Earth Systems
Warm-up (9-8-14)
• Determine the independent and dependent variables, as well as the control group, experimental group, and the constants in the following scenario.– Tim just started a new landscaping company. He decides to test how
well his lawn mower works to see if he needs a new one. He rents three high powered mowers from the store and tests them along with his current mower on the same size lawns.
• Earth Systems:– What do you find most interesting about the solar system?– Do you think that various phenomena in space impact or affect us here
on Earth? Why / Why Not?
Warm-up (9-9-14)
• Are we the only solar system in our galaxy?• How do you think astronomers could go about
finding other solar systems?
Outline for the day
• Objectives• Why do I care?• Physical Science Review• The Sun and the Solar System• Walking Notes
Objectives
• Explain the structure of the sun and its energy source
• Describe the effects of sunspots, solar wind, and magnetic storms on Earth and Explain the role of Earth’s magnetic field.
Why do I care?
• Phenomena occurring on the sun impacts us here on Earth
• Fusion (the process inside the sun) is the most common source of energy in the universe and it provides the basis of Earth’s energy through fusion reactions in the Sun
• Different types of telescopes have given us data about the universe, galaxy, and solar system.
Introduction
• The Cosmos• https://www.youtube.com/watch?v=onvSeBS
6nLM• (34 min)• During the video, you need to write down 5
questions / thoughts you have.• After the video: Write a quick summary of the
most interesting topic presented in this video.
Warm-up (9-10-14)
• What is in the center of the sun?• Is the sun’s energy made up of light or heat?
Outline
• Objectives• Physical Science Review• The Solar System and the Sun
Physical Science Review
• What are the four states of matter?– Solid– Liquid– Gas– Plasma
• Were cultures without technology able to have astronomical observations?– Yes! Think about the Mayans
The Sun and the Solar system
• http://www.glencoe.com/sites/common_assets/science/virtual_labs/E28/E28.swf
Warm-up (9-11-14)
• Which planet do you think is the most interesting, and why?
Outline
• Objectives• The Solar System and the Sun
Objectives
• To explore the planets of the solar system• To learn interesting facts about each planet
The Sun and the Solar system
• http://www.glencoe.com/sites/common_assets/science/virtual_labs/E28/E28.swf
Warm-up (9-12-14)
• What was the most interesting fact that you learned about the planets yesterday?
• Why did you choose the planet that you did for your planet project?
Outline
• Objectives• The Solar System and the Sun Quick notes• NASA current events!
Objectives
• To discover basic facts about the solar system• To discover and explore current space news
General Notes on the Planets
• Solar system is made of 8 planets and other objects that orbit the Sun
• The orbits are elliptical, so a planet’s distance from the Sun will vary.
• Movement of a planet around the Sun is the revolution
• The spin of a planet on its axis is its rotation
General Notes on Planets
• Venus and Uranus display retrograde motion, meaning they rotate clockwise instead of counter clockwise
• Uranus is tilted on its side with its axis nearly parallel to the plane of its orbit.
• Four planets closest to the sun are the inner planets (Mercury, Venus, Earth, Mars)
• There is an asteroid belt in between the orbits of Mars and Jupiter
• The planets beyond the asteroid belt are the outer planets
NASA Current Event
• Solar Flare http://www.nasa.gov/content/goddard/significant-flare-surges-off-the-sun/index.html
• Curiosity Update• http://www.nasa.gov/press/2014/september/
nasa-s-mars-curiosity-rover-arrives-at-martian-mountain/index.html#.VBIRrcJdWSo
Current Event Assignment
• Read the handout carefully and ask if you have any questions!
Warm-up (9-15-14)
• Why is the mission on Mars so important to us?
• Based on evidence, do you think that the predictions that there will be human missions to Mars in the 2030s is accurate?
Outline
• Objectives• Scale Solar System project
Objectives
• To create a scale model of each individual planet
• To learn new and interesting facts about each planet
• To create a scale model of the solar system and the planets’ distance from the sun.
Warm-up (9-16-14)
• What do you think are some differences between the inner and outer planets?
• What separates the inner planets from the outer planets?
Outline
• Objectives• Scale Solar System project
Objectives
• To create a scale model of each individual planet
• To learn new and interesting facts about each planet
• To create a scale model of the solar system and the planets’ distance from the sun.
