Published by

Carolina Biological Supply Company800.334.5551 www.carolina.com

Earth in SpaceChanges to the Teacher’s Guide

Since publication of the Earth in Space Teacher’s Guide, a change in materials has been madeto the Earth in Space unit that affects the use of Starry Night Backyard™ CD-ROM developedby Imaginova™ (formerly SPACE.com). Starry Night Backyard CD-ROM is now provided withthe materials for the Earth in Space unit shipped by Carolina Biological Supply Company.Please note that the software license voucher must be completed and returned to Imaginova bythe teacher. This change in materials requires revised instructions in the unit’s Teacher’s Guide.In addition, other minor corrections to the printed materials have also been made.

Therefore, this errata set includes the following:

• Revised pages xxxv, xxxviii, xl, xli, 10, 18, 171, 206, 212, 213, 226, and 281.

Photocopy and distribute these new instruction pages as needed.

If you have questions about these changes or about the module in general, call Carolina’sproduct information staff at 800-227-1150 (8 am–5 pm ET, M–F), or emailstcms@carolina.com.

0510

STC/MS™ EA R T H I N SPA C E xxxv

CL A S S R O O M SA F E T Y F O R EA R T H I N SPA C E

Special MaterialYour class will use Starry Night Backyard™CD-ROM developed by Imaginova™ (formerlySPACE.com) beginning with Lesson 3 andthroughout the rest of the unit. You must com-plete the software license voucher includedwith the Starry Night Backyard™ CD-ROMfound in the Earth in Space unit shipped byCarolina Biological Supply Company. Uponreceipt of your completed software licensevoucher, Imaginova will send the softwarelicense to you by postal service. Allow one totwo weeks for delivery. You may want to alertyour school’s front office that you are expectinga software license in the mail.

• Emphasize the need for extra care when han-dling hot objects or liquids. Allow adequatecooling times. Warn students not to cool glassitems with cold water. Remind students to useclamps when handling hot glass beakers.• Make sure electrical cords are not drapedacross traffic areas or sinks.• Show students how to immediately treat mildburns with cold water or ice. Refer injuries tothe responsible authority in your school.• Remind students to wash their hands beforeleaving the laboratory.• Advise students that laboratory behavior thatis disruptive or dangerous or that interferes withanother student’s right to learn may result in thedisruptive student being removed from the lab(see the safety contract that follows).

Chemical Used in Earth in SpaceThe following chemical is used in this module:

• Calcium Sulfate, Hemihydrate Powder(Plaster of Paris)

This agent is regularly used in middle schoolscience classrooms across the United States andis safe when appropriately handled. This chemi-cal is accompanied by a Material Safety DataSheet, which needs to be read thoroughlybefore the chemical is used in class.

Starry Night Backyard SoftwareThe Earth in Space unit requires the use ofStarry Night Backyard CD-ROM, developed byImaginova™ (formerly SPACE.com). Your classwill use the software beginning with Lesson 3and throughout the rest of the unit.

After receiving your Earth in Space unit,locate the Starry Night Backyard™ CD amongthe materials. A software license voucher ispackaged with the CD which must be completedand returned to Imaginova by fax or mail. Uponreceipt of your completed software licensevoucher, Imaginova will ship the softwarelicense to you by postal service. Allow one totwo weeks for delivery. You may want to alertyour school’s front office that you are expectinga software license in the mail. Please note thatthe purchase of Starry Night Backyard CD wasincluded in the price of the Earth in Spaceunit.

Additional Resources forEarth in SpaceDuring their studies of Earth in Space, studentswill require resources in addition to those pro-vided in the Student Guide and in the masterMaterials List. For example, many of the exten-sions, as well as the Anchor Activity, requirestudents to consult books or online resources.The way in which these additional resourcesare made available depends on the resourcesavailable in the individual school and in locallibraries.

The teacher may decide to establish a learn-ing center in the classroom. If possible, thisshould include at least one computer with CD-ROM reference software and Internet access. It should include a variety of books related tospace science, a dictionary, an encyclopedia,and related videos. Articles from magazinesand newspapers can be photocopied and orga-nized for easy reference. Students may wish tocontribute their own materials to the learningcenter. Depending on individual circumstances,the teacher may find it more useful to set upthe resources in another location, such as theschool library or computer room.

Local libraries can be important resources for students. Most libraries now have Internetaccess, which makes it possible for studentswho do not have computers at home to accessonline resources. The National ScienceResources Center has established a Web sitewith relevant links to all STC/MS modules(www.stcms.si.edu). A bibliography of print andother resources for both teachers and studentsstarts on page 381 of this Teacher’s Guide.

xxxviii STC/MS™ EA R T H I N SPA C E

AD D I T I O N A L RE S O U R C E S F O R EA R T H I N SPA C E

xl STC/MS™ EA R T H I N SPA C E

MAT E R I A L S LI S T

Item Description Item Description Item Total Lesson Number in Teacher’s Guide on Packing List Type Quantity Used (Quantity Used)

CD ROM, Starry NightBackyard*

Voucher, CD ROM, StarryNight Backyard, 5-seatlicense

B 3 (1), 4 (1), 5 (1), 7 (1),8 (1), 15 (1)

1

Clamp lamp (with reflector) Lamp, w/reflector, clamp B 3 (1), 5 (1), 6 (1), 7 (8),9 (8)

8

Cocoa Powder, cocoa, 8oz R 12 (10 oz), 13 (6 oz)16 oz

Cup with hole, 270 mL Cup, plastic, w/hole,270mL (9oz)

B 13 (2)2

Cup, 296 mL Cup, plastic, w/lid,296mL (10oz)

R 9 (3), 12 (16), 13 (12),18 (56)

87

D-cell battery Battery, size-D R 2 (16), 6 (2), 8 (16),12 (16), 13 (16)

16

Digital thermometer Thermometer, digital B 9 (8)8

Dropper bottle Bottle, dropper B 18 (16)16

Duct tape Duct tape, all-purpose,2in.×55yd

B 14 (1)1

Earth in Space Photo CardSet (set of 10)

Photo Card Set, Earth inSpace

B 1 (1)1

Fishing bobber Bobber, fishing, 13⁄4in. B 11 (24)24

Flashlight Flashlight, standard B 2 (8), 6 (1), 8 (8), 12 (8),13 (8)

8

Flexible drinking straw Straw, flexible R 13 (8)8

Flour Flour, all-purpose, 5lb R 12 (~43 lb), 13 (5 lb)48 lb

Foam sleeve Foam sleeve, 3×5×3in. B 3 (8), 4 (8), 5 (8), 6 (8),16 (8), Appendix D (8)

8

Fossil Collection box 12 fossil collection B 18 (3)3

Fossil-bearing mound Fossil-bearing mound R 18 (16)16

Globe of Earth, 12 cm Globe, world, 12cm (5in.) B 2 (8), 3 (8), 4 (8), 5 (8),6 (8), 16 (8)

8

Gravel Gravel, aquarium, 5lb R 18 (2)2

Hand lens Lens, dual hand B 12 (16), 13 (16), 18 (16)16

Hole punch Hole punch B 3 (1), 14 (1), 15 (1)1

Bottle of red food coloring Food coloring, red, 1oz R 13 (1)1

Box of patching plaster Plaster of Paris, 2.5lb R 18 (2)2

Bucket Pail, plastic, 1gal. B 13 (2), 18 (1)2

CD ROM, Explore thePlanets

CD ROM: Explore thePlanets, site license

B 10 (1), 13 (1), 15 (1), 17 (1)1

Blue balloon Balloon, round, blue, 11in. R 16 (1)1

Bookend Bookend, small, non-slipbase

B 3 (2), 5 (2), 6 (2), 7 (16),9 (16)

16

*A software license voucher is packaged with the Starry Night Backyard CD which must be completed and returned to Imaginova by fax or mail. Seeinstructions on TG pages xxxv, xxxviii, or 10. Allow one to two weeks for delivery of the software license after the voucher is received by Imaginova.

