Power Point notes that I use in class. I did not make this presentation. I got it from the internet, the reference is on the first page. I may have altered it from it\'s origninal state though.
Provides answers to the sponge labeed Destruct forces...
(Addresses some of the causes of destructive forces and how they cause changes in the earth's surface)
Power Point notes that I use in class. I did not make this presentation. I got it from the internet, the reference is on the first page. I may have altered it from it\'s origninal state though.
Provides answers to the sponge labeed Destruct forces...
(Addresses some of the causes of destructive forces and how they cause changes in the earth's surface)
1 University of Maryland University College ASTR 1.docxjoyjonna282
1
University of Maryland University College
ASTR 100 – Dr. Hunt
Midterm Exam
Spring 2015
The following general directions apply to this exam:
• This Exam is open book & open notes in format, but you are not to
collaborate with other students
• The Exam is worth 100 points.
• Place all answers on Answer Sheet, and upload ONLY THAT to LEO
by the due date.
GOOD LUCK!
MULTIPLE CHOICE QUESTIONS – 1 POINT EACH
Choose the most correct answer for the following multiple-choice questions and record your
answer on the answer sheet. Make sure to read all the choices carefully before choosing
an answer.
1. The north celestial pole is a point in the sky
a. directly over Earth's equator.
b. directly over Earth's south pole.
c. around which the stars in the northern hemisphere appear to revolve.
d. that follows the daily motion of the stars.
2. Which of the following kinds of waves are of a fundamentally different character
than the others?
a. light
b. x-rays
c. sound waves
d. gamma rays
e. ultra-violet rays
3. The statement “The Mona Lisa is beautiful” is not a scientific statement because it is
not
a. true.
b. falsifiable.
c. popular enough.
d. Correction: the statement is scientific.
2
4. The sun’s apparent path around the celestial sphere over the year is called the
a. zodiac
b. ecliptic
c. celestial equator
d. meridian
5. Spring begins in the northern hemisphere on the vernal equinox, which occurs when
the
a. sun rises on the celestial equator.
b. sun reaches its most northerly point and rises to its highest point in the sky.
c. setting sun is seen below the horizon.
d. sun makes a complete daily cycle without dipping below the horizon.
6. The law that describes rocketry and the recoil of a gun is?
a. Kepler’s First Law
b. Kepler’s Second Law
c. Newton’s Third Law
d. Newton’s Law of Gravity.
7. Because Earth rotates on its axis, the
a. sun appears to rise in the east and set in the west.
b. stars appear to rise in the east and set in the west.
c. plane of motion of a pendulum changes.
d. all of the above
8. When the moon is located between Earth and the sun, the phase of the moon is said to
be new. A new moon is
a. visible from Earth during the daylight hours.
b. visible from Earth at midnight.
c. not visible at all.
d. only visible just before sunset by observers at high latitudes.
9. A "phase" of the moon is determined by the
a. amount of sunlight reflected off the lunar surface reaching Earth.
b. rate of Earth's rotation.
c. speed of the moon in orbit about Earth.
d. rate at which the moon rates on its axis
10. The gibbous waning and crescent waning phases occur when the moon
a. is rotating on its axis.
b. appears to be growing.
c. appears to be shrinking.
d. is observed through obscuring clouds.
11. A lunar eclipse occurs when
a. ...
1.The original Big Bang model had three major problems.The ‘.docxhacksoni
1.
The original Big Bang model had three major problems.
The ‘fix’ that solved them is known as_____.
2.
When light from a hot solid, liquid, or dense gas passes through a cooler gas, it will produce a/an ____ spectrum.
3.
One name that has been given the mysterious force apparently responsible for driving the acceleration of the universe’s expansion is____.
4.
The area on the H-R diagram where “normal” stars can be found is known as the ____.
5.
Although Copernicus’ model of the solar system correctly placed the sun at the center, it still provided inaccurate predictions because it maintained that the planets’ orbits were ____.
6.
A spiral galaxy like the Milky Way has three major components: the disk, the bulge, and the ____.
7.
The more massive a white dwarf is, the (larger/smaller)____ its diameter will be.
8.
The strength of an objects gravitational pull on another is determined by its ____ and the distance between them.
9.
Comparing a yellow star, a blue star, and a red star, we could determine just from color that the hottest star was the ____ one.
10.
Rotation curves of spiral galaxies show that stars’ orbital speeds don’t drop off with distance from the galactic center as expected, and thus imply the existence of ____.
11.
The main sequence includes the following kinds of stars:
a.
Hot, blue, small, massive ones and cool, red, large, low-mass ones
b.
Hot, blue, large, massive ones and cool, red, small, low-mass ones
c.
Hot, red, small massive ones and cool, blue, large, low-mass ones
d.
Hot, red, large, massive ones and cool, blue, small low-mass ones
12.
Which of the following was not an era in the history of the universe?
a.
Planck
b.
Nucleosynthesis
c.
Gravitation
d.
Galaxies
13.
The phases of the moon are caused by
a.
The change of the moon’s distance to Earth during its orbit.
b.
The different face the moon turns toward Earth during its orbit.
c.
The alignment of the Earth/moon/sun system casting shadows on the moon’s surface.
d.
The alignment of the Earth/moon/sun system making a different portion of the moon’s daylight side visible to Earth.
14.
Spectra help us determine the composition of astronomical objects because
a.
Each element, compound, or ion has a different set of spectral lines.
b.
Each element, compound, or ion has a different peak wavelength.
c.
Each element, compound, or ion has a different redshift.
d.
Each element, compound, or ion has a different brightness.
15.
Dark energy is the most important factor in the ____ universe scenario for the fate of the universe.
a.
Accelerating
b.
Coasting
c.
Critical
d.
Recollapsing
16.
The outer planets are more massive than the inner planets because
a.
There were ices as well as rock and metal from which they could form.
b.
They gained mass fast enough to capture gas from the solar nebula.
c.
Both of the above.
d.
Neither of the above.
17.
The three basic types of galaxies are
a.
Spiral, elliptical, and dwarf
b.
Spiral, elliptical, and irr ...
1.Question DetailsMy Notes
Question Part
Submissions Used
(Image Credit: NASA)
Select all that apply. Consider a generic Jovian planet with a cloud-top "surface" temperature of 85 K and an escape speed of 35 km/s. Assuming that the planet was not any hotter in the past, calculate if its atmosphere contains significant amounts of:
A. Hydrogen gas (H2)
B. Helium gas (He)
2.Question DetailsMy Notes
Question Part
Submissions Used
(Image Credit: NASA)
Select all that apply. Which of the following statements about the Galilean moons is true?
A. Because Io is closest to Jupiter, its tidal heating is the greatest, resulting in a mantle of molten rock and consequently in volcanic eruptions and lava flows that are hot enough to have evaporated the surface water, which was lost to space.
B. Because Europa is farther from Jupiter than Io, its tidal heating is less, resulting in a mantle of solid rock covered by an ocean of water.C. Because Ganymede is farther from Jupiter than Europa, its tidal heating is less, resulting in a mantle of solid rock covered by an ocean that probably consists of a slushy mix of water and ice.
D. Because Callisto is farther from Jupiter than Ganymede, its tidal heating is less, resulting in an interior that was never warm enough to differentiate: It remains an icy/rocky mix.
3.Question DetailsMy Notes
(Image Credit: NASA)
Divisions and gaps within Saturn's rings are caused by:
A. Orbital resonances with Saturn's moons
B. Small moons within the rings C. Shepherd moons
D. A & B
E. A & C
F. B & C
4.Question DetailsMy Notes
Question Part
Submissions Used
Select all that apply. In the following table, you will find the maximum surface temperature for each of the solar system's seven large moons. Generally speaking, the farther a moon is from the sun, the cooler it is:
Using these temperatures, calculate if ammonia (NH3) were to leak out of the interior onto the surface of each of these moons, which would be able to retain it as an atmosphere. (The molecular mass of ammonia is 17.)
A. Earth's moon
B. IoC. Europa
D. Ganymede
E. Callisto
F. Titan
G. Triton
5.Question DetailsMy Notes
Earth, Jupiter, Saturn, Uranus, and Neptune all have strong magnetic fields. To generate a magnetic field, a planet must have a layer that is both fluid, meaning it can move in complex ways, and conductive, meaning that electrons can flow through it easily. To generate a strong magnetic field, this layer, and hence the planet as a whole, must also rotate rapidly (which all of these planets do).
Which of the following materials is not responsible for generating any of these planets' magnetic fields?
A. Liquid iron
B. Metallic hydrogen C. Molecular hydrogen
D. Water-ammonia slush
6.Question DetailsMy Notes
Which of the following planets does not have a significant internal source of heat?
A. Jupiter
B. Saturn C. Uranus
D. Neptune
7.Question DetailsMy Notes
Question Part
Submissions Used
(Image Credit: Gemini Observatory/Lyn.
How to Teach Reading Skills
By an eHow Contributor
How to Teach Reading Skills thumbnail
You can teach reading skills.If you know how to read, then you have the ability to teach reading skills to another person. Reading skills build upon one another and move the student toward more fluent reading. Here is how to teach reading skills.
For more information : http://www.ehow.com/how_4450880_teach-reading-skills.html
Introduces the elementary student to some more of the basic aspects of the geography and climate of the Coniferous forests and to plant and animal adaptions needed to survive there.
In depth description of the Moon/s phases and why they are as they are. Uses some great internet animations of various situations explaining why we see what we see from Earth. Also discusses the tides and why they are caused by the moon's gravity.
Basic presentation of the parts of a plant and of the life cycle of plants. Pitched at about the 2nd, 3rd or 4th grade level. Lots of descriptive pictures and diagrams.
Soil science for teachers (massive-the real dirt on soil)Moira Whitehouse
A very large Slide Show on soil. Useful for anyone without formal earth science training who might need to bone up or teach any aspect of soil. It's huge, 159 slides. It could also be split up into several lessons for students.
Short lesson on the different kind of birds feet and why they need to be as they are. Appropriate for 1st, 2nd, or 3rd grade students. There is a short work sheet at the end of the slideshow that may be printed for student use.
For classroom teaching of the various forms of energy at about the early middle school level. Lots of animations. Would like some feedback if it downloads and plays ok.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Order of Planets (Worksheet answers )
1. SOLAR SYSTEM Student name___________________
Order of the Planets Teacher _______________________
(sponge answers)
1. Scientists study a great big space that includes EVERYTHING. That space is
called: Universe
a. our country c.. our Universe
b. our continent d. our Solar System
2. We live on Earth which is a
planet
a. a planet c.. a galaxy
b. a star d. a universe
3. Earth is part of
a. the Solar System
b. the Universe
c. both the Solar System and the Universe
4. Classify the following as Matter or Energy. Remember matter is the stuff the
Universe is made of and energy is what makes things (matter) move or change.
Planets Air Electricity
Animals Plants Wood
Heat Water Iron
Rocks Plastic Rubber
Light
MATTER
ENERGY
Planets Water
1. Heat
6. 1.
Animals Plastic Light
2. 7. 2.
Rocks Electricity
3. 8. Wood 3.
Air
4. 9. Iron
Plants
5. 10. Rubber
2. Sponge 2 Day 3
Characteristics of the Sun
1. A star is an object in space that
a. is made of rock c. is made of gases
b. gives off its own light and heat d. both b and c
2... Even though the Earth is just a medium sized star, about how many
Earthʼs could fit inside the Sun
a. 10 b. 1,000,000 c. 50 d. 25
3.. To us, the Sun looks brighter and bigger than other stars in the sky because
a. it has more hydrogen than the other stars
b. it is closer to Earth than other stars
c. it is the biggest star in the Universe
d. it is hotter that other stars
4. What two kinds of energy does Earth get from the Sun?
Heat Light
and
5. Write T or F about each of the following statements about the Sun.
F
______1. The core of the Sun is the coolest part of the Sun.
T
______2. The sunspots or dark areas on the Sunʼs surface are the cooler
parts of the Sunʼs surface.
T
______3. The Sun is mainly made up of two gases called hydrogen and helium.
T
______4. The core of the Sun is the hottest part of the Sun.
F
______5. The corona is the name of the center of the Sun.
T
______6. The core is the name of the center of the Sun.
T
______7 The corona is a layer of hot gases on the surface of the Sun that
extend out in space.
F
______8. Solar flares are dark cooler spots on the Sun.
T
______9. Solar flares are violent eruptions of hot gases that flare out from the
surface of the Sun.
F
_____10. Solar flares are made of liquid hydrogen found deep inside the Sun.
F
_____11. Life on Earth could exist without the Sun.
F
_____12. The Milky Way is the center of our Solar System.
T
_____13. The Sun is the center of our Solar system.
3. Sponge 3 Day 4 A. Mercury
Planets, order and size
B. Venus
C. Earth
H G D. Mars
F
E E. Jupiter
F. Saturn
D
G. Uranus
C
H. Neptune
B
A
1. Put a T in the blank if the statement describes something that is correct about
the model shown above and an F if the statement something that is incorrect
about the model shown above.
T
_______a. all the main planets in the Solar System are shown (Pluto is
considered a dwarf planet, not a main planet)
F
_______b. the size of the Sun relative to the planets should be smaller.
T
_______c. the planets are shown in the correct order
F
_______d. the planets in their orbits are usually lined up as shown
T
_______e. the asteroid belt is shown between Mars and Jupiter
4. 2. Improve this model of the solar system by placing the word “should” or
“should not” in the blank beside each of the following statements
SHOULD
_____a. the planets should/should not be different sizes like they are shown
here.
SHOULD NOT the planets should/should not all be lined up in a straight line
_____b.
coming out from the sun
SHOULD
_____c. Jupiter, Saturn, Neptune, and Uranus should/should not be shown
as larger than the inner planets.
SHOULD NOT Mercury, Venus, Earth and Mars should/should not be shown as
_____d.
larger than the outer planets.
SHOULD
_____e. There should/should not be a ring or wide band of asteroids
(space rocks) separating the inner and outer planets.
Sponge 4 Day 5
Distance between the Sun and the planets
1. This model does not
accurately represent the relative G
H F
distance between the Sun and
the planets. E
True/False D
C
2. If this model accurately represented B
the relative distance between planets, which
two planets would be farthest apart? A
a. Mercury and Venus
b. Mars and Jupiter
c. Jupiter and Saturn
d Uranus and Neptune
5. Mercury Venus Earth Mars Jupiter
3. Which statement about the relative distances between the planets is true. Remember we are
speaking relative distance
a. Move Mars and Earth much closer together.
b. Mercury and Venus should be twice as far apart.
c. Make Jupiter and Mars closer together than the Earth and Mars.
d. Jupiter is at least that far from Mars.
Sponge 5 Day 6
Rotation and revolution
Circle the letter of the
correct answer
1. Rotating means to 2. Another name for revolving is
a. move in a circular path around a. rotating
another object b. orbiting
b. move up and down c. moving in a straight line
c. spin around and around d. gyrating
d. moving in a straight line
3.. Revolving means to 4. This picture shows Earth
a. move in a circular path around a. rotating
another object b. revolving
b. move up and down c. orbiting
c. spin around and around d. stopping
d. moving in a straight line
5. Based on this picture, write T or F
beside each of the following statements.
F
____a. The Earth orbiting the Moon.
Earth T
____b. Earth revolving around the Sun
Moon
F
Sun ____c. The Sun revolving around the Earth
T
____d. The Moon orbiting the Earth.
T
____e. The Moon revolving around the Earth.
T
____f. The Earth orbiting the Sun.
6. ____f. The Earth orbiting the Sun.
Sponge 6 Day 7
More rotation and
revolution
1. The Earthʼs axis is an imaginary line running through the center of the earth
from the north to the south pole. Which picture shows correct orientation of the
Earth in relation to the Sun as it revolves around the Sun. Circle the correct letter.
C
A. B
n
2 Day and night is caused by
a. the Earth revolving around the Sun
b. the Earth rotating on its axis
c. the moon revolving around the Earth
d, the Sun becoming hotter and cooler
3. What is the invisible path the
Earth takes around the Sun Earth
called?
a. an equator Sun
b. an axis
c. a rotation
d. an orbit
4.. The teacher was modeling why the planets stay in orbit around the Sun.
The washer represented the planet; the stick that the string was attached
represented the Sun. What does the string in this model represent?
stick = Sun
washer = planet
a. electromagnetic force c. gravity
b. the moon d. friction
7. 5. This drawing is a model of the earth rotating on its
axis. How long does it take for one complete turn?
a. 365 days b. 24 hours
c. one day d. both b and c
6. Place a T (true) or F (false) by each of these
statements regarding the picture on the left.
Earth F
_________ It takes the Moon one
Moon day to orbit the earth.
Sun F
_________it takes the Earth one
day to orbit the sun.
T
_________ It takes the Earth 365
days to orbit the sun.
T
_________ It takes the Moon 29
days to orbit the Earth.
Sponge 7 Day 8
The Seasons
North
Pole
SUNLIGHT
South
Pole
Answer questions 1, 2, 3 and 4 using the diagram of the Earth shown above.
1. Which season of the year would it be at the North Pole?
a. summer b. fall c. winter d. spring
2. Which season of the year would it be at the South Pole?
a. summer b. fall c. winter d. spring
3. Which area would get the most hours of sunlight?
a. North Pole b. South Pole c. the Equator
4. Which are would have the longest nights and shortest days?
a. North Pole b. South Pole c. the Equator
8. Sponge 8 Day 9
More of The Seasons
North
Pole
SUNLIGHT
South
Pole
Answer questions 4, 5, and 6 using the diagram of the Earth shown above.
1.. Which season of the year would it be at the North Pole?
a. summer b. fall c. winter d. spring
2.. Which season of the year would it be at the South Pole?
a. summer b. fall c. winter d. spring
3.. Which area would get the most hours of sunlight?
a. North Pole b. South Pole c. the Equator
4.. Which are would have the shortest days and longest nights?
a. North Pole b. South Pole c. the Equator
5.. We have summer in Texas because
a. the Moon orbits the Earth
b. the Earthʼs orbit is closer to the Sun at that time of year
c. the North Pole is tilted towards the Sun at that time of the year
d. the Sun has fewer sunspots and is hotter at that time of the year
Sponge 9 Day 10
Phases of the Moon The diagram below shows the Moon revolving
or orbiting around Earth as viewed from space.
1. The moon orbiting the Earth causes
a, day and night
b. moon phases
c. a change in the day of the week Sunlight
d. seasons
9. 2. For the moon to orbit the Earth one time it takes:
T
_______ 29 days
F
_______one day Place a T (true) or F
_______about one month
T (false) by each of these
F
_______24 hours statements.
F
_______one year
F
_______365 days
3. Which phase of the moon would a person on Earth see when the Moon and
Earth are in the locations shown below?
Earth
Moon
Sunlight
a. b. c. d.
Sponge 10 Day 11
Phases of the Moon
1 Which phase of the moon would a person on Earth see when the Moon and
Earth are in the locations shown below?
Moon Earth
Sunlight
a b. c. d.
..
Which moon phase is missing in each of these sequences?
2. 3,
a b a b c d
c d ..
.. .. .. .. ..
.. ..
10. 4.. Starting with the new moon, number 1, number the other moon phases 2-8
in the correct order.
6 8
3
1. 5 2 4 7
.
Sponge 11 Day 12
Tides
1. Tides are changes in the water level at the shore line of an ocean. Tides are caused by:
a. strong southerly winds b. gravity of the Moon pulling on the water.
c. strong undercurrents d. large pod of whales swimming near the shore
2. Two of these drawings are correct models and two are not. Write the words “right” or “wrong” by
each drawing.
a.RIGHT
__________ WRONG
b.. __________
Low
Tide Low
Moon Tide
High High High
High
Tide tide tide
Tide
Low Low
Tide Tide
WRONG
c. __________ Moon
High Moon
tide RIGHT
d.. __________
Low Moon High
Low
Tide Tide tide
Low Low
High Tide
Tide Tide
High
Tide
3. At any special place, high and low tides occur about how often?
a. Once a day b. Once a month
b. Two times each day d. Every other day.
11. Sponge 12 Day 13
Comets, Asteroids and Meteoroids
1. A asteroid and a meteoroid are both:
a. pieces of rocks that orbit the Sun.
.b. frozen ice particles outside our Solar system
c. objects in space that give off their own light.
d. large planets made out of gases and liquids.
2. This is a picture of the Halebopp Comet. A comet is:
a. A large rock that orbits the sun.
b. another star in the Milky Way
c. a chunk of ice and dust that orbits the Sun.
d. A distant planet beyond Pluto that orbits the Sun.
3. When a comet ʻs orbit brings it close to the Sun,
a. it always burns up
b. it develops a “tail” of gas and dust that glows.
c. it falls into orbit around Mercury.
d. it falls out of its orbit.
4. When a meteoroid enters the Earthʼs atmosphere
:
a. it b ounces back into space
b. it changes into a liquid
c. it becomes very hot, and starts to burn and glow.
d. it often hits airplanes and birds