Figuring out the Scale
Planet Actual Diameter (km) Scaled Diameter (cm)
Mercury 4,880
Venus 12,100
Earth 12,800
Mars 6,800
Jupiter 142,000
Saturn 120,000
Uranus 51,200
Neptune 48,600
Sun 1,392,000
You may need to use your information from the metric system (your notes) to help you figure this out
Figuring out the ScalePlanet Distance from Sun
(AU)Distance to planet (kilometers)
Scale distance from Sun (cm)
Mercury 0.39 58,000,000
Venus 0.72 108,000,000
Earth 1.00 150,000,000
Mars 1.52 228,000,000
Jupiter 5.20 778,000,000
Saturn 9.54 1,430,000,000
Uranus 19.2 2,870,000,000
Neptune 30.1 4,500,000,000
Sun (a star) 0 - -
If we used diameter scale for distance scale….
• What would happen?• Would some planets even be in this room?
Scale of the Solar System
• http://www.exploratorium.edu/ronh/solar_system/
• Calculate the distances into feet so we can do our outside demonstration!!
Inner vs. Outer Planets
• Inner Planets– Mercury, Venus, Earth, and Mars– Relatively small, composed mostly of rock, have few
or no moons• Outer Planets
– Jupiter, Saturn, Uranus, Neptune, Pluto(dwarf planet)
– Mostly huge, mostly gaseous, ringed, and have many moons
• Pluto is an exception, it is small, rocky, and has 4 moons
Warm-up (9-17-14)
• What did you learn about the scaled distances of the planets from the sun?
• What would happen if we used the same scale for diameter that we did for orbit distance?
Outline
• Objectives• Scale Solar System project
Objectives
• To create a scale model of each individual planet
• To learn new and interesting facts about each planet
• To create a scale model of the solar system and the planets’ distance from the sun.
As distance from sun increases, temperature………….
Density of the Planets
Extras• • JPL Solar System Simulator: A Web-based activity providing students
an opportunity to change a variety of variables to observe the current position of the planets of the solar system from different angles and perspectives.
• http://space.jpl.nasa.gov/
• • SOHO: Observe a near real-time view of the Sun using data from the SOHO spacecraft.
• http://sohowww.nascom.nasa.gov/data/realtime/hmi_igr/512 /
• • JPL KIDS: A Web site containing a wealth of fun games and activities dealing with the solar system.
• http://www.jpl.nasa.gov/kids/index.cfm
Assignment Work Time
• We will be working on the paper mache portion of our projects first. Make sure that you are keeping in mind the scale of your planet. After you finish working on making your planet, you will be allowed to work on your powerpoint and research for your project and presentation.
Warm-up (9-18-14)
• Why do we use models in science?• How does making a model help us get a better
understanding of our solar system?
Outline
• Objectives• Scale Solar System project
Objectives
• To create a scale model of each individual planet
• To learn new and interesting facts about each planet
• To create a scale model of the solar system and the planets’ distance from the sun.
Warm-up (9-22-14)
• What do you think of when you hear the term galaxy?
• Do you think our galaxy is the only galaxy in the universe?
Outline
• Objectives• Scale Solar System project
Objectives
• To create a scale model of each individual planet
• To learn new and interesting facts about each planet
• To create a scale model of the solar system and the planets’ distance from the sun.
Warm-up (9-23-14)
• Which planets have rings?• Which planet is closer to us, Neptune or
Mercury?
Outline
• Objectives• Scale Solar System project
Objectives
• To create a scale model of each individual planet
• To learn new and interesting facts about each planet
• To create a scale model of the solar system and the planets’ distance from the sun.
Warm-up (9-24-14)
• What is a terrestrial planet?
Outline
• Objectives• Scale Solar System project
Objectives
• To create a scale model of each individual planet
• To learn new and interesting facts about each planet
• To create a scale model of the solar system and the planets’ distance from the sun.
Warm-up (9-25-14)
• Explain what you have learned about the solar system by working on the projects that we have been doing this week.
Outline
• Objectives• Scale Solar System project
Objectives
• To create a scale model of each individual planet
• To learn new and interesting facts about each planet
• To create a scale model of the solar system and the planets’ distance from the sun.
Warm-up (9-26-14)
• Explain what an atmosphere is?
• Why do you think having an atmosphere is important?
Outline
• Objectives• Scale Solar System project presentations
Objectives
• To present interesting facts about each planet.• To learn new and interesting facts about each
planet
Warm-up (9-29-14)
• How are the inner planets alike?• How are the Jovian planets different from
Earth?
Outline
• Objectives• Scale Solar System project presentations
Objectives
• To present interesting facts about each planet.• To learn new and interesting facts about each
planet
Presentations
• You are being graded on the rubric.• Take a minute to read it. Ask questions if you
have any. Take responsibility for your grade!
EXIT CHAPTER
27CHAPTER
27.1 The Inner Planets
27.2 The Outer Planets
27.3 Planetary Satellites
27.4 Solar-System Debris
CHAPTER OUTLINECHAPTER OUTLINE
The Planets and the Solar System
Warm- up (9-30-14)
• How does the structure of the solar system impact the function of it?
Outline
• Objectives• Planet Presentations• Stars
Objectives
• To demonstrate knowledge of the planets by presenting detailed information on each planet
Warm- up (10-1-14)
• What are some of the characteristics of planetary moons?
• What other objects are part of the solar system?
Outline
• Objectives• Notes• Review Game
Objectives
• To review knowledge from part of the solar system unit, to refresh the information.
CHAPTER HOME
The planets are grouped by position as inner or
outer, and by properties as terrestrial or Jovian.
CHAPTER
SECTION OUTLINESECTION OUTLINE
VOCABULARY
The inner planets are Mercury, Venus, Earth, and
Mars. They are all terrestrial: they have rocky crusts,
dense mantle layers, and very dense cores.
27.1 The Inner Planets27 The Planets and the Solar System
Mercury Venus Earth Mars
Asteroid Belt
The Inner Planets
inner planets
outer planets
CHAPTER HOME
The Jovian, or outer, planets are large, consist
mostly of gases, and are surrounded by ring
systems and many moons. They are Jupiter, Saturn,
Uranus, and Neptune.
CHAPTER
SECTION OUTLINESECTION OUTLINEPluto is too small to be a Jovian planet and not dense
enough to be a terrestrial planet.
27.2 The Outer Planets27 The Planets and the Solar System
Asteroid Belt
Jupiter Saturn Uranus Neptune
Pluto
The Outer Planets
CHAPTER HOME
A planetary satellite or moon is a smaller body that
revolves around a planet. Except for Venus and
Mercury, each planet has at least one satellite.
CHAPTER
SECTION OUTLINESECTION OUTLINE
Jupiter’s four largest moons, Io, Europa, Ganymede,
and Callisto, have yielded some surprising
discoveries, such as ice covering Europa and
volcanoes on Io.
27.3 Planetary Satellites27 The Planets and the Solar System
Galilean Satellites of Jupiter
Io Europa Ganymede Callisto
CHAPTER HOME
A planetary satellite or moon is a smaller body that
revolves around a planet. Except for Venus and
Mercury, each planet has at least one satellite.
CHAPTER
SECTION OUTLINESECTION OUTLINE
Jupiter’s four largest moons, Io, Europa, Ganymede,
and Callisto, have yielded some surprising
discoveries, such as ice covering Europa and
volcanoes on Io.
27.3 Planetary Satellites27 The Planets and the Solar System
The Cassini-Huygens expedition has returned a
wealth of new information on Saturn’s moons,
especially Titan.
CHAPTER HOME
The solar system also includes debris such as
comets, asteroids, and meteoroids.
CHAPTER
SECTION OUTLINESECTION OUTLINE
VOCABULARY 27.4 Solar-System Debris27 The Planets and the Solar System
Haley’s Comet
Asteroid 243 Ida
comet
asteroid
meteor
meteorite
meteor shower
CHAPTER HOME
The solar system also includes debris such as
comets, asteroids, and meteoroids.
CHAPTER
VOCABULARY
An impact crater is a bowl-shaped depression that
remains after a meteoroid or other debris strikes a
planet or moon.
27.4 Solar-System Debris27 The Planets and the Solar System
Meteorites are meteoroids that survive the trip
through Earth’s atmosphere.
comet
asteroid
meteor
meteorite
meteor shower
SECTION OUTLINESECTION OUTLINE
CHAPTER HOME
The sun is enormous compared to Earth. Its surface
temperature is about 5500°C; its interior is even
hotter.
CHAPTER
SECTION OUTLINE
VOCABULARY
The sun’s energy is the result of the conversion of
hydrogen to helium in nuclear fusion. The mass that
does not convert to helium is not lost, but becomes
energy.
26.1 The Sun’s Size, Heat, and Structure
26 The Sun and the Solar System
4 Hydrogen nuclei (protons)
1 Helium nucleus
energy
2 protons 2 neutrons
Fusion of Hydrogen to Helium
+
fusion
plasma
photosphere
chromosphere
corona
sunspot
solar wind
aurora
CHAPTER HOMECHAPTER
VOCABULARY
The photosphere, chromosphere, and corona are
layers of the sun’s atmosphere.
26.1 The Sun’s Size, Heat, and Structure
26 The Sun and the Solar System
Granules, solar
prominences, sunspots, and solar flares appear on
the sun’s surface.
Corona (1,000,000°C)
Core (15,600,000°C)
Chromosphere (20,000°C)
Photosphere (6,000°C)
Radiative zone (8,000,000°C)
Convection zone (1,500,000°C)
Solar prominence
Sunspots (3,500°C)
fusion
plasma
photosphere
chromosphere
corona
sunspot
solar wind
aurora
SECTION OUTLINE
CHAPTER HOMECHAPTER
VOCABULARY
The photosphere, chromosphere, and corona are
layers of the sun’s atmosphere.
26.1 The Sun’s Size, Heat, and Structure
26 The Sun and the Solar System
Granules, solar
prominences, sunspots, and solar flares appear on
the sun’s surface.
The solar wind is a stream of charged particles from
the sun’s corona. Some solar events, such as solar
flares or coronal holes, cause changes in the solar
wind that can affect Earth.
fusion
plasma
photosphere
chromosphere
corona
sunspot
solar wind
aurora
SECTION OUTLINE
CHAPTER HOME
Ptolemy proposed a geocentric, or earth-centered,
solar system to explain planetary motion.
CHAPTER
SECTION OUTLINE
VOCABULARY
Nicolaus Copernicus proposed a heliocentric system,
in which the planets orbit the sun. This model
explained the retrograde motion of planets better
than the geocentric model.
26.2 Observing the Solar System: A History
26 The Sun and the Solar System
Retrograde motion of Mars
East West
Sept.
Aug. July
June
Dec.Jan.Feb.March
AprilMay
geocentric
heliocentric
gravitation
CHAPTER HOMECHAPTER
SECTION OUTLINE
VOCABULARY26.2 Observing the Solar System: A History
26 The Sun and the Solar System
Johannes Kepler used Tycho Brahe’s data to develop three laws that explained the motions of the planets.
June 15th
July 15th
January 15th
December 15th
(30 days) (30 days)
Sun
Equal areas
Earth’s orbit
KEPLER’S EQUAL AREA LAW states that a line connecting Earth to the sun will pass over equal areas of space in equal times. Because Earth’s orbit is elliptical, Earth moves faster when it is nearer to the sun.
geocentric
heliocentric
gravitation
CHAPTER HOMECHAPTER
SECTION OUTLINE
VOCABULARY26.2 Observing the Solar System: A History
26 The Sun and the Solar System
Johannes Kepler used Tycho Brahe’s data to develop three laws that explained the motions of the planets.
Isaac Newton developed the universal law of
gravitation, which helped explain the motions of
planets in the solar system.
geocentric
heliocentric
gravitation
Warm- up (10-2-14)
• Write down everything you can think of about the solar system and the sun that you have learned so far.
Outline
• Objectives• Quiz
Objectives
• To demonstrate knowledge of the solar system by taking the solar system quiz
RETROGRADE MOTION
• http://www.youtube.com/watch?v=kQ3nEVY4AIk&list=PLAuJGYL6VYK9IP3_u5gFj5i7M4ewomOTM&index=4
• Granules of the sun• http://
www.youtube.com/watch?v=W_Scoj4HqCQ
Warm- up (10-3-14)
• What are some things you are still curious about as far as the solar system?
Outline
• Objectives• NASA Current Event
Objectives
• To gain understanding of current events in space by looking at and evaluating articles on NASA’s website.
NASA Current Event
• Get out your current event assignment description sheet from a few weeks ago. Please read the article and complete your assignment.
• http://www.nasa.gov/press/2014/september/nasa-telescopes-find-clear-skies-and-water-vapor-on-exoplanet/index.html#.VCht6yhR-0s
• Remember that you need to use complete sentences.• A brief summary is more than one or two sentences, but it
is also not repeating the entire article in different words. Simply give me an idea of what the article was about with a few key, important details.
