Select one:

a. The first law of planetary motion.

b. The second law of planetary motion.

c. The third law of planetary motion.

d. The law of universial gravitation.

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Which scientist determined the nature of the forces that keep the planets in their orbits?

Select one:

a. Newton

b. Galileo

c. Brahe

d. Copernicus

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The true shape of planetary orbits was discovered by?

Select one:

a. Newton

b. Galileo

c. Brahe

d. Kepler

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Earth's axis slowly but continuously points in different directions, this movement is know as_________.

Select one:

a. Retrograde Motion

b. Revolution

c. Rotation

d. Precession

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The turning or spinning of a body on its axis is known as_____.

Select one:

a. Rotation

b. Revolution

c. Precession

d. Apogee

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Season's are the result of_____.

Select one:

a. Earth's rotation

b. Precession

c. Earth's tilted axis

d. Earth's distance from the Sun.

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The Sun is composed mainly of which two gases?

Select one:

a. Hydrogen and Oxygen

b. Helium and Nitrogen

c. Helium and Argon

d. Hydrogen and Helium

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The Sun makes energy through a process called?

Select one:

a. Nuclear fission

b. Nuclear fusion

c. X-Ray emission

d. Microwave emission

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The definition of a light year is?

Select one:

a. The time it takes light to travel from the Earth to the Sun.

b. The time it take light to travel outside the solar system to the nearest star.

c. The distance that light travels in one year.

d. The time it take radiant energy released by the Sun to reach Earth.

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The speed of light is?

Select one:

a. Too fast to be measured

b. 3000 thousand miles per minute

c. 186,000 miles per hour

d. 186,000 miles per second

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Based on the second law of planetary motion, when would a planet travel fastest in its orbit?

Select one:

a. Planets move faster the nearer they get to the Sun.

b. Planets move faster the farther they are away from the Sun.

c. Planets always move at the same speed.

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Barycenter can be described as?

Select one:

a. The center of a celestial object.

b. The point between 2 objects that is in the exact center.

c. The point between 2 objects where they balance each other.

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Nutation causes the following to occur.

Select one:

a. A change in the angle over an 18 year period.

b. Dramatic change in the seasons.

c. Causes the moon to leave its orbit.

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The following is true about tides.

Select one:

a. Only the moon's gravity affects the tides.

b. Only the Sun's gravity affects the tides.

c. The Sun's gravity and the moon's gravity are responsible for the tides.

d. They only occur once per month.

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Most celestial bodies are spherical because gravity is pulling in on them in all directions.

Select one:

True

False

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The reason there is a bulge at the equator is because there is a major fault line running through it.

Select one:

True

False

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Approximately how many stars are in the milky way galaxy?

Select one:

a. Hundreds

b. Hundreds of thousands

c. Hundreds of millions

d. Hundreds of billions

15.4Earthbrochure.docx

15.4 Planet EARTH Travel Brochure

Submit your brochure with your name for a grade.

Brief Description: Students will create brochures that will entice reader to travelers from other planets to visit our planet Earth.

Objectives

· Identify key facts about Earth as they research.

· Develop a plan for promoting travel to their planet.

· Create a brochure with facts from research.

The Lesson: Imagine the day when travel to/from all planets will be a possibility. Your task is to produce a travel brochure that will promote travel to our planet, Earth. Your brochure should capture the excitement of a trip to their planet and entice others to want to visit. It should look at the overall qualities of our planet and try to sell those aspects.

Specific information that must provide in your brochure,

· Travel Slogan for our planet

· Definition or History of the planet

· What the planet looks like (what they will see upon arriving)

· size of planet;

· number of moons; and

· unique features

· Give information on:

· The reason for the seasons

· Rotation and Revolution

· Where our energy comes from (nuclear fusion from the Sun)

· Explain why Earth and all the objects in our solar system our spherical.

· Explain light years

· Which force is responsible for the formation of the solar system

· When you arrive suggested activities

· Advise on what to bring with you to the planet. Example: Earth has various temperatures, but you need sunglasses for most areas during the day. When visiting the polar regions it would be a good idea to bring a coat.

In addition, look for the special facts about our planet that will make people want to travel there.

· The first panel should include a picture of EARTH and the title of the brochure.

· The next panel should promote the planet.

· Write an introduction that will excite the reader and want to book a trip to Earth.

· The text, should give the BIG reasons someone would want to visit the planet.

· DO NOT make up any information; the brochure text must be fact-based.

· The next panel might include facts from the list above. Facts might be bulleted or written in paragraph form.

· The next panel (will include pictures of Earth from different angles/views.

· The back panel will include the names of the brochure's authors and the date along with cited resources used for the assignment. .

Suggested websites:

http://dsc.discovery.com/tv/planet-earth/

http://nineplanets.org/earth.html

http://www.aerospaceguide.net/planet/planetearth.html

http://science.nationalgeographic.com/science/space/solar-system/earth.html

http://www.pbs.org/journeytoplanetearth/

15.2NASAassign.docx

Name___________________________________________________________________

15.2 Honors NASA In Your Life

Instructions: Go to the website: http://www.nasa.gov/externalflash/nasacity/index2.htm

This is an interactive site that will show you the many ways that NASA technology has improved our everyday life.

PART ONE: As you go through the interactions, answer the questions below. Please use blue font for your answers.

PART TWO: You will add 8 more technologies that are not found in the questions below. Please put your 8 choices in question and answer form like the ones listed below. ADD these to the bottom of this assignment and submit the entire document for a grade.

1. Which medical technology is quickly used to measure body temperature?

2. What NASA inspired technology helps amputees do their day to day activities?

3. What NASA inspired technology improved contact lenses?

4. What NASA inspired technology helps tires last longer?

5. What NASA inspired technology helps keep air breathable by keeping auto emissions cleaner?

6. What NASA inspired technology has improved car crash test dummies?

7. What NASA inspired technology helps keep plane engines burning cleaner?

8. What NASA inspired technology uses a modified fabric used in space boots?

9. What NASA inspired technology has improved golf equipment?

10. What NASA inspired technology uses a network of GPS satellites to help rescuers locate hikers?

11. What NASA inspired technology helps clean oil polluted water with a fast acting powder?

12. What NASA inspired technology improves the concrete that supports bridges?

13. What NASA inspired technology helps keep babies nourished when their mother’s milk is not available?

14. What NASA inspired technology uses fiber optics to locate chemicals?

15. What NASA inspired technology protects plastic, wood and other materials from catching fire?

16. What NASA inspired technology makes tap water taste better?

17. What NASA inspired technology is used in headsets?

18. What NASA inspired technology is used to make bedding more comfortable?

19. What NASA inspired technology is used to regulate temperature in your home?

20. What NASA inspired technology is found in ski jackets and athletic wear?

OrbitalMotionSEgizmo.docx

TG-header6

Name: ______________________________________ Date: ________________________

Student Exploration: Orbital Motion – Kepler’s Laws

Vocabulary: astronomical unit, eccentricity, ellipse, force, gravity, Kepler’s first law, Kepler’s second law, Kepler’s third law, orbit, orbital radius, period, vector, velocity

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

OrbitalMotionSE1b

1. The orbit of Halley’s Comet, shown at right, has an oval shape. In which part of its orbit do you think Halley’s Comet travels fastest? Slowest? Mark these points on the diagram at right.

2. How might a collision between Neptune and Halley’s Comet affect Neptune’s orbit?

__________________________________________

OrbitalMotionSE2

Gizmo Warm-up

The path of each planet around the Sun is determined by two factors: its current velocity (speed and direction) and the force of gravity on the planet. You can manipulate both of these factors as you investigate planetary orbits in the Orbital Motion – Kepler’s Laws Gizmo™.