Fossiliferous limestonesample

Limestone, fossil B 18 (8)8

STC/MS™ EA R T H I N SPA C E xli

MAT E R I A L S LI S T

Item Description Item Description Item Total Lesson Number in Teacher’s Guide on Packing List Type Quantity Used (Quantity Used)

Large binder clip Binder clip, 1in. B 3 (32), 8 (32)32

Large metal washer Flat washer, 7⁄8in.ID B 14 (132)132

Large resealable plastic bag Bag, plastic resealable,12×15in.

R 11 (8), 12 (8), 13 (8),15 (4)

16

Large steel washer Washer, flat, 5⁄16in.ID B 14 (200), 15 (50)200

Latex sheet Latex sheet, 27×27in. B 15 (2)2

Magnetic compass Compass, magnetic B 3 (8)8

Marble Marble B 2 (9), 11 (16), 15 (6)31

Mesh fabric square Fabric, coarse, mesh,15×15cm (6×6in.)

B 12 (16), 13 (8)16

Metal canning jar ring Band & seal, wide-mouthjar

B 15 (2)2

Metric measuring tape Tape, measuring, metric B 2 (8), 3 (8), 7 (8), 9 (8),11 (8), 12 (8), 13 (8),15 (2), 22 (16)

16

Metric ruler Ruler, plastic metric,30cm (12in.)

B 3 (8), 8 (32), 11 (8), 12 (8),13 (8), 15 (4)

32

Modeling clay Dough, Crayola®, 3lb R 3 (1), 4 (1), 6 (1), 18 (1)1

“Modeling Shadows” sheet Sheet, Modeling Shadows,30×60cm

B 3 (8), 4 (1)8

Nylon fishing line Line, nylon, 60lb B 15 (1)1

Nylon line (string) Line, nylon braid, 12lb R 3 (1), 22 (1)1

Pack of 3 steel spheres Sphere set, steel B 12 (8), 13 (8)8

Paintbrush Brush, paint, #2 B 18 (16)16

Pair of binoculars Binoculars, plastic,6×35mm mag

B 8 (8)8

Pair of disposable gloves Dis. gloves, medium R 18 (32)32

Pair of forceps Forceps B 18 (16)16

Pair of heat-resistantKevlar® gloves

Gloves, Kevlar® Aramid,pair

B 7 (8)8

Pair of red and blue 3-Dstereo glasses

Glasses, anaglyph 3-D,red/blue

R 12 (32), 13 (32)32

Pair of solar viewing glasses Glasses, safe solar view R 8 (32)32

Peppercorn Peppercorn, whole, black,2oz

R 11 (16)16

Piece of plastic tubing,10 cm

Tubing, polyethylene,10cm (4in.)

B 15 (2)2

Piece of round oat cereal Cereal, round oat, 1oz R 11 (24 pc)24 pc

Large absorbent pad Absorbent pad, large R 13 (2)2

Piece of tubing, 90 cm Tubing, plastic, 90cm(35in.)

B 13 (2)2

Ping Pong ball Ball, Ping-Pong B 11 (16)16

10 STC/MS™ EA R T H I N SPA C E

LESSON 1 TH I N K I N G AB O U T EA R T H A S A PL A N E T

ASSESSMENTStudents’ individual notebook responses, as wellas their group reports concerning each question,will reveal their preconceived ideas about Earthas a planet. The information you gather aboutstudents’ knowledge of the solar system serves asthe first part of the pre- and post-module assess-ments, which are an integral part of teaching themodule. The overall assessment for Part 1: Sun-Earth-Moon System is in Lesson 9. The matchingpost-module assessment is in Lesson 22. As themodule progresses, pay particular attention tohow students’ knowledge of Earth as a planet,and of the solar system as a whole, progressesfrom ideas about each independent planet toideas about relationships among planets. Assessstudents’ ability to think of the planets as a system in which Earth is one part. Look for evi-dence of growing understanding that Earth is aplanet and that some of the processes that existon Earth exist on other planets as well.

Throughout the module, students will learnskills that are basic to the practice of science:hypothesizing, observing, recording, comparing,designing, analyzing, concluding, and workingcooperatively. You can assess students’ progressin these areas by observing and talking withthem as they work, and by reviewing individualstudent products. Both individual and groupassessments are important. “Teaching Strategies”in the front matter of this guide presents adetailed discussion of assessing student learning.

PREPARATION FOR LESSON 3In Lesson 3 and later lessons, you will need touse the CD-ROM Starry Night Backyard™developed by Imaginova™ (formerlySPACE.com). If you have not yet done so, youwill need to complete the software licensevoucher packaged with the Starry NightBackyard software immediately, and return itby fax or mail to Imaginova™. Allow one to twoweeks for delivery of the software license afterthe voucher has been received by Imaginova.

EXTENSIONS

■ Information Technology

1. Have students visit an astronomy Website and look up “Earth.” What informa-tion did they find about Earth that theydid not know before? Which informationabout Earth relates to Earth as a planetwithin the solar system? Which informa-tion is independent of Earth as a planet?See the National Science ResourcesCenter’s Web site (http://www.stcms.si.edu)for specific links.

■ Language Arts ■ History

2. Ask students to research the history ofastrology. Did astrology grow out ofmythology? If so, how?

■ History ■ Technological Design

3. Students can research ancient structuresdesigned and built to observe the sky.Stonehenge is one example. Challengestudents to design a model, or miniatureversion, of the structure.

■ Art

4. The discovery of planets occurred whenancient people realized that some pointsof light moved among the patterns of“fixed” stars. By poking holes throughblack construction paper, students cancreate model constellations—“pictures”formed by the positions of these stars.

■ Science

5. Skywatching is an enjoyable hobby. Fieldguides and sky charts can help studentsidentify and locate the stars, constella-tions, and planets in the night sky.Astronomy and science magazines canhelp keep students in touch with eventsin the sky and with recent discoveries ofastronomy and the space program.

18 STC/MS™ EA R T H I N SPA C E

LESSON 2 IN T R O D U C I N G T H E SU N-EA R T H-MO O N SY S T E M

EXTENSIONS

■ Information Technology ■ Language Arts ■ History

1. Have students write their own myths toexplain how the Sun and Moon came to bein the sky. Perhaps they can research stu-dent-authored myths online or post theirown myths on a school-based Web site.

■ Art

2. Post on your bulletin board the 1-m clothSun and a blue marble to demonstrate thesize comparisons of the Sun and Earth.

■ Mathematics

3. The angular diameter of an object is anindirect measurement. It is the measureof an object’s diameter in degrees of anarc rather than in linear units of measure.Ask students to calculate the diameter ofthe Moon. Using scissors, have studentscut a 1-cm × 1-cm notch and a rectangu-lar hole (big enough to insert a metricruler) in an index card, as shown inFigure 2.2. Students should measure thesize of the moon by sliding the index cardalong the ruler until the Moon just fitsinto the notch. Students then read thedistance to the index card and add 1 cm(to account for the distance to one’s eye).Have students use the following formulaand several trials of data averaged to cal-culate the diameter of the Moon. (Givethem the distance from Earth to theMoon, 38,440,100,000 cm.) If the Moon isnot visible, students can try this experi-ment with a paper plate 4 m away, held ateye level.

Diameter of the Moon Distance to the MoonDiameter of the notch Distance to the card

2. If possible, take your students outside orinto a long hallway to demonstrate howfar away the Sun would be if scaled to amodel Earth 1 cm in diameter. (The Sunis 150,000,000 km away from Earth. Thatmeans that if the Earth were 1 cm indiameter, the Sun would be 118 m away,which is farther than the length of a foot-ball field [150,000,000 km / 12,756 km =11,759/ 100 cm/m ≈ 118 m]).

3. Have students return to their notebookentries with the four quadrants and makechanges or additions to reflect their newthinking. Allow them time to do that during class.

HOMEWORKHave students begin a one- to two-week sky-observation project during which they willrecord patterns in moonrise and moonsettimes and observe the Moon’s general appear-ance over time. Let students know that thesedata are available online, on the CD-ROMStarry Night Backyard™ (the software licensevoucher form is included in the unit’s materi-als), or in local newspapers. Links to onlinedata are included on the NSRC Web site athttp://www.stcms.si.edu. Ask students to writea paragraph describing the general patternsthey observe (this paragraph will be due at thebeginning of Lesson 5).

=

STC/MS™ EA R T H I N SPA C E 171

LESSON 11 TH E SO L A R SY S T E M: DE S I G N I N G A SC A L E MO D E L

PREPARATION FOR LESSON 14Review Lesson 14. You will need to collect 36cans of non-diet soda—32 empty and 4 full—for Lesson 14. It is important to use non-dietsodas of the same brand. (Diet sodas weighless than regular sodas due to lower sugar con-tent.) You will fill the empty cans with varyingamounts of sand to simulate the weight of acan of soda on the surface of each planet. Thecan representing Jupiter will be filled withlarge metal washers instead of sand. See thePreparations for Lesson 14 for more informa-tion. The 36 cans will accommodate fourgroups of eight students. If you wish to havefewer students in each group, increase thenumber of cans as needed.

ASSESSMENTUse this lesson to assess students’ currentunderstanding of scale. Use Student Sheet 11.2:Using a Scale Factor to assess their ability toconvert actual measurements to scaled mea-surements using a scale factor.

PREPARATION FOR LESSON 12Review Lesson 12. You may want to set up theplastic boxes with sand, flour, and cocoa inadvance to save preparation time on the day ofthe lesson. Students may require lab coats,aprons, or tee shirts to protect their clothingfrom the flour and cocoa during the inquiries.Plan accordingly.

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LESSON 13 SU R FA C E FE AT U R E S

the processes that created these landformsexist on Earth and on other planets andmoons.

8. Ask students to read “Wet Like Earth?”Ask students to answer the followingquestion in their science notebooks:

A. Does water exist on Mars? Explain.

HOMEWORKHave students read “Mission: Mars.” Remindthem to add information from this reader totheir copy of Student Sheet 10.1c: PlanetaryChart and to work on their planetary brochures.

EXTENSIONS

■ History

1. Invite students to find out who discoveredNeptune, Uranus, and Pluto. Have studentsuse the Internet or materials from thelibrary to find out for whom each of thenine planets was named. What symbolwas given to each planet?

■ Music

2. Students can create a list of songs thatreference the planets, which can then becompiled into a class list. Encourage stu-dents to interview their parents andgrandparents for astronomy-related songsfrom previous generations. Examplesinclude “Venus in Blue Jeans,” by JimmyClanton; “Venus,” by Frankie Avalon;“Third Rock from the Sun,” by Joe Diffie;and “Earth Angel,” by The Penguins.Gustav Holst’s symphony The Planetsincludes pieces that represent everyplanet except Earth and Pluto. Have stu-dents listen to the symphony. Ask themto discuss what images it evokes.

■ Science

3. Encourage students to visit a local planetarium or join an astronomy club to observe the night sky. Binoculars are a good tool for amateur backyardastronomers. Challenge students to findMercury, Venus, Mars, Jupiter, andSaturn in the night sky. Why can theseplanets be found without a telescope?

ASSESSMENTUse Student Sheet 13.1b: Matching PlanetaryProcesses in “Reflecting on What You’ve Done” as a means of assessing your students’ ability to identify and describe planetary surfaceprocesses. See the captions on the back of eachphoto card as a means of matching each photocard to one of the four planetary processesaddressed in this lesson.

Conduct a matched pre- and post-assessmentof students’ understanding of planetary processesand landforms using Question Folder F fromLesson 1. (See “Reflections” Step 7.)

PREPARATION FOR LESSON 14 Review Lesson 14. You will need to collect 36soda cans—32 empty and 4 full. The cans mustall be the same brand of non-diet soda. (Dietsodas weigh less than regular sodas due to lowersugar content.) The 36 cans will accommodatefour groups of eight students; each group needsnine cans. If you wish to decrease the number ofstudents in each group, increase the number ofcans you collect as appropriate. Clean out theempty cans and prepare them according to Table14.1. The full cans will be used to model theeffects of Earth’s gravitational forces.

PREPARATION FOR LESSON 15Save two of the boxes of sand, flour, and cocoafor use in Lesson 15.

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LESSON 14 SU R FA C E GR AV I T Y

NOTE If you have access to probeware, you maywish to have your class perform this lesson asdescribed in The Guide to Probeware andComputer Applications for STC/MS™, availableonline at www.nsrconline.org.

MATERIALS FOR LESSON 14

For the teacher1 pair of safety goggles*1 transparency of Student Sheet 14.1: How

Much Would a Can of Soda Weigh?*1 set of fine-point transparency markers

Overhead projector*32 soda cans, empty (all the same brand of

non-diet soda)*4 soda cans, full and unopened (all the

same brand of non-diet soda as the emptycans)*

4 Planet Data Card Sets (from Lesson 11)All-purpose sand, 11 kg

1 pair of tin snips or sharp scissors*1 balance*1 funnel*

Duct tape1 black permanent marker1 hole punch

Masking tape*132 large metal washers, 7⁄8 in. ID (30 g)

For each student1 copy of Student Sheet 14.1: How Much

Would a Can of Soda Weigh?*1 working copy of Student Sheet 10.1c:

Planetary Chart*

For each group of four students1 spring scale, 2.5 newtons 1 plastic cylinder, 2.5 cm × 15 cm

25 large steel washers, 5⁄16 in. ID

Earth’s surface gravity is 9.78 m/s2. Becausethis number will mean little to students, wecompare the surface gravity of other planets toEarth’s. A surface gravity of less than 1 meansthat an object would weigh less on that planetthan it does on Earth. A surface gravity of morethan 1 means that an object would weigh moreon that planet than it does on Earth. A gravityfactor is used to find out how much an objectwould weigh on each planet. The gravity factoris the number of times that each planet’s sur-face gravity is stronger or weaker than Earth’s,given that planet’s assumed diameter. Earth’sgravity factor is 1 and Jupiter’s gravity factor is2.36. This means that an object will weigh morethan twice as much on Jupiter than on Earth.By multiplying an object’s Earth weight by thegravity factor, students can determine theweight of an object on each of the nine planets.

STUDENT MISCONCEPTIONSGravity is an abstract concept that middle schoolstudents find difficult to understand. Studentsmay have many misconceptions about gravity.Although not all misconceptions are addresseddirectly in this lesson, some are listed below:

• Some students believe that gravity exists onlyon Earth. (Surface gravity exists on all plan-ets, although the extent of this force variesfrom planet to planet.)

• Some students may believe that gravity doesnot affect all matter at all times. (All matterexerts a gravitational force on all other matter.)

• Students may think that planets with slow orno rotation have little or no gravity. (Surfacegravity depends on the mass and radius of aplanet and not on its rotation.)

READING SELECTIONSStudents read the selection “Mass and Weight:What’s the Difference?” Students also read“Mission: Jupiter,” which discusses the Galileomission to Jupiter.

*Needed, but not supplied

STC/MS™ EA R T H I N SPA C E 213

LESSON 14 SU R FA C E GR AV I T Y

PREPARATION

1. Divide your class into four groups with eightstudents per group for Inquiry 14.1. If youwant students to work in groups of four, youwill have to double the number of cans youcollect and prepare (see Preparation Step 2).

2. Prepare the soda cans for Inquiry 14.1 bydoing the following:

A. Obtain 36 cans of any non-diet soda. Usethe same brand. Weigh one of theunopened cans of soda. The unopenedcans need to weigh around 390 gramseach. Be aware that diet sodas weigh lessthan regular sodas (lower sugar content.)

B. Empty, clean, and dry 32 of the 36 soda cans. Leave four cans filled andunopened. The unopened cans will rep-resent cans of soda on Earth.

C. Prepare the cans for Mercury, Venus,Mars, Saturn, Uranus, Neptune, and Plutoby using a balance and funnel to fill 28 ofthe empty cans with the amount of sandoutlined in Table 14.2. You will need fourcans for each planet.

Table 14.2 Preparing the Soda Cans

Surface Gravity Calculation Grams of Sand Ranking of Cans’ WeightPlanet (compared to Earth = 1) (Earth can = 390 g) (g) (1 = Lightest)

Mercury 0.38 390 × 0.38 148 2

Venus 0.91 390 × 0.91 355 4

Earth 1.00 390 × 1.00 (unopened can of soda) 6

Mars 0.38 390 × 0.38 148 2

Jupiter 2.36 390 × 2.36 920* 8

Saturn 0.92 390 × 0.92 359 5

Uranus 0.89 390 × 0.89 347 3

Neptune 1.12 390 × 1.12 437 7

Pluto 0.06 390 × 0.06 23.4 1

*Washers (30 g each) not sand, are used to fill the cans representing Jupiter. See Preparation Step 2F above.

D. Use duct tape to cover the opening of eachcan so that the sand does not spill out.

E. Write the name of each planet on maskingtape and tape it to the side of each can.

F. Since the corresponding grams of sandfor Jupiter will not fit into a 12-ouncesoda can, 30-g washers will be used torepresent the weight of a can of soda onJupiter. Wear safety glasses and use cau-tion to cut the tops from each of thesefour cans with tin snips or scissors. Alsouse caution when disposing of wastematerials left from cutting the cans.Cover the sharp edges of the cut canswith duct tape to prevent injury. Insert33 30-g washers into each of the fourcans. Use duct tape to cover the tops ofthe cans so the washers will not spill out.Label the cans.

SAFETY TIP

It is very important to tape the edgesof the cut cans with duct tape. Failureto tape the edges creates a cuttinghazard to the students.

226 STC/MS™ EA R T H I N SPA C E

LESSON 15 GR AV I T Y A N D OR B I TA L MO T I O N

4 plastic boxes or boxes of the same height1 large resealable plastic bag containing

the following:1 yellow balloon (filled with water)1 metric ruler, 30 cm (12 in.) 1 marble

FOR INQUIRY 15.4

For each student1 pair of indirectly vented goggles*

For each station1 copy of Inquiry Master 15.4: Investigating the

Effect of Planetary Mass on a Moon’s Orbit*1 plastic box (or large resealable plastic bag)

containing the following: 1 pre-assembled Moon Orbiter™ (made

of the following): 1 sphere, 7.5 cm 1 nylon fishing line, 1 m 1 screw eye1 piece of plastic tubing,

0.6 cm × 10 cm 1 plastic cylinder, 2.5 cm × 15 cm

25 large steel washers, 5⁄16 in. ID 1 student timer

SET UP TWO STATIONS FOR EACH INQUIRY

FOR INQUIRY 15.1

For each student 1 pair of indirectly vented goggles*

For each station1 copy of Inquiry Master 15.1: Gravity’s Effect

on Objects in Motion*1 plastic box from Lesson 12 (filled with sand,

flour, and cocoa)1 large resealable plastic bag containing

the following:1 metric ruler, 30 cm (12 in.) 1 marble1 measuring tape

FOR INQUIRY 15.2

For each student1 pair of indirectly vented goggles*

For each station1 copy of Inquiry Master 15.2: Testing

Balanced and Unbalanced Forces*1 plastic box (empty)1 metal canning jar ring1 marble1 sheet of white paper, 81⁄2 × 11 in.*

FOR INQUIRY 15.3

For each student1 pair of indirectly vented goggles*

For each station1 copy of Inquiry Master 15.3: Observing

Planetary Motion*1 Planetary Motion Model™ (made up of

the following):1 quilting hoop 1 latex sheet

PREPARATION

1. Make two copies of each inquiry master andlaminate them (or put them into protectivesheets) so that they can be reused throughoutthe day at the appropriate inquiry stations.

2. Prepare eight areas along the perimeter ofyour room in which you can set up eight sta-tions—two for each inquiry. Allow plenty ofroom between stations. Groups will rotatethrough these stations over a two-day period.

3. For Inquiry 15.1, use two plastic boxes filledwith sand, flour, and cocoa from Lesson 13and place two sets of the other materials forInquiry 15.1 each in a resealable bag. ForInquiry 15.2, prepare two sets of materialseach in an empty plastic box. Use an index

*Needed, but not supplied

STC/MS™ EA R T H I N SPA C E 281

LESSON 18 FO S S I L S A S EV I D E N C E O F AS T E R O I D IM PA C T

For each pair of students 1 fossil-bearing mound 1 plastic wide-mouthed container of

warm water, with lid1 plastic excavating stick1 paintbrush1 dropper bottle of water 1 pair of forceps 1 small resealable plastic bag

Wet and dry paper towels* Newspaper or other table covering*

For each group of 4 students1 poster, “Fossils Through Time”

MATERIALS FOR INQUIRY 18.2

For the teacherWhite glueWater*Mixing spoon*

1 bucket8 compartmentalized drink trays (optional)*

GravelRed sandAll-purpose sandBlack sand

For each pair of students1 set of fossils (from the fossil mound in

Inquiry 18.1)2 shark teeth 1 plastic wide-mouthed container, with lid

(from Inquiry 18.1)1 plastic spoon1 black china marker

For each group of 4 students1 cup of gravel with lid, 296 mL1 cup of red sand with lid, 296 mL1 cup of all-purpose sand with lid, 296 mL 1 cup of black sand with lid, 296 mL 1 cup of diluted glue with lid, 296 mL

MATERIALS FOR INQUIRY 18.3

For the teacher2 boxes of patching plaster

Water*Mixing spoon*

1 bucket Petroleum jelly (optional)*

For each pair of students1 plastic wide-mouthed container, with lid

(from Inquiry 18.2)2 shells1 cup (296 mL) filled with 120 mL of patching

plaster (premixed by the teacher)

For each group of 4 students1 small resealable plastic bag of craft dough

*Needed, but not supplied

PREPARATION

1. Label a transparency or sheet of newsprint“What We Know and Want to Know aboutFossils.”

2. Set up the audiovisual equipment. Previewthe Newton’s Apple video Dinosaur Extinction,which runs approximately 9 minutes.

3. Hang up the poster “Blast from the Past.” 4. The gray-white fossil-bearing mounds

must be presoaked in warm water forapproximately 3 hours before beginningInquiry 18.1. To do this, place each moundin a 473-mL wide-mouthed container andcover completely with warm water. Place alid on each container. Students will removethe softened mound from the water duringthe inquiry and use the container of water toclean their fossils.

NOTE The same 473-mL wide-mouthed con-tainer will be used in Inquiries 18.1, 18.2, and18.3. Only minimal cleaning of the container isnecessary between inquiries.