8.SolarSystem

Republic of the PhilippinesDepartment of Education

Region IV – A CALABARZONDivision of Batangas

District of BaletePAARALANG SENTRAL NG BALETE

ACTIVITY IN SCIENCE V

OUR AMAZING SOLAR SYSTEMActivity Sheet No.

I. Objectives: Conclude that the solar system is an orderly arrangement of heavenly bodies.II. Direction: Illustrate through a diagram the members of the solar system. Label them and answer the questions.III. Questions:

1. What are the heavenly bodies that revolve around the sun? __________________________________2. What is the movement of these planets?______________________________________3. What is the shape of their path of revolution? _________________________________4. What is solar system? ______________________________________________________5. What is the center of the solar system? ______________________________________ A. Application

Choose the letter of the best answer.1. Which are the largest body and the center of the solar system?a. earthb. moonc. sund. planetoid6. What are the inner planets and closer to the sun?a. Mercury, Venus, Earth, Marsb. Jupiter, Saturn, Uranus, Neptune, Plutoc. Pluto, Mercury, Mars, Venusd. Earth, Mars, Jupiter, Saturn

7. What are the outer planets and farther from the sun?a. Mercury, Venus, Earth, Marsb. Jupiter, Saturn, Uranus, Neptune, Plutoc. Pluto, Mercury, Mars, Venusd. Earth, Mars, Jupiter, Saturn8. What holds the solar system together?

a. the earth’s gravityb. the sun’s gravitational forcec. the orbit of each planetd. the temperature of the planets

9. What system is made of the sun and other heavenly bodies?a. family system c. body systemb. solar system d. heavenly system

IV. Conclusion:I therefore conclude that _________________________________________________






I. Objective: IDENTIFYING THE MEMBERS OF THE SOLAR SYSTEMA. MATERIAL/S:

Illustration of the solar system

II. PROCEDURE:1. Study the illustration of the solar system.2. Identify the members of the solar system.3. Fill in the chart with data needed.

Identify the planet that described.

III. Questions:1. What is a solar system?__________________________________________________________________________2. Why is it called a system?__________________________________________________________________________3. What are the members of the solar system?__________________________________________________________________________4. Which are the inner planets? The outer planets? What is the basis used for classifying them as inner/outer planets?__________________________________________________________________________5. which planets are small? Large? Which are earthlike? Jupiter? Which planet is the exception?____________________________________________________________________________________________________________________________________________________

A. Application:1. the red planet- _______________________2. the living planet- _____________________3. planets with beautiful rings-___________4. the giant planets- ____________________ 5. planet with the “ great red spot”- _______

III. ConclusionI therefore conclude that ______________________________________________________

_________________________________________________________________________________

Members of the Solar System in order of their distance from the sun

1.2.3.4.5.6.7.8.






I. OBJECTIVE: ILLUSTRATING THE SOLAR SYSTEM TO SCALE AND HOW THEY REVOLVE AROUND THE SUNA. MATERIALS: a ball, aluminum foil, an electric bulb

II. PROCEDURE:1. Turn on the electric bulb. Label it SUN. Put a ball across the bulb at a distance of about two meters

apart. Look at the ball.2. Wrap the ball with aluminum foil. Again put it across the bulb and look at it again.

III. Questions:1. When can you see the ball well?___________________________________________2. What does the aluminum do?_____________________________________________3. Do planets have their own light? Why can you see them in the sky ? ______________

IV. ConclusionI therefore conclude that ______________________________________________________

____________________________________________________________________________________

http://images.google.com.ph/imgres?imgurl=http://www.how-to-draw-cartoons-online.com/image-files/cartoon_soccer.gif&imgrefurl=http://www.how-to-draw-cartoons-online.com/cartoon-soccer.html&usg=__sk3_6qOTDj79gAiAMYN36-lIJXQ=&h=226&w=250&sz=8&hl=tl&start=37&tbnid=kPrf52XKhsatEM:&tbnh=100&tbnw=111&prev=/images?q=ball+cartoon&gbv=2&ndsp=20&hl=tl&sa=N&biw=1003&start=20






I. Objective: DESCRIBING THE MEMBERS OF THE SOLAR SYSTEMA. Materials: Basic information about the planets

II. Procedure:1. Study the basic information about the planets.

Basic information About the planetsName Average

DistanceMillion

KilometersFrom the sun

EquatorialDiameters

InKilometers

Period of Revolution

Period of Revolution

NumberOf

Satellites

Mass=1.0

DensityIn

g/cm

MercuryVenusEarthMarsJupiterSaturnUranusNeptunePluto

58 million108 million150 million228 million778 million1427 million2870 million4497 million5900 million

4,80012,10012,7506,800

142,800120,60051,80049,5002,400

88 days225 days365 days687 days12 years29 years84 years

165 years248 years

59 days-243 days

23h. 56 min.24h. 37 min.9h. 50 min.

10h. 14 min.128 h21h

6.4 days

0012

16201521

0.050.821.000.111.0095.214.617.2

0.002

5.20.245.5

3.941.310.701.211.660.05

III. Questions:a. What shape does each planet have? Give your reasons.

b. Which planet is as big as planet earth? Why?

c. Which planets have nearly the same period of rotation?

d. Which planet rotates most rapidly?e. How many rotations does it take Mercury to complete one revolution?

f. Venus takes 243 days for one rotation. What does the minus sign suggest in the table’s period of rotation?

g. Compare the period of revolution between Mercury and Pluto. What is the ratio between their period of rotation? Why?

h. What is the smallest Planet? The biggest planet? Arrange the nine planets in the order of decreasing size.

i. How many times is Pluto farther from the sun when compared with Mercury?

j. Of the nine planets, which of these do not have satellites? Why?

K. What does the basic information about the planets reveal?

A. ApplicationChoose the letter of the correct answer.1. Which of these does not rotate from west to east?A. Earth B. Mars C. Venus2. Of the three planets which has a high density?A. Earth B. Jupiter C. Saturn3. Of the three planets which has much lower density?A. Neptune B. Uranus C. Mars4. Which of these rotates as fast as the Earth?A. Mercury B. VenusC. Mars5. Which of these has short period of revolution?A. Neptune B. Pluto C. UranusIV. Conclusion:

I therefore conclude that _____________________________________________________________________________________________________________________________






I. Objective: ILLUSTRATING THE SOLAR SYSTEM TO SCALE AND HOW THEY REVOLVE AROUND THE SUNA. Materials: Basic information

II. Procedure:1. Draw the solar system to scale. Use the scale 2 mm.=10,000 km for the diameter 1 mm=50

million km for the distance around the sun.2. Refer to the Basic Information About the Planets for their diameters and distance from the

sun.3. Scale the diameter of each planet using the formula.Scaled diameter = diameter X conversion

of the planet factor

Example: Scaled Diameter = 4, 880 km. X 2mm.

of Mercury 10, 000 = 0.976 mm.

That means, when you draw the scaled diameter of mercury, it is 0.976 mm.4. Use the same conversion factor as you scale the diameter of each planet. However change the

diameter reading. It must depend upon the planet’s diameter.5. Scale each planet’s distance in million kilometers from the sun using the formula given in

number 3.Example:

Scaled distance = 58 million x 1 mm. Of the Mercury

= 1.16 mm.That means, when you draw the scaled distance of the mercury from the sun is 1.166. Use the same conversion factor as you scale the distance from the sun.However change the distance reading. It must be that of the planet’s distance you are to scale.

7. Enter your observations in a table like this.

Planets Scaled Diameter Scaled Distance from the Sun

8.Use the data in the table to illustrate the relative sizes and distance of the planets from the sun. For your illustration, use a bond paper.9. Use the scaled diagram of the solar system to illustrate the motion of the planets around the sun. Use an arrow to represent the direction of motion.

III. Questions:1. What is scale drawing?_______________________________________________________________________________________________________________________________________________________2. What is conversion factor? Why do we use a conversion factor when we draw to scale?______________________________________________________________________________________________________________________________________________________3. Why do we draw the solar system to scale?______________________________________________________________________________________________________________________________________________________4. If we would use the data as in the Basic Information About the Planets, could we illustrate the solar system? Why or Why not?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________IV. Conclusion:I therefore conclude that _____________________________________________________________________________________________________________________________






I. Objective: Describe the orbit of each planet as ellipseCONSTRUCTING AN ELLIPSEA. Materials: 1 string about 25 cm. long

1 pencil 2 thumb tacks 1 cardboardII. Procedure:

1. Tie turn ends of the string together to produce a 20 centimeter loop.2. On a piece of cardboard measure 5 centimeters. Mark two spans as points. On each point push

a thumb tack.3. Loop the tied string around the tacks.4. Pull the string tight with a pencil held vertically inside the loop.5. Hold the string tight with the pencil point against the cardboard.6. Move the pencil completely around the two points until a closed curve is completely drawn.

III. Questions:1. How does the orbit look like? What do you call this kind of figure?

2. How is a circle similar to an ellipse?

3. How is a circle different from an ellipse?

4. Why is the orbit of each planet an ellipse?

5. Is the distance between a planet and the sun changing? How does it affect the speed of revolution?

A. Application:Fill in the blanks.1. A _________________ is a closed curve on which every point has the same distance a point called center.2. An ellipse is a closed curve that has two points called its _____________________.3. The ellipse looks like a flattened ____________________________.4. If the foci are closer together, the ellipse formed is nearly ___________________.5. The orbit of each planet is _________________________.

IV. Conclusion:I therefore conclude that ________________________________________________

____________________________________________________________________________________________________________________________________________________






I. Objective: Explain why planets stay in orbit as they revolve around the sun.

A. Materials: 1.0 meter string washerII. Procedure:

1. Tie the washer with a 1.0 meter long. The washer represents a “Planet”.2. Hold the other end of the string and whirl the washer around your head. Your hand represents

the “sun” and the length of the string, the “distance” of the planet from the sun.3. Observe the movement of the planet and the path it takes as it moves around. This path

represents the “orbit”.4. Whirl the “planet” for about a minute. Observe what you fell as the “planet” is being whirled.

III. Questions:1. Does the “planet” stay in its orbit as it revolves around the “sun”

2. When you whirled the “planet” for about a minute, did you feel something? Describe that feeling.

3. Is there a force pulling the “planet” inward? Where does the force come from?

4. If we were to cut the string while the “planet” is revolving around the “sun”, will it continue to move in circular motion? Why or why not? How it will move?

5. Is there other force attracting the “planet” and the “sun”? Can you describe the other force?

6. Why does the planet stay in it orbit as its revolves around the sun?

Application:1. Which of these does not help organize the universe?A. inertia B. gravitation C. net force2. Which prevents the bodies in the universe to be drawn together into one single mass?A. inertia B. gravitation C. motion3. Which of these could draw bodies in the universe into one single mass?A. inertia B. gravitation C. motion4. Which of these keeps the bodies moving?A. inertia B. gravitation C. motion5. Which of these describes the universe?A. organized B. disarranged C. Messed up

IV. Conclusion:

I therefore conclude that _______________________________________________Republic of the PhilippinesDepartment of Education





I. Objective: Tell that the sun is also a star. A. Materials: a table comparing a star and a planet

II. Procedure:1. Study this table

Comparing Star and the PlanetStar

Made of light gasesEmits light and heatSphere of hot gas

PlanetMade of RocksDoes not emit light and heatSphere of hard rock

2. Tell the variables/factors that differentiate a star from a planet.III. Questions:1. Is the sun a star or a planet? Why?

2. Using the above information, describe the sun in your own words.

3. Why is the sun important?

4. If the sun stops shining what would happen to life on Earth?

IV. Conclusion:I therefore conclude that ________________________________________________

___________________________________________________________________________________________________________________________________________________




ACTIVITY IN SCIENCE V OUR AMAZING SOLAR SYSTEM

Activity Sheet No. I. Objective: ILLUSTRATING THE SUN SCALE

A. Materials: Manila Paper pencil StringII. Procedure: 1. Calculate the scaled diameter of the sun using the scale 2 mm=10,00 km. The diameter of the sun is 1,400,000 kilometers.2. Measure on the Manila Paper the calculated scaled diameter of the sun.3. Get the center point of the scaled diameter.4. Tie the middle part of the pencil with a string.5. On the center point, press a thumb tack.6. Tie the free end of the string to the thumb tack. Be sure that the length of the string is as long as the radius of the scaled diameter.7. Hold the pencil in an upright position and move it around until a closed curve is drawn.The circle is the scaled size of the sun. Cut the circle and label it the “sun”.8. Make a cut-out of each scaled planet and label.9. Compare the sizes of the “sun” and the nine “planets”.

III. Questions:1. Is the sun the biggest body in the solar system? Give your reasons.________________________________________________________________________________________2. How many times is the sun bigger than Mercury? Venus? Earth? Mars? Jupiter? Saturn? Uranus? Neptune? And Pluto? Complete this chart to show how big the sun is compared to each planet.________________________________________________________________________________________

A. Application:Choose the letter of the best answer.1. Which of these describes the sun?

A. composed of light gases. B. composed of hard rocks C. Does not emit light and heat.2. Which of these is not given off by the sun?

A. Chemical Energy B. Heat Energy C. Light energy3. What kind of heavenly body is the sun?

A. Meteor B. Planet C. Star4. Which of these makes the earth warm?

A. Heat Energy B. Light Energy C. Both a and b5. Which of these is used by green plants for food making?

A. Heat Energy B. Light Energy C. Solar Energy

Planets How many times is the sun bigger than each of the nine planets?

IV. Conclusion:I therefore conclude that _____________________________________________________________





OUR AMAZING SOLAR SYSTEM(SUN)

Activity Sheet No. I. Objective: Tell that sunspots are formed in the photosphere.

A. Materials: large magnifying glass large cardboard screenII. Procedure:

1. Choose a day when the weather is fine.2. Set up a large cardboard screen at right angle toward the sun3. Hold the magnifying glass parallel to the screen.4. Locate any spots in the “image” of the sun.5. Locate any spots in the “image” poles and the equator.

III. Questions:1. What is the shape of the sun?__________________________________________________________________________________2. Have you seen the dark spot on the sun? What is it called? Where is it formed? What causes it?____________________________________________________________________________________________________________________________________________________________________3. Do sunspots move? How? In what direction?__________________________________________________________________________________

A. Application:Choose the letter of the correct answer.

1. Where are sunspots formed?A. Chromosphere B. Corona C. Photosphere

2. Which of these describes the sunspots?A. disturbance B. A magnetic activity C. both a and b

3. In what direction do the sunspots move?A. East to West B. West to East C. a and b alternately

4. Where are most sunspots found?A. 30 degrees from the equatorB. 45 degrees from the equatorC. 75 degrees from the equator

5. Which of these is true?A. They are never found near the poles.B. Sunspots grow smaller and smaller.C. The number of sunspots remains the same.


________________________________________________________________________________________

Republic of the Philippines Department of Education




OUR AMAZING SOLAR SYSTEM(It’s very HOT!)

Activity Sheet No. I. Objective: Identify ways by which solar energy is used by plants, animals and humans.

A. Materials: Paper and pencilII. Procedure:1. At about 12:00 noon stay under the sun for about 5 minutes.2. Compare what you feel before and while staying under the sun.3. Enter your observations in a table like this.

What I feel before staying under the sun What I feel before while staying under the sun

III. Questions:1. Compare what you felt before and while staying under the sun. Was there any difference?____________________________________________________________________________________________________________________________________________________________________2. What could have caused the difference?____________________________________________________________________________________________________________________________________________________________________3. If you were to perform this activity at night, would you obtain the same results? Why?____________________________________________________________________________________________________________________________________________________________________


________________________________________________________________________________________






I. Objective: Illustrate the relative distances of the planets from the sun ILLUSTRATING THE RELATIVE DISTANCES OF PLANETS FROM THE SUNMaterials: A chart of the planet’s distance from the sun Compass Bond paperII. Procedure:1. Study the chart of the planet’s distance from the sun.

Planet Average Distance from the Sun in Million KilometersMercury

VenusEarthMars

JupiterSaturnUranus

NeptunePluto

58 million108 million150 million228 million778 million

1427 million2870 million4497 million5900 million

2. Use a scale of 1 mm = 50 million kilometers to convert the actual distance of a planet from the sun to a smaller distance. For example, you want to scale the distance of Mercury from the sun, multiply the distance of Mercury by the conversion factor 1mm __________ 50 million kilometers

Hence: Scale Distance = distance of x Conversion factor Of Mercury Mercury from the Sun

= 58 million km x 1mm. 50 million km.

= 1.16 mm

The scale distance of Mercury from the sun is 1.16 mm3. Fold the white paper into four equal halves. Spread the folded paper and mark the middle. The middle represents the location of the sun.4. Repeat step number 2 to obtain the scaled distance of the remaining planets.5. Write the obtained scaled distance of each planet on the chart shown at the right.

6. Measure from the “sun” 1.6 mm and mark it. This is the scaled distance of Mercury from the sun. Draw a circle using 1.6 mm. as radius. This the scaled orbit of Mercury.7. Do steps 6 for the other planets.

Planet Scaled Distance in mm.Mercury

VenusEarthMars

JupiterSaturnUranus

NeptunePluto

1.16 mm

III. Questions:1. Do distances of planet from the sun differ?____________________________________________________________________________________________________________________________________________________________________2. How much farther away is Pluto from the sun in comparison with Mercury? Mars? Jupiter? Uranus?____________________________________________________________________________________________________________________________________________________________________3. Why do we use scaling to reduce actual distances?____________________________________________________________________________________________________________________________________________________________________4. If we were to use the actual distances would we able to illustrate the relative distances of planets from the sun? Why?____________________________________________________________________________________________________________________________________________________________________

A. Application:1. Which of these describes the distance of the planets from the sun?

A. similar B. different C. changing2. Which of these is the third planet from the sun?

A. Venus B. Earth C. Mars 3. Which of these is million kilometers away from the sun? A. Saturn B. Jupiter C. Neptune 4. Which of these is billion kilometers away from the sun? A. Saturn B. Jupiter C. Mars 5. Which of these planets is nearer Pluto? A. Jupiter B. Uranus C. Saturn


________________________________________________________________________________________






I. Objective: Relate the relative period of revolution of each planet to its relative distance from the sun.A. Materials: Timer Piece of Chalk Tray or label for the Solar System

II. Procedure:1. Before going out to the school ground, scale each planet’s average distance in million kilometers

from the sun. Use the scale: 0.25 m = 50 million km.2. Enter your calculation in a table like this:

Planet Average distance in millionKm. from the sun

Scaled Distance

3. Assign 10 pupils to do the demonstration. Each pupil holds his/her name written on a show-me board as the “SUN”, “Mercury” and finally, “Pluto.”4. Have the “Sun” pupils stand on the ground and from him/her measure the scaled distance of each planet.

5. Construct nine circles to represent the “orbits” of the “planets” using the scaled diameters as shown in the illustration A.

6. From the right side of the “Sun” draw a straight line as shown in A. 7. Have pupil “planets” occupy their respective orbits. Orbit 1 is for” Mercury” and the last orbit

for ”Pluto”. 8. Have each pupil “planet” stand on a designated place as the starting point of the demonstration. 9. At the count of three, have each pupil “planet” walk around the “Sun” through his/her “orbit” in

a counterclockwise direction until he/she is back at the starting point. 10. Record the time in seconds consumed by each pupil “planet” in making one turn around the

sun. 11. Relate findings with the period of revolutions of planets given below.

Planet Period of Revolution (based on earth day)Mercury

VenusEarthMars

JupiterSaturnUranus

NeptunePluto

III. Questions:1. Which pupil “planet” made a complete turn around the “sun” first? And the last? Give your reasons.____________________________________________________________________________________________________________________________________________________________________2. Compared with “planet Mercury”, how one does it take “planet Pluto” to make one complete turn around the sun?____________________________________________________________________________________________________________________________________________________________________3. Study the periods of revolution of Jupiter, Saturn, Uranus, Neptune and Pluto. How many earthdays will it take each planet to complete one revolution?____________________________________________________________________________________________________________________________________________________________________4. How many times has the planet Earth revolved around the sun before Pluto will complete one revolution?____________________________________________________________________________________________________________________________________________________________________5. Suppose you are 10 years old now. What will your age be when Pluto has completed one revolution?____________________________________________________________________________________________________________________________________________________________________6. Where do you age more, on Earth or on Mars? Give your reasons.____________________________________________________________________________________________________________________________________________________________________7. What inference can you draw from your observations in this activity?____________________________________________________________________________________________________________________________________________________________________

A. Application:1. Which of these planets will be first to revolve around the sun?

A. Jupiter B. Saturn C. Neptune2. Which of these planets will be the last to revolve around the sun?

A. Jupiter B. Saturn C. Neptune3. Which of these planets has twice the Earth’s period of revolution?

A. Venus B. Mars C. Jupiter4. Which of these relates to the relative distance of the planet from the sun?

A. Period of revolution B. Period of rotation C. Both a and b 5. In which planet will you gain your age more? A. Venus B. Mars C. Jupiter


________________________________________________________________________________________






I. Objective: Identify the other members of the solar system.IDENTIFYING THE ASTEROIDS A. Materials: The Asteroid Belt

II. Procedure:1. Study the diagram of the Asteroid belt 2. Locate the asteroids.

III. Questions:1. Aside from the planets, what are the other members of the solar system? ___________________________________________________ ___________________________________________________2. How do these other members look like? ___________________________________________________ ___________________________________________________3. Where are they found? ___________________________________________________ ___________________________________________________4. What do you call the asteroid that wanders in the space? ___________________________________________________ ___________________________________________________5. What becomes of the asteroid that falls into the earth’s atmosphere? On the surface of the earth? ___________________________________________________ ___________________________________________________

A. Application:1. What are asteroids?

a. Planet-like bodies b. star-like bodies c. both a and b 2. Where are asteroids found?

Between a. Mars and Neptune b. Mars and Jupiter c. Earth and Jupiter

3. How do asteroids revolve around the sun? a. clockwise b. counterclockwise c. both a and b

4. Which of these is not an asteroid? a. Triton b. Ceres c. Pallas

IV. Conclusion:

I therefore conclude that _____________________________________________________________






I. Objective: IDENTIFYING THE COMETS A. Materials: diagram of a comet.

II. Procedure:1. Study the diagram of a comet2. Relate the position of the comet as it revolves around the sun.

III. Questions:a. How does a comet look like? __________________________________________________ ___________________________________________________b. Describe the behavior of a comet as it revolves around the sun. ___________________________________________________ ___________________________________________________c. What is a comet made of? ___________________________________________________ __________________________________________________d. Is a comet a regular spectacular in the sky? Why? ___________________________________________________ ___________________________________________________

A. Application:Choose the letter of the best answer.1. Which of these has a tail? a. Asteroid b. Comet c. a and b2. Which of these is not a component of the “dirty iceberg”? a. frozen water b. carbon dioxide c. helium3. Which is not a component of the comet’s tail?

a. gases b. dust particles c. rocks4. To what direction is the comet’s tail pointing? a. Towards the sun b. Away from the sun c. a and b5. Which of these repels the comet’s tail? a. Sun spots b. Solar winds c. a and b

IV. Conclusion:

I therefore conclude that _____________________________________________________________________________________________________________________________________________________






I. Objective: Describe the occurrence of tidesA. Materials: An illustration showing two different water levels in the same place.

II. Procedure:1. Study the pictures A and B.

III. Questions: a. What changes have you observed in picture A and B?

___________________________________________________ ___________________________________________________

b. What do you call this change? What causes the observed change? ___________________________________________________

___________________________________________________

c. Does the rise and fall of the water level happen at regular intervals? ___________________________________________________

___________________________________________________

d. How many tides occur at the same time on Earth? What are tides?___________________________________________________

___________________________________________________


________________________________________________________________________________________

8.SolarSystem

Documents

Transcript of 8.SolarSystem