On the CONTROLS pane of the Gizmo, turn on Show trails and check that Show vectors is on. Click Play ( Forward_1_1 ).

1. What is the shape of the planet’s orbit? _________________________________________

2. Watch the orbit over time. Does the orbit ever change, or is it stable? _________________

3. Click Reset ( Reverse_1 ). Drag the tip of the purple arrow to shorten it and reduce the planet’s initial velocity. Click Play. How does this affect the shape of the orbit?

_________________________________________________________________________

Activity A:

Shape of orbits

Get the Gizmo ready:

· Click Reset.

· Turn on Show grid.

OrbitalMotionSE3

Introduction: The velocity of a planet is represented by an arrow called a vector. The vector is described by two components: the i component represents east-west speed and the j component represents north-south speed. The unit of speed is kilometers per second (km/s).

Question: How do we describe the shape of an orbit?

1. Sketch: The distance unit used her is the astronomical unit (AU), equal to the average Earth-Sun distance. Place the planet on the i axis at r = –3.00 i AU. Move the velocity vector so that v = -8.0 j km/s (| v| = 8.00 km/s). The resulting vectors should look like the vectors in the image at right. (Vectors do not have to be exact.)

Click Play, and then click Pause ( Pause_1 ) after one revolution. Sketch the resulting orbit on the grid.

Ellipse

2. Identify: The shape of the orbit is an ellipse, a type of flattened circle. An ellipse has a center (C) and two points called foci (F1 and F2). If you picked any point on the ellipse, the sum of the distances to the foci is constant. For example, in the ellipse at right:

a1 + a2 = b1 + b2

Turn on Show foci and center. The center is represented by a red dot, and the foci are shown by two blue dots. What do you notice about the position of the Sun?

________________________________________________________________________

3. Experiment: Try several other combinations of initial position and velocity.

A. What do you notice about the orbits? _____________________________________

___________________________________________________________________

B. What do you notice about the position of the Sun? ___________________________

___________________________________________________________________

You have just demonstrated Kepler’s first law, one of three laws discovered by the German astronomer Johannes Kepler (1571–1630). Kepler’s first law states that planets travel around the Sun in elliptical orbits with the Sun at one focus of the ellipse.

(Activity A continued on next page) Activity A (continued from previous page)

4. Observe: Use the Gizmo to create an orbit that is nearly circular. Then create an orbit that is flattened. Observe the foci in each ellipse.

A. What do you notice about the spacing of the foci when the ellipse is very round?

___________________________________________________________________

B. What do you notice about the spacing of the foci when the ellipse is very flat?

___________________________________________________________________

5. Calculate: The eccentricity of an ellipse is a number that describes the flatness of the ellipse. Eccentricity is equal to the distance between foci divided by the total width of the ellipse. There are no units for eccentricity.

Click Reset. Move the planet to r = –5.00 i AU (does not have to be exact) and drag the velocity vector to set the velocity close to –8.0 j km/s. Click Play, and then click Pause after one full revolution.

A. What is the distance between the foci? ______________

B. What is the approximate width of the ellipse? ______________

C. What is the eccentricity of the ellipse? ________________

D. Click Reset, and change the initial velocity to –4.0 j km/s. Click Play. What is the eccentricity of this ellipse?

Distance between foci: ________ Width: ________ Eccentricity: ________

6. Draw conclusions: Think about the eccentricity and shape of each ellipse.

A. What is the relationship between the eccentricity of an ellipse and its shape?

___________________________________________________________________

B. What is the eccentricity of a circle? Explain. ________________________________

___________________________________________________________________

C. What is the eccentricity of a completely flat ellipse? Explain. ___________________

___________________________________________________________________

D. The eccentricity of Earth’s orbit is 0.17. What can you infer about the shape of Earth’s orbit? ________________________________________________________

Activity B:

Velocity and area

Get the Gizmo ready:

· Click Reset.

· Turn off Show foci and center.

OrbitalMotionSE4

Introduction: After establishing that planetary orbits were ellipses, Kepler next looked at the speed of a planet as it traveled around the Sun.

Question: How does the velocity of a planet vary as it travels in its orbit?

1. Observe: Place the planet at –5.00 i AU and set the velocity to -4.0 j km/s (does not have to be exact). Turn off Show vectors. Click Play. Observe the speed of the planet.

A. At what point does the planet move fastest? ________________________________

B. At what point does it move slowest? ______________________________________

2. Observe: Click Reset, and turn on Show vectors. Look at the green vector that represents the force of gravity pulling on the planet. Click Play.

A. In which direction does the green vector always point? _______________________

B. In which part of the orbit does the gravity vector point in almost the same direction as the velocity vector? ___________________________________________________

C. In which part of the orbit does the gravity vector point in the opposite direction as the velocity vector? ______________________________________________________

3. Explain: Based on your observations of the gravity vector, why does the planet accelerate as it approaches the Sun and slow down as it moves away from the Sun?

_________________________________________________________________________

4. Measure: Click Reset. Imagine a line connecting the planet to the Sun. As the planet moves around the Sun, the line will sweep out an area. Click Play, and then click Sweep area. Record the area below, and then press Sweep area four more times to complete the table.

Trial	1	2	3	4	5
Area (km2)

(Activity B continued on next page) Activity B (continued from previous page)

5. Analyze: What pattern do you notice? ___________________________________________

_________________________________________________________________________

6. Test: Try the same experiment with several different orbits and different numbers of days to sweep an area. Does the same rule hold true for each orbit? _________________________

Kepler’s second law states that a planet accelerates as it approaches the Sun and decelerates as it moves farther from the Sun. As it orbits, the planet sweeps out equal areas in equal times.

7. Think and discuss: Why do you think the area swept out by a planet in a given period of time remains constant, even as the planet speeds up and slows down?

(Hint: Think of each area swept out as a triangle. The height of the triangle is the distance between the planet and the Sun, while the base of the triangle is equal to the distance the planet travels in the given time period.)

_________________________________________________________________________

Activity C:

Radius and period

Get the Gizmo ready:

· Click Reset.

· Set the Sun mass to medium, close to the mass of our Sun.

OrbitalMotionSE5

Introduction: Kepler’s last law relates the period ( T) of a planet, or the time it takes to complete an orbit, to the planet’s orbital radius ( a), or average distance from the Sun.

Question: How does the period of a planet relate to its average distance from the Sun?

1. Predict: How do you expect the period of a planet to change as its average distance from the Sun increases? _________________________________________________________

2. Measure: Place the planet at -4.00 i AU and set the velocity to -15.00 j km/s (does not have to be exact). Click Play, and then click Pause when the planet completes one orbit.

A. What is the approximate period of the planet in days? ________________________

B. Select the TABLE tab and click Record data. What is the actual period ( T) of the planet in Earth days and years? _________ days _________ years

C. What is the orbital radius ( a) of the planet? _________________________________

D. Click Reset. Place the planet at -2.00 i AU and set the velocity to -20.0 j km/s. Click Play and Record data. What is the period now? _________ days _________ years

E. What is the new orbital radius? __________________________________________

F. How does the distance between the planet and the Sun affect its period? _________

___________________________________________________________________

3. Gather data: Experiment with the Gizmo to create a series of larger and larger orbits. Record each orbit’s radius ( a) and period ( T). Leave the last two columns blank for now.

Orbit	a (AU)	T (years)
1
2
3
4
5

(Activity C continued on next page) Activity C (continued from previous page)

4. Analyze: How does the period change as the orbital radius increases? _________________

_________________________________________________________________________

5. Interpret: Select the GRAPH tab, and check that the graph of T vs. a is selected. Use the zoom controls to adjust the graph so you can see all your data and it fills the graph.

A. What does the graph indicate? __________________________________________

___________________________________________________________________

B. Does the graph of T vs. a form a straight line? ______________________________

6. Investigate: Choose other options in the dropdown menus until you find a graph that makes a perfectly straight line. (If you cannot see your data, click the controls to zoom out.)

Which relationship makes a straight line? ________________________________________

When you have achieved a straight line, take a snapshot of the graph and paste it into a blank document you will turn in with this worksheet.

7. Calculate: On the table on the previous page, label the third column “ a 3” and the fourth column “ T 2.” Use a calculator to cube each value of a and square each value of T.

What do you notice? ________________________________________________________

_________________________________________________________________________

Kepler’s third law states that the cube of a planet’s orbital radius is proportional to the square of a planet’s period: a3 = kT 2 for some constant k. If the radius is measured in astronomical units, the period is measured in Earth years, and the mass of the star is equal to the mass of our Sun, the value of k is equal to 1 AU3/y2.

8. Challenge: The orbital radii of the planets are given in the table below. Calculate the period of each planet (in Earth years), and then check your values with your teacher.

Planet	a (AU)	T (years)	Planet	a (AU)	T (years)
Mercury	0.39		Jupiter	5.20
Venus	0.72		Saturn	9.54
Earth	1.00		Uranus	19.18
Mars	1.52		Neptune	30.06

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ArguementpaperEnglish.docx

Research Based Argument Paper

Today, we will begin learning the process for producing a documented paper. This will be an argumentative research paper in which you select a topic, research it, and make the argument for which side has the stronger argument. You will learn what is meant by MLA format and how to adhere to this in your paper. Also, your paper must have at least 5 sources and be 3-5 typed pages in length.

When exploring subjects for a research paper, begin with your own interests. You will be thinking and reading about your final topic and working on your research paper for roughly 3 weeks, so it makes sense for you to choose a subject that interests you. During these few weeks you will be submitting "parts" of your research paper. You will start with selecting your topic and end with submitting a final paper. It’s important that you stay on pace and go through each step in order to produce a quality paper.

For your research paper... You need to choose a topic that forces you to look clearly at both sides of the issue . For example, stem cell research is being funded by the US Government. You see that some people will be for or against this. Before you take a stance, you will have to research both sides in order to gather information by taking notes from a variety of credible sources.

In beginning your research, you must consider the following:

Your purpose: Your purpose is to inform readers through research, and that involves an original synthesis (combination) of information. You will not just compile a list of facts and expert opinions; you need to make sense of what you discover as well.

Your audience: Although you will never address us directly, your audience will be your classmates and myself.

Your tone: The tone of your research / term paper will be formal, which means using the third-person point of view. Do not use the pronoun “I”. In formal language, you do not use slang, colloquial expressions, or contractions.

For this assignment you will turn in three topics you'd like to investigate. They should be listed in order of priority. The only stipulation is that your topics must be argumentative in nature - you must be able to clearly see both sides.

If you need some help coming up with topics, visit the following websites for ideas:

http://www.goodessaytopics.com/argumentative-essay-topics.html http://www.tcc.edu/students/resources/writcent/HANDOUTS/writing/restopics.htm

You may discover that one of your three choices of topics is too current - there is simply not enough documented information available to write a 3 to 5 page body. If this is the case, you will need to choose one of your other topics. I will help guide you with this.

To include with this assignment:

For each of your three topics:

1. Note which side of the topic you'll be arguing and briefly state why. For example: Global Warming. The paper will argue that global warming is real because all signs point to increased temperatures around the globe ..... or Fracking. This paper will argue AGAINST fracking because it's bad for the local water supplies and the environment.....

2. Find at least three (3) sources for each of the topics you've selected. The purpose of this is to see what kind of information is available before you decide on the single topic you want to write about. Underneath each topic and argument, include the three web address.

Submit your 3 topic choices, with all requirement from above, here. Once you are done, wait for my feedback before you proceed to the next step. Make sure you rank your choices according to interest. Your first choice should be the one you want to write about the most.