MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

What produces energy in a nuclear reaction?

a. Radioactive atoms move more rapidly than others.

b. The splitting or fusing of atomic nuclei.

c. Electricity running through the radioactive atoms.

d. Burning of uranium or other radioactive substances.

e. Light from atoms as they change.

Correct Answer: b

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

What is the relationship between the mass of a star and the relative mass of elements produced?

a. As more massive stars are examined, temperature and pressure are seen to be greater, and heavier elements are produced.

b. As more massive stars are examined, temperature and pressure are seen to be less, and lighter elements are produced.

c. As less massive stars are examined, temperature and pressure are seen to be greater, and lighter elements are produced.

d. As less massive stars are examined, temperature and pressure are seen to be less, and heavier elements are produced.

Correct Answer: a

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Why would a red giant star be brighter than a white dwarf?

a. the giant is hotter

b. the giant has more surface area

c. the giant is closer to the earth

d. the dwarf is cooler

e. the dwarf is surrounded by gas

Correct Answer: b

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Why does the Moon only have 1/6 of the earth's gravity?

a. it is so far away from the earth

b. it has no atmosphere

c. it is not as massive as Earth

d. it is made of basalt

e. it has cooled over time to be completely solid

Correct Answer: c

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Why does the earth experience day and night?

a. the earth rotates on its axis

b. the earth revolves around the sun

c. the moon revolves around the earth

d. the earth is tilted on its axis

e. the earth is an inner planet

Correct Answer: a

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

What causes the earth's seasons?

a. the distance to the sun

b. the tilt of the earth's axis

c. the elliptical orbit of the earth

d. the sun is brighter in the summer

e. the closeness of the moon to the earth

Correct Answer: b

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Which of the following most accurately explains the origin of heavy elements on Earth?

a. Formed by nuclear reactions in massive, ancient stars.

b. Formed by radioactive decay deep within Earth’s core.

c. Formed by black holes scattered throughout the galaxy.

d. Formed by comets and asteroids falling to the Earth.

Correct Answer: a

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Which of the following events that can occur in a star will also happen to our sun?

a. It will become a red giant.

b. It will become a neutron star.

c. It will go supernova.

d. It will become a black hole.

Correct Answer: a

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Which two factors combine together to cause an object to remain in a stable orbit?

a. gravity and inertia

b. mass and magnetism

c. fusion and fission

d. heat and electricity

e. temperature and luminosity

Correct Answer: a

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Why does a comet’s ion tail always point away from the sun?

a. galactic gravity pulls it out toward space

b. solar wind pushes it outward

c. the comet moves faster than the tail

d. it is still in the Oort Cloud

e. comets move slowly when they are close to the sun

Correct Answer: b

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Why is the back side of the Moon more heavily cratered than the front?

a. the back side has a thicker atmosphere

b. the front side has less gravity

c. craters on the front side have been obliterated by lava flows

d. the back side is closer to the sun

e. erosion has covered up ore of the front side’s craters

Correct Answer: c

MC	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Which of the following planets has a very hot atmosphere and is about the same size as our earth?

a. Jupiter

b. Mars

c. Pluto

d. Venus

Correct Answer: d

E	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Trace the life cycle of an average star in the Universe. Be specific in describing the changes that this star will undergo, what causes these changes, and a general time span for each of the phases that the star is in.

Scoring Guide

Content = 80%

4 - Student shows exceptional thought and insight. Complete description of life cycle, end products, and life span given.

3 - Student shows good thought and insight. Mostly complete description of life cycle, end products, and life span given.

2 - Student shows fair thought and insight. Incomplete description of life cycle, end products, and life span given.

1 - Student shows little thought or insight. No description of life cycle, end products, or life span given.

Writing = 20%

4 - Spelling, punctuation, word usage are above grade level.

3 - Spelling, punctuation, word usage are at grade level.

2 - Spelling, punctuation, word usage are slightly below grade level.

1 - Spelling, punctuation, word usage are significantly below grade level.

P	Earth Systems	Standard: 01
Objective: 02. Relate the structure and composition of the solar system to the processes that exist in the universe.
ILO:

Title: Orbital Mechanics

QUESTION:

Is it possible to determine the characteristics of an orbiting object using simple materials and observation techniques?

MATERIALS:

* 5 pieces of string, one each of the following lengths: 100cm, 75cm, 50cm, 25cm, and 10cm

* 1 large paper clip

* 1 pencil

* 1 lab sheet with data table

* 1 clock with second hand

* 1 lab group of 2 people

PROCEDURE:

1) Collect necessary materials.

2) At the end of one of the strings, tie the paper clips.

3) Have one member of the group spin the string and paper clip in a circle at a speed just fast enough to keep it moving in a circle at a speed just fast enough to keep it moving in an orbit (not to fast, not to slow) and count the number of revolutions. The second member of the group will time for 15 seconds.

4) Record observations in the data table.

5) Repeat the experiment for the other three lengths of string.

6) Complete the data table, and answer the conclusion questions.

7) Clean up your mess by throwing away the string and return the paper clips to the teacher, and turn in your lab sheet!

DATA TABLE:

Length of String	Spinning Time	Number of revolutions	Revs. per minute
cm	15 sec
cm	15 sec
cm	15 sec
cm	15 sec
cm	15 sec

CONCLUSION QUESTIONS:

1) Imagine that this setup is the Solar System. What does your hand represent? What does the string represent?

2) In general, what happens to RPMs as the length of the string increases? Which of Kepler's Laws does this demonstrate?

3) As you are spinning the paper clip, what will happen to it if you suddenly stop your hand? How does this relate to orbits and inertia?

4) Imagine that you are spinning your paper clip and you suddenly let go of the string. What will be the path of the paper clip as it leaves your hand? Why is this so?

5) Complete the following graph by plotting the data from your table on the front page:

6) Look at the graph you have drawn. Is the relationship a straight line graph? Explain why it is using the orbital laws or why it isn't by considering any possible sources of error!!

Scoring Guide:

For questions 1-4

2: Student answers all parts of the question correctly.

1: Student answers most parts of the question correctly.

0: Student answers question incorrectly or makes no attempt.

For question 5 (data table and graph):

4: Data table accurately completed; graph neatly completed and matches data.

3: Data table accurately completed; graph incorrect or incomplete.

2: Data table accurately completed; no or incomplete graph.

1: Incomplete or inaccurate data table; no or incomplete graph.

For question 6:

4: Student answers all parts of the question. Shows excellent thought and insight.

3: Student answers al parts of the question. Shows good thought and insight.

2: Student partially answers question. Shows good thought and insight.

1: Question answered incorrectly or partially correct with little thought or insight.