How the Solar System Works
Unit Plan
How the Solar System Works
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Grade Levels
8th Grade
- Related Academic Standards
- Assessment Anchors
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Eligible Content
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Big Ideas
- A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live.
- Each area of technology has a set of characteristics that separates it from others; however, many areas overlap in order to meet human needs and wants.
- Matter has observable physical properties and the potential to mix and form new materials.
- Technological design is a creative process that anyone can do which may result in new inventions and innovations.
- Technological literacy is the ability to use, assess and manage technology around us.
- Technology is created, used and modified by humans.
- Aquatic, terrestrial and human-made ecosystems consist of diverse living and non-living components that change over time and among geographic areas.
- Environmental laws and regulations impact humans, the environment, and the economy in both positive and negative ways.
- Humans depend upon the management and practices of agricultural systems.
- Living things depend on their habitat to meet their basic needs.
- People acting individually and/or as groups influence the environment.
- Sustainable use of natural resources is essential to provide for the needs and wants of all living things now and in the future.
- The health of all living things is directly related to the quality of the environment.
- The survival of living things is dependent upon their adaptations and ability to respond to natural changes in and human influences on the environment.
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Concepts
- A substance has characteristic properties such as density, boiling point, freezing point, solubility, all of which are independent of the mass or volume of the sample.
- A technological design & problem solving process changes ideas into a final product or system.
- All matter is made up of building blocks called atoms. Atoms are characterized by their parts including protons, electrons, and neutrons.
- All matter is made up of particles, which are far too small to see directly through a microscope.
- Bio-related technologies are the processes of using biological mater to make or modify products.
- Bio-related technologies are the processes of using biological organisms to make or modify products.
- Changing a substance’s state of matter may change its density but not its composition.
- Communication is the process of composing, sending, and receiving messages through technology.
- Communication is the process of composing, sending, and receiving messages using technological devices.
- Compounds may only be broken down into simpler types of matter (elements) by chemical means.
- Construction is the process of turning materials into useful structures.
- Construction is the process of turning raw materials into useful structures.
- Creating optimal solutions under constraints are a primary component of technological problem solving (e.g., tools/machines, materials, information, people, capital, energy, and time).
- Decisions about the use of products and systems can result in expected and unexpected consequences.
- Decisions about the use of products and systems can result in known and unexpected consequences.
- Elements are the basic building blocks of matter that cannot be broken down chemically and are made up all of the same type of atoms.
- Energy and power technologies are the processes of converting energy sources into useful power.
- Energy and power technologies use processes to convert energy into power.
- Human decision making (e.g. Human needs and wants plus cultural considerations) drives the selection and/or use of technologies.
- In a technological world, inventions and innovations must be carefully assessed by individuals and society as a whole.
- Innovation is the process of improving an existing product, process, or system.
- Innovation is the process of modifying an existing product, process, or system to improve it.
- Invention is a process of creating new products, processes, or systems.
- Invention is a process of turning ideas and imagination into new products, processes, or systems.
- Inventions and innovations must be carefully assessed by individuals and society.
- Manufacturing is the process of turning materials into useful products.
- Manufacturing is the process of turning raw materials into useful products.
- Materials are characterized by having a specific amount of mass in each unit of volume (density).
- Particles are always in motion with the smallest motion in solids progressing to the largest motion in gases.
- People select, create, and use technology.
- Safety is a preeminent concern for all technological development and use.
- Safety is one of the most important concerns for all technological development and use.
- Science and technology are interconnected.
- Science is the study of the natural world and technology is the study of the human designed world but both are inextricably connected.
- Technological design & problem solving follows many steps.
- Technological design & problem solving includes clearly communicated solutions.
- Technological design & problem solving includes frequent checking.
- Technological design & problem solving requires hands-on applications.
- Technological literacy is necessary for a productive workforce.
- Technological literacy is necessary for all citizens.
- Technological literacy is the ability to understand, use, assess, design, and create technology.
- Technological literacy requires lifelong learning.
- Technology and society impact each other.
- The abilities required in a technological world include diagnosing, troubleshooting, analyzing and maintaining systems.
- The abilities required in a technological world include understanding, fixing, and maintaining systems.
- The goal of technology is to meet human needs and wants.
- The study of the impacts of technological systems enables us to plan and direct technological developments.
- The use of technology involves weighing the trade-offs of the positive and negative effects.
- There are over one hundred known elements each with characteristic properties from which all other matter is made.
- Transportation is the process of safely and efficiently moving people and products.
- Understanding technological systems help us plan and control technological developments.
- When two or more substances are combined, they may form a mixture and maintain their original properties or they may react chemically to form a new substance with new properties.
- While science is the study of the natural world, technology is the study of the human designed world.
- Agricultural changes have been made to meet society's needs.
- Agricultural production, cost, and, quality are related to environmental conditions.
- Climate and soil conditions affect the diversity of plants and animals in an ecosystem.
- Conservation and best management practices can affect continued availability of resources.
- Cycles exist in an ecosystem.
- Environmental health is directly related to resource use, reuse and recycling.
- Environmental laws and regulations exist to protect the environment.
- Habitat loss effects both the interaction among species and the population of a species.
- Habitats can be lost or altered through natural processes or human activities.
- Human actions can result in the loss of habitat and species.
- Human actions related to agricultural systems affect the health of the environment.
- Human land use practices can affect the health of the environment.
- Improvement in knowledge and technology allows humans to better mange their environment.
- Landforms determine the boundaries of a watershed.
- Laws exist to protect plant and animal species.
- Limiting factors affect ecosystems.
- Living components in the ecosystem are dependent upon the non-living components.
- Natural and human factors affect water quality and flow through a watershed.
- Natural resources and technological changes affect the development of civilizations through the advancement of agricultural production.
- Natural resources are an integral component for survival in different parts of the world.
- Natural resources are found in specific locations on the earth.
- Organisms have basic needs for survival.
- Pennsylvania agencies exist to develop and enforce environmental laws and regulations.
- Pennsylvania contains several major ecosystems.
- Pest management has long-term effects on an ecosystem.
- Physical components of aquatic systems influence the organisms that live there in terms of size, shape and physical adaptations.
- Raw materials come from natural resources.
- Recycling and waste management have an effect on the available resources.
- Renewable and non-renewable resources provide for human needs (energy, food, water, clothing and shelter).
- Residential and industrial pollution can affect environmental health.
- Resources are either renewable or nonrenewable.
- Several types of wetlands exist.
- Some diseases are associated with poor environmental quality.
- Species can be classified as threatened, endangered, and extinct.
- Sustainable use of natural resources is essential for the survival of humans and other organisms.
- Technological advancements impact our use of resources.
- The environment is impacted by the consumption of resources and generation of waste.
- Watersheds are an integral component of aquatic and terrestrial ecosystems.
- Wetlands contain animals, plants and soils with specific characteristics.
- Wetlands perform unique functions within an ecosystem.
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Competencies
- Demonstrate how technological progress promotes the advancement of science, technology, engineering and mathematics (STEM).
- Describe and demonstrate how to use technological design & problem solving.
- Describe the complementary roles of scientific knowledge and technological application.
- Describe the nature of technology and the consequences of technological activity which impact society and the world.
- Describe the nature of technology.
- Design and develop the ability to create and send messages using technological devices.
- Design and develop the ability to safely and effectively use tools and materials to build structures.
- Design and develop the ability to safely and effectively use tools and materials to convert energy into power.
- Design and develop the ability to safely and effectively use tools and materials to create bio-related products and systems using technology.
- Design and develop the ability to safely and effectively use tools and materials to create vehicles that transport people and products.
- Design and develop the ability to safely and effectively use tools and materials to manufacture products.
- Develop skills for a productive workforce.
- Develop the abilities to use and maintain technological products and systems.
- Differentiate between the study of science and technology.
- Explain how making informed decisions about the development and use of technology may have known and unexpected consequences.
- Explain how technology has and can change the human condition throughout time.
- Use models and patterns to make predictions, draw inferences, or explain scientific and technological concepts.
- Verify that engineering design is influenced by personal characteristics, such as creativity, resourcefulness and the ability to visualize and think abstractly.
- Analyze the effects of management practices on natural resources.
- Analyze the ways in which societal needs have prompted agricultural changes.
- Compare and contrast the cost and quality of a product in agricultural production as related to environmental conditions.
- Compare and contrast two different ecosystems in Pennsylvania including their living and non-living components.
- Describe the natural and human factors which affect the water quality and flow through a local or state watershed.
- Describe the response of organism to environmental changes and how those changes affect survival (e.g., habitat loss, climate change).
- Discuss how a change of one component in an ecosystem may affect the entire ecosystem.
- Explain how a dynamically changing environment provides for the sustainability of living systems.
- Explain how an ecosystem can change over time, e.g. succession.
- Explain how the development of civilization has been affected by natural resources and technological changes.
- Explain how the wise use and misuse of resources affects the environment.
- Explain society’s standard of living in terms of technological advancements and how these advancements impact our use of resources (e.g., agriculture, transportation, energy, production).
- Explain the role of local and state agencies in enforcing environmental laws and regulations.
- Identify alternative actions that are used to reduce pollution (air, water, land).
- Identify and explain environmental laws and regulations.
- Identify and explain the cycles found within an ecosystem (water, carbon, nitrogen).
- Identify environmental issues and explain their potential long term health effect (e.g., agriculture land use, urban sprawl, pest controls, pollution).
- Identify how the use of resources used to provide humans with energy, food, housing and clothing has changed.
- Identify PA plants and animals that are threatened and endangered, and describe ways to protect them.
- Identify the locations of different concentrations of fossil fuels and mineral resources, their time spans for renewability and how consumption affects their availability.
- Identify the relationship between resource use, reuse and recycling and environmental health.
- Investigate the effects of local residential and industrial pollution on environmental health (e.g., point and non-point).
- Use evidence to explain how diversity affects the ecological integrity of natural systems.
Objectives
Through demonstrations and worksheets, students will
- understand the patterns of the Earth’s movements in the solar system.
- understand how gravity rules those movements.
- identify the nature and composition of bodies in the solar system and the scale of the solar system.
- comprehend how our understanding of the solar system advanced from anecdotal opinion to scientific theory.
Essential Questions
Related Unit and Lesson Plans
Related Materials & Resources
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Materials haven't been entered into the unit plan.Formative Assessment
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Multiple Choice Items:
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In which moon phase is a solar eclipse possible?
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Full
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New
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Third Quarter
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Waxing Gibbous
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Which pair of moon phases are associated with Spring tides?
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any phase during spring
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Third Quarter and New
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First Quarter and Third Quarter
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Full and New
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Which best describes an astronomical unit?
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the mean distance between the Earth and the sun
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a large amount of money
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the distance light travels in a year
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the distance between the sun and Polaris
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How far does the gravitational influence of the sun reach?
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to the edge of the solar system
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to the dwarf planet Eris
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until canceled by another star
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until the orbit of Neptune
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How are the inner planets and the outer planets different?
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The inner planets are gas giants, the outer planets are rocky.
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The inner planets are rocky, the outer planets are gas giants.
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The inner planets are much larger than the outer planets.
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The inner planets have more moons than the outer planets.
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Moon Alpha and Moon Beta orbit the same planet. Beta is twice as far from the planet as Alpha. How much gravitational attraction does the planet exert on Beta, compared to Alpha?
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half as much
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twice as much
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the same amount
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a quarter as much
Multiple-Choice Answer Key:
1. B
2. D
3. A
4. C
5. B
6. D
Short Answer Items:
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You are designing a space probe to visit an asteroid just beyond the orbit of Mars. In fact the asteroid is exactly twice as far from the sun as the Earth. You know that, like gravity, radiation received from the sun falls off as you get farther from the sun in the same inverse-squared ratio. The probe needs 200 watts, and you have a solar panel that has proven in tests that it can generate 200 watts when facing the sun from Earth’s orbit. How many of these panels will you need to generate the same 200 watts when the probe has reached the asteroid?
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Sometime in the future you are working as an editor for a book publishing company. Someone who is a space pilot for one of the new colonies on the moon has submitted a manuscript making dramatic claims that aliens from another star are closely watching what humanity is doing in space. Among other things, he says that on one standard four-day trip to Earth’s moon he decided to take his rocket on a side trip to Jupiter to meet with the aliens, and then returned to the moon before he was missed. Do you decide to believe his story and accept the book for publication? Or do you reject the book because you don’t believe his story? Give your reason for your decision.
Short-Answer Key and Scoring Rubrics:
Question 7 Scoring Rubric:
Points
Description
2
Answer is 4 panels.
1
Answer is 800 watts (shows misreading of the question).
0
Any other answer
Question 8 Scoring Rubric:
Points
Description
2
Reject the story because Jupiter is so much farther away than the moon that you could not make a side-trip there. Optionally, the student may add that if you got to Jupiter you cannot land since there is no solid surface.
1
Reject the story because Jupiter is a cold place with no solid surface to land on, without mentioning impossibility of getting there in a moon rocket in less than four days.
0
Any other answer.
Performance Assessment:
As the planetary astronomy professor at your local university some decades from now, you are in your office when you get a message from a correspondence student, currently on Mars, claiming to have overheard a discussion there of the discovery of two additional Martian moons. They are no bigger than the two previously known moons of Mars, tiny Phobos and Deimos, but are in different orbits with different orbital periods. The student has already named them Alpha and Beta, and has heard that their orbital characteristics around Mars are like this:
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Orbital Distance
(in planet diameters)
Orbital Period (hours)
Alpha
3
10
Beta
5
21.5
You wonder if this could be true. You know that Kepler’s Third Law, where D3 = P2 (orbital distance cubed equals orbital period squared) can be applied to the moons orbiting a specific planet, as well as planets orbiting the sun. Of course, the law refers to ratios rather than absolute values, so you recalculate the orbital characteristics of Alpha and Beta in terms of a ratio based on the orbit of Alpha. You add a column dividing D3 by P2. If the result is close to 1 for Beta, that means the D3 = P2 ratio holds true, the two moons do follow Kepler’s law, and therefore could be real.
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Orbital Distance
(in planet diameters)
Orbital Period (hours)
D3/P2
Alpha
1
(3/3)
1
(10/10)
1
Beta
1.66
(5/3)
2.15
(21.5/10)
0.99
(1.663 = 4.5743 and 2.152 = 4.62, so 4.57/4.62 = 0.99)
Wildly excited by the results, you compose a tweet announcing this to your many avid followers. (In the future, planetary astronomy is considered glamorous.) Your blogosphere immediately erupts with arguments for and against the validity of the new discovery. There are six themes in the responses:
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The orbital data for Alpha and Beta match those of two fictional Martian moons mentioned in Gulliver’s Travels, a political satire written in 1726 by Jonathan Swift.
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Considering #1, the graduate student may have overheard a conversation about the book. The fact that the data concerning Swift’s moons fit Kepler’s Third Law must be a coincidence.
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On the contrary, the fact that the data for the moons fits Kepler’s Third Law proves they are real.
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It is not possible that Alpha and Beta could been gone undetected this long, especially now that we have regular travel to Mars.
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Numbers do not lie. Professional jealousy must have kept astronomers from acknowledging Swift’s discovery after Phobos and Deimos were discovered in 1877.
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Numbers do not lie, and therefore D3/P2 should give similar results for Alpha and Beta when calculated with data for Phobos and Deimos, sincethey are in the same Martian gravity. At least that should be the case if Alpha and Beta are real.
Orbital Distance
(in planet diameters)
Orbital Period (hours)
D3/P2
Phobos
1
(1.4/1.4)
1
(7.6/7.6)
1
Alpha
2.14
(3/1.4)
1.3
(10/7.6)
5.79
(2.143 = 9.8, 1.32 = 1.69, and 9.8/1.69 = 5.79)
Deimos
2.5
(3.5/1.4)
3.98
(30.3/7.6)
0.99
2.53 = 15.625, 3.982 = 15.84, and 15.625/15.84 = 0.99
Beta
3.57
(5/1.4)
2.83
(21.5/7.6)
5.7
(3.573 = 45.5, 2.832 = 7.98, and 45.5/7.98 = 5.7)
Deciding to follow up on #6, you dig out the orbital data for Phobos and Deimos. (The names, incidentally, mean Fear and Terror, those being the attendants of Mars, god of war.) You recalculate the data for all the moons as ratios of the orbit of Phobos, which you know to be a real moon whose orbit is a product of real gravity. The question is whether the orbits of Alpha and Beta are products of that same Martian gravity, or fictional gravity.
After examining this last chart, what announcement do you make concerning Alpha and Beta? What reasons do you give? You can cite any data in the spreadsheets and use any arguments that surfaced in the blogosphere.
Performance Assessment Scoring Rubric:
Points
Description
4
Alpha and Beta are declared to be fictional. The student notes that D3/P2 for Alpha and Beta do not match D3/P2 for Phobos and Deimos and therefore cannot be produced by the same gravity. The student may also note that the graduate student must have overhead a conversation about Swift’s novel, and that additional moons could not have escaped detection this long.
3
Alpha and Beta are declared to be fictional, but the student cites reasons other than the problem of D3/P2 for Alpha and Beta not matching that of Phobos and Deimos.
2
Alpha and Beta are declared to be fictional, but the student does not cite any facts or arguments.
1
Alpha and Beta are accepted as real or possible, but only because their orbital characteristics fit Kepler’s Third Law.
0
The student gives no answer or does not address the issues. Or, the student accepts Alpha and Beta as real or possible for any reason other than the fact that their orbital characteristics fit Kepler’s Third Law.
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