Warm- up (10-6-14)
• Explain the article from the NASA current event.
• What did you think of the article?• Is there anything you can suggest to NASA
about the article?
Outline
• Objectives• Facts about the planets I want you to know!• Atmospheres of Planets
Objectives
• To determine specific facts about individual planets and their satellites
Mercury
• Planet nearest the sun• Shortest orbital period (88 Earth Days)• Smallest planet• Has a magnetic field about 1% as strong as Earth• Heavily cratered (similar to Earth’s moon)
– Mercury’s most abundant landform• Also has smooth surfaces – may have been
formed by lava flowing out of cracks in Mercury’s surface
Mercury
• Turns on its axis every 59 days• Daytime temperatures 400 degrees C
– What does this do to the particles above the surface?
• Night temperatures -200 degrees C• Weak gravity = no atmosphere
Venus
• Earth’s Sister– Similar diameter, mass, gravity
• Weak or nonexistent magnetic field• Rotates from east to west• Rotates slowly on axis, 243 days• Orbits sun in 225 days
– One day is longer than one year on Venus• Thick pale yellow clouds in atmosphere• Surface has volcanic features, faulting, and impact craters• 80% of surface is covered with lava
Venus
• Not sure if volcanic activity is still going on• Oldest crust is 800 million years old• Dense atmosphere
– Mostly carbon dioxide with a little nitrogen– Acts like greenhouse = surface temps 475 degrees
C– Sulfuric acid = yellow clouds
• Surface atmospheric pressure is 90 times greater than on Earth
Mars
• 687 days to orbit the sun• Diameter is half of Earth’s• Gravity is 2/5 that of Earth’s • Weak magnetic field• Similar axis tilt to Earth
– 4 seasons similar to Earth• Year is twice as long as Earth year (what does this do to
the seasons?)• Thin atmosphere
– 95% Carbon dioxide and 5% nitrogen and argon
Mars
• Thin atmosphere, so pressure is less than 1% that of Earth
• Polar ice caps – most likely water ice covered by frozen CO2
• Temperature difference between poles and soil = strong winds and swirling dust storms
• Largest volcano = Olympus Mons– Not related to plate motions
• Valles Marineris – canyon system as long as US• What happened to the water that once covered the
surface of Mars?
Jupiter
• Takes 11.9 years to orbit the sun• Rotates faster than any other planet (about 10 hours)• Largest planet – more than twice total mass of all other
planets combined• Strongest magnetic field• Interaction between solar wind and magnetic field causes
auroras• Jupiter radiates 2x as much heat into space compared to
what it receives– May come from original heat of formation and from contraction
due to gravity
Jupiter
• Great Red Spot– One of several spots– Photos indicate spots might be calm areas rotating
slowly in violent atmosphere• No thick, dense clouds• High temperatures and pressures in upper
atmosphere• Deep atmosphere is convective• What does this mean?
Saturn
• 30 Earth years to complete one orbit• Turns on its axis about every 10 hours• Colored zones and belts – areas of rising and sinking gas• Fewer belts than Jupiter• Lowest density – it could float!• Has source of internal heat – radiates out more heat
than it receives• Weaker magnetic field than Jupiter but stronger than
Earth• Rings are made of ice with some rock – remains of
asteroids, comets, small moons crushed by gravity
Uranus
• 84 years to complete one orbit• Average surface temp. is -200 degrees C• Turns on axis once every 17.2 hours• Axis of rotation is parallel to orbital plane
– It is tipped on its side!– Why did this happen?
• Magnetic field is present but is not tipped on its side– Difference is 60 degrees– Difference causes magnetic field to trace spiral pattern in
solar wind as planet rotates• Turquoise color due to methane gas
Neptune
• Rotates on axis 16.1 hours and takes 165 years to orbit sun
• Magnetic axis is tipped 47 degrees compared to axis of rotation– Also offset from the planet’s center– Scientists think motions of conductive material (maybe
water) generate the magnetic field• Harsh winds 2000 km/hr• Atmosphere is mostly hydrogen, some helium, and
small amount of methane
Neptune and Pluto
• Neptune and Pluto cross orbital paths, meaning they switch being closer to the sun
• Pluto is smaller than seven of the solar system’s moons, even Earth’s moon!
• Pluto has a moon Charon that is about half it’s size
Warm- up (10-7-14)
• What is the difference between a meteorite and a meteoroid?
• What is a meteor compared to a meteoroid?
Outline
• Objectives• Planet Notes• Lab Notebook Setup• Impact craters
Objectives
• To determine how impact craters are formed
Warm- up (10-8-14)
• Explain what you know about impact craters.
• How can you apply what you know to different planets in the solar system, or even to our moon?
Outline
• Objectives• Solar System Video ?
Objectives
• To learn more information about the formation of the solar system and about stars
Lab Notebook Setup
• Number the pages front and back, starting on the very first page as number 1
• First 4 pages are Table of contents• On page 5 is where we will start!• http://
barstowhomeworkboard.pbworks.com/w/file/fetch/48631545/crater%20table%20for%20lab.pdf
p. 5 Impact Craters
• Use the sand in the box to create impact craters• Design your experiment!• Find different size rocks and pebbles outside to
test to see what impact craters they will make– You may use the materials I have as well
• Use a toothpick to measure the depth (use a marker to mark the depth if you need to)
• Use a ruler to measure the diameter• Compare the size of the crater to the object
• Hypothesis:
• Data: (Make a table!!!)– Draw pictures– Write down observations
– Extension Section!
• Conclusion:
• What would happen if you changed the angle of impact?
Solar System Video
• https://www.youtube.com/watch?v=QfOF0bRBFJ4
Warm- up (10-9-14)
• Explain what you learned from the lab yesterday.
• What new information about impact craters did you learn?
Outline
• Objectives• Impact Crater Lab• Solar System Video• Stars
Objectives
• To learn more information about the formation of the solar system and about stars
Solar System Video
• https://www.youtube.com/watch?v=QfOF0bRBFJ4
Warm- up (10-10-14)
• Explain what you think parallax means.
Outline
• Objectives• NASA Current Event
Objectives
• To discover and investigate current events in Space news by reading and summarizing articles on NASA’s website
Stars!
• What is light?– Electromagnetic radiation
• Energy that travels in waves• 300,000 km/s – speed of light
– Electromagnetic spectrum• Arrangement of various types of electromagnetic
radiation
– Stars emit wide range of wavelengths
Stars
• Constellations: groups of stars– Typically named after mythology– 88 visible constellations– Not natural groupings– Varying distances from Earth– Apparent regular movement across our sky is
caused by Earth’s motions• Rotation and revolution
– Position changes with the seasons
Apparent Magnitude
• Measure of how bright a star appears to be to an observer on Earth
• Lower the magnitude number, the brighter the star is
• Faintest stars that are visible are sixth-magnitude stars
• Each magnitude differs from the next by a factor of 2.5– First magnitude star is about 2.5 times brighter than a
second magnitude star
Distance
• Astronomical Unit (AU) – average distance between the Earth and the sun– 150 million kilometers
• Nearest star to Earth is Proxima Centauri but is still more than 2.5 kilometers away if the Earth and Sun were dots 1 cm apart
• Light Year – distance that a ray of light travels in one year– 9.5 trillion kilometers
• Proxima Centauri is about 4.2 light years away from Earth
• Parallax – change in object’s direction due to a change in observer’s position– at different times of the year a nearby star doesn’t seem to be in
exactly the same position against the backdrop of stars
Parallax
• Hold your arm out in front of you with a thumbs up.
• Switch closing one eye and then the other.
Pick your Current Event!
• Go onto NASA’s website• Pick which article you want to read• Make sure that the name of the article is at
the top of your page that you are going to turn in!
Warm up
• What are some of the future trends that can be predicted by knowing the Earth’s past?– HINT: Think about temperature and climate, ocean
currents, even landscape.
Paper mache
• http://www.craftyhomeschoolmama.com/2013/01/the-ultimate-paper-mache-solar-system.html
Warm- up (10-20-14)
• Which planet is the largest in our solar system?
• What is the difference between a solar system and a universe?
Outline
• Objectives• Solar System Test Review
Objectives
• To review for the Solar System Test
Warm- up (10-21-14)
• Write down everything you can remember about the solar system unit.– Think about how the solar system formed, how
the planets are able to stay in their orbits, terrestrial planets vs. jovian planets, stars, constellations, parallax
Outline
• Objectives
Objectives
• Demonstrate knowledge of the Solar System by completing the Solar System Test