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Making Models Lab
It’s a Long Way to Pluto!
Astronomers use astronomical units or light years to measure large distances
in space. In this lab you will use astronomical units (AU) to compare distances
between the planets of our solar system. One AU is the distance from Earth to
the sun. The distance from Earth to the sun is approximately 150,000,000 kilometers, so one AU is 150,000,000 km.
In this exercise, you will use AUs to accurately place the orbital positions of the
planets in a scale model and use your model to answer questions.
OBJECTIVES
Convert and apply data to create a model of the solar system and relative orbital
positions of the planets.
Create an accurate scale representation of the solar system.
MATERIALS
• adding machine paper tape
• calculator
• meterstick
SAFETY
PROCEDURE
1. Use the astronomical unit data from Table 1 as a guide to building your model
of the solar system. The data show the distance of each planet in the solar
system from the sun.
TABLE 1: ASTRONOMICAL UNIT DATA
Planet
Distance from the Sun (AU)
Mercury
0.39
Venus
0.72
Earth
1.0
Mars
1.52
Jupiter
5.20
Saturn
9.54
Uranus
19.19
Neptune
30.06
Pluto
39.53
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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It’s a Long Way to Pluto! continued
2. The scale on this model will be 1 AU = 2 cm.
3. Using a 2 m strip of adding machine paper, fold the strip of paper exactly in
half so it is divided into two 1 m sections.
4. Draw a solid line along the fold and label the line “SUN.”
5. Calculate the distance between the sun and Mercury according to the scale of
your model. Show your work below.
6. Using your calculation in Step 5, draw a vertical dotted line the appropriate
distance to the right of the “sun” on your model. Label this line “Mercury.”
7. Using the same method as Step 5, calculate the distance between the sun and
Venus. Show your work below.
8. Using the same method as Step 6, draw a vertical dotted line for Venus on the
opposite side of the sun.
9. Continue plotting planets, making sure to alternate left or right of the sun.
When you are finished, you will have five planets on one side of the sun and
four on the opposite side.
ANALYSIS AND CONCLUSION
1. Explain Why do astronomers use the term astronomical unit when describing
distances within the solar system?
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It’s a Long Way to Pluto! continued
2. Making Inferences Would the term light-year—the distance light travels in a
year, or 9.5 trillion km—be useful in a model of the solar system?
3. Drawing Conclusions If we were living on Mars and not Earth, what distance
might an AU represent? Why?
4. Making Inferences If this model was based on a Martian astronomical unit
would it also be an accurate representation of the actual distances? Explain.
5. Making Comparisons The Kuiper Belt objects are located between 30 and 100
AUs from the sun. How much more paper tape would you need to add to one
side of your model to include the entire Kuiper Belt?
6. Applying Ideas The asteroid belt is located between 2.1 and 3.3 AUs from the
sun. Indicate the location of the asteroid belt on your model with a series of
dots.
7. Drawing Conclusions How would you describe the asteroid belt’s position in
relationship to Mars and Jupiter?
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It’s a Long Way to Pluto! continued
8. Making Inferences Why do you think the asteroid belt stays within those
distances?
9. Evaluating Models If everyone in your class used a different scale for astronomical units, would the models be useful? Explain why or why not.
10. Evaluating Models Place the strips of paper tape created by all groups on the
floor of the classroom laid out like the spokes of a bicycle wheel with the sun
in the center of the hub. What do you observe? What does this do to the value
of your models?
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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ANSWER KEY
Making Models Lab
It’s a Long Way to Pluto!
Teacher’s Notes
TIME REQUIRED one 45-minute class period
LAB RATINGS
Easy
Teacher Prep–1
Student Set-Up–2
Concept Level–2 - 3
Clean Up–1
1
2
3
4
Hard
Krista Hartman
West Alabany
High School
Albany, Oregon
SKILLS ACQUIRED
Constructing Models
Interpreting
Organize and Analyzing Data
Predicting
THE SCIENTIFIC METHOD
In this lab students will
• Make Observations
• Analyze the Results
MATERIALS
The adding machine paper tape is inexpensive and readily available in many
office and school supply stores .
TIPS AND TRICKS
Laying the paper tape out in a spoke formation can be done using a push pin and
a piece of corrugated cardboard as a base. It may be interesting to “preserve” the
models in this configuration for other potential exercises.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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ANSWER KEY
Name
Class
Date
Making Models Lab
It’s a Long Way to Pluto!
Astronomers use astronomical units or light years to measure large distances
in space. In this lab you will use astronomical units (AU) to compare distances
between the planets of our solar system. One AU is the distance from Earth to
the sun. The distance from Earth to the sun is approximately 150,000,000 kilometers, so one AU is 150,000,000 km.
In this exercise, you will use AUs to accurately place the orbital positions of the
planets in a scale model and use your model to answer questions.
OBJECTIVES
Convert and apply data to create a model of the solar system and relative orbital
positions of the planets.
Create an accurate scale representation of the solar system.
MATERIALS
• adding machine paper tape
• calculator
• meterstick
SAFETY
PROