Intergalactic Planetary Poster
Introduction
Introduction
During the course of this project, we created several models of our solar system. Starting from the most basic sketch of the solar system and all of the bodies within it, as we furthered our understanding of the planets, Sun, and other celestial objects, we ended with a model that was very detailed and scaled to show the planets, Sun, and asteroids in their correct size and positions.
During the course of this project, we created several models of our solar system. Starting from the most basic sketch of the solar system and all of the bodies within it, as we furthered our understanding of the planets, Sun, and other celestial objects, we ended with a model that was very detailed and scaled to show the planets, Sun, and asteroids in their correct size and positions.
Evidence of Work
Evidence of Work
We first started our model by creating a drawing of what we thought the solar system looked like, without referring to any images or information from the books or online. From watching a lot of documentaries that are based on the universe and solar system, I was able to name and draw all of the eight planets in order along with the locations of the asteroid belts and Sun. However, in this model, I did not draw the planets to scale nor distance apart due to not knowing how large and distant the planets are from each other.
We first started our model by creating a drawing of what we thought the solar system looked like, without referring to any images or information from the books or online. From watching a lot of documentaries that are based on the universe and solar system, I was able to name and draw all of the eight planets in order along with the locations of the asteroid belts and Sun. However, in this model, I did not draw the planets to scale nor distance apart due to not knowing how large and distant the planets are from each other.
After learning a little bit more about the planets and developing a greater knowledge of the location and distance of the planets from each other and the Sun, we improved our model to reflect the new knowledge we had gained. We continued this process and eventually ended up with a model that was accurate in terms of size and distance as well as location.
After learning a little bit more about the planets and developing a greater knowledge of the location and distance of the planets from each other and the Sun, we improved our model to reflect the new knowledge we had gained. We continued this process and eventually ended up with a model that was accurate in terms of size and distance as well as location.
After our final model, we were given the task of making a poster. We chose a phenomenon that occurred in the solar system and explained it. We used evidence from our model explaining as to why it takes place, and explained how anyone can understand the phenomenon in greater detail if they were to examine our model. In this case, our phenomenon was that rock planets are smaller and closer to the Sun whereas gas planets are larger and farther away. Finally, we were given details about a certain object in the solar system, named "Planet X" and were asked to predict what its attributes may be based on our model and phenomenon.
After our final model, we were given the task of making a poster. We chose a phenomenon that occurred in the solar system and explained it. We used evidence from our model explaining as to why it takes place, and explained how anyone can understand the phenomenon in greater detail if they were to examine our model. In this case, our phenomenon was that rock planets are smaller and closer to the Sun whereas gas planets are larger and farther away. Finally, we were given details about a certain object in the solar system, named "Planet X" and were asked to predict what its attributes may be based on our model and phenomenon.
Below are my group's models in order from left to right.
Below are my group's models in order from left to right.
Content
Content
In this unit, we learned a lot about different concepts that take place on Earth and happen in the solar system. Below I will define some key concepts and vocabulary as well as go over some of the equations that we learned during the course of this projIect:
In this unit, we learned a lot about different concepts that take place on Earth and happen in the solar system. Below I will define some key concepts and vocabulary as well as go over some of the equations that we learned during the course of this projIect:
Universal Law of Gravitation - the universal constant relating force to massand distance in Newton's law of gravitation; The formula for the Universal Law of Gravitation is 6.67 x 10^-11
Universal Law of Gravitation - the universal constant relating force to massand distance in Newton's law of gravitation; The formula for the Universal Law of Gravitation is 6.67 x 10^-11
Inverse Square Law - a law stating that the intensity of an effect such as illumination or gravitational force changes in inverse proportion to the square of the distance from the source; Defined by the equation 1/d^2
Inverse Square Law - a law stating that the intensity of an effect such as illumination or gravitational force changes in inverse proportion to the square of the distance from the source; Defined by the equation 1/d^2
Orbital Period - the time a given astronomical object takes to complete one orbit around another object
Orbital Period - the time a given astronomical object takes to complete one orbit around another object
Radius - a straight line from the center to the circumference of a circle or sphere.
Radius - a straight line from the center to the circumference of a circle or sphere.
Rotation - the action of a planet or celestial object to rotate around an axis or center.
Rotation - the action of a planet or celestial object to rotate around an axis or center.
Revolution - the movement of an object in a circular or elliptical course around another or about an axis or center.
Revolution - the movement of an object in a circular or elliptical course around another or about an axis or center.
Convection - a process in which heat is transported by the motion of fluid elements.
Convection - a process in which heat is transported by the motion of fluid elements.
Radioactive Decay - The spontaneous transformation of an unstable atomic nucleus into a lighter one, and radiation that is released along with this process
Radioactive Decay - The spontaneous transformation of an unstable atomic nucleus into a lighter one, and radiation that is released along with this process
Density - the degree of compactness of a substance.
Density - the degree of compactness of a substance.
Crust - the outermost layer of Earth.
Crust - the outermost layer of Earth.
Mantle - the region of the earth's interior between the crust and the core.
Mantle - the region of the earth's interior between the crust and the core.
Liquid Outer Core - A fluid layer that lies above Earth's solid Inner Core and below the Mantle
Liquid Outer Core - A fluid layer that lies above Earth's solid Inner Core and below the Mantle
Solid Inner Core - The solid, spherical, innermost part of Earth that has about the same surface temperature of the Sun.
Solid Inner Core - The solid, spherical, innermost part of Earth that has about the same surface temperature of the Sun.
Gravitational Force between Two Objetcs - In order to calculate the gravitational force between two given objects, you must use the equation F=Gm1m2 /d2, where G is the Law of Universal Gravitation.
Gravitational Force between Two Objetcs - In order to calculate the gravitational force between two given objects, you must use the equation F=Gm1m2 /d2, where G is the Law of Universal Gravitation.
Reflection
Reflection
As interesting and awesome this project and learning experience was, some aspects of it were also challenging as well. During this project, I felt I could have demonstrated the skill conscientious learning much better and effectively by improving my time management. Often during this project, my team mates and I would engage in something else distracting from the project and preventing us from accomplishing our goal for that day or listening to the instructions in order to know what to do. To make sure this doesn't happen in the future, I think it would be important to lay out a timeline for when the project is supposed to be completed and create small goals for myself and my group and stay on task to accomplish it. One other area I feel I could have definitely improved in was collaboration. A certain member of my group contributed little, if nothing, to the project and so most of the work had to be done by myself and the other group member. This could have completely been avoided if we had laid down a plan and timeline to accomplish the project and distribute the work equally between group members, and worked together, free of distractions or anything else.
As interesting and awesome this project and learning experience was, some aspects of it were also challenging as well. During this project, I felt I could have demonstrated the skill conscientious learning much better and effectively by improving my time management. Often during this project, my team mates and I would engage in something else distracting from the project and preventing us from accomplishing our goal for that day or listening to the instructions in order to know what to do. To make sure this doesn't happen in the future, I think it would be important to lay out a timeline for when the project is supposed to be completed and create small goals for myself and my group and stay on task to accomplish it. One other area I feel I could have definitely improved in was collaboration. A certain member of my group contributed little, if nothing, to the project and so most of the work had to be done by myself and the other group member. This could have completely been avoided if we had laid down a plan and timeline to accomplish the project and distribute the work equally between group members, and worked together, free of distractions or anything else.
However, from this project, I will take away a positive experience. Our task of making and improving models really helped me gain a greater understanding of the solar system and the planets and bodies that surround us. We used critical thinking skills to formulate a phenomenon, explaining it in greater detail, and using our reasoning to predict the attributes of the "Planet X." Another aspect in which I feel I performed well in was character, in that after understanding and finishing some problems on Model #5 of our project. The problems were about finding the orbital velocity of the planets and calculating our weight on them as well. I helped other students in the class with those problems and explained to them the variables and what the equation means (We used the equation T = 2d/v and then plugged this value into the equation a = Gm1/r2 to calculate our weight on these planets).
However, from this project, I will take away a positive experience. Our task of making and improving models really helped me gain a greater understanding of the solar system and the planets and bodies that surround us. We used critical thinking skills to formulate a phenomenon, explaining it in greater detail, and using our reasoning to predict the attributes of the "Planet X." Another aspect in which I feel I performed well in was character, in that after understanding and finishing some problems on Model #5 of our project. The problems were about finding the orbital velocity of the planets and calculating our weight on them as well. I helped other students in the class with those problems and explained to them the variables and what the equation means (We used the equation T = 2d/v and then plugged this value into the equation a = Gm1/r2 to calculate our weight on these planets).
Overall, this project was really cool and taught me a lot about the solar system and planets that I had not known before, and I would like to thank my instructors Mrs. Vogl and Mr. Williams for providing us this knowledge.
Overall, this project was really cool and taught me a lot about the solar system and planets that I had not known before, and I would like to thank my instructors Mrs. Vogl and Mr. Williams for providing us this knowledge.