Walking to the edge of the scale solar system–with a trundle. Modeling distance and size. What about time? Mercury perhaps? Looking back at the sun, which is represented by a globe, which could be confusing. The group needed a sun on the order of 25 cm or so–they decided a globe was the right size. See the links to the video voyages from past 8th graders below.
Written assessment in class on 12 December.
Model of the Solar system to scale by size and distance
With your group create a video (with commentary) including:
*scale model of solar system with both size and distance illustrated to the same scale
*include the sun, all planets and Pluto, the earth’s moon, one of Jupiter’s moons
*written / sketched storyboard
*references to scale factors (This site is very useful: http://www.exploratorium.edu/ronh/solar_system/ )
*equivalence chart / calculations to objects and orbits in the model
*directions of orbits; inclinations of the orbits–relative to the earth’s
*interesting facts about the orbits and planets)
Other references on seasons, earth’s orbit, planets, scale at the end of this post.
A few examples of videos from 8th graders in the past. http://rfrazier.msblogs.aes.ac.in/2014/12/11/11-dec-science-8-reviewreflection-scale-models-of-solar-system-questions-on-sun-earth-moon-model-seasons/
HOMEWORK / CLASSWORK TO BE DISCUSSED DURING THE REST OF THE SEMESTER.
Moon pictures 21,22,23,24,25,26 November. Just before or just after sunrise.
The following picture shows the moon on the 26th of November. You can see the brightened eastern sky just before sunrise. Note the position and orientation of the moon.
*Explain why you think the moon appears as it does. Consult your own moon observations. Describe the daily and “monthly” motion of the moon. Draw two diagrams of the moon and the sun. In one view show the moon’s phases and the moon’s and sun’s positions from your point of view. In another, show the moon’s phases and the moon’s and sun’s positions from outside the sun-earth-moon system, a “god’s eye” view.
*Get a calendar. Note the date of the autumnal equinox. Count from the day after the autumnal equinox all the days including the day of the spring equinox. This is the number of days from fall to spring. Now start with the day after the spring equinox and count the number of day including the next fall equinox. This is the number of days from spring to fall. What is your interpretation of the result? Draw a “god’s eye” view of the earth’s orbit around the sun–imagine you are looking down upon the earth’s northern hemisphere. Your view is perpendicular to the plane of the orbit (explain what that means). Mark the two equinoxes. Also mark the winter solstice and the summer solstice. How did you decide where to place these important days in the solar calendar? Where does your birthday appear? What stars could you see at midnight on your birthday–can you tell from your diagram?
*Answer the following questions in your digital science notebook: https://www.learner.org/teacherslab/pup/studentquestions.html
*Watch the following video about students’ ideas in astronomy: A Private Universe http://www.learner.org/vod/vod_window.html?pid=9
*Write a summary. List your questions. What are your private conceptions?
*What may have confused the girl in the video: http://www.analemma.com/pages/framespage.html
Can you explain what the analemma is and why the sun would appear in such positions during the year?
*Watch the following video and write a summary–
Watch the following videos. Write a summary. Explain the procedure used. List any questions you have. Read about making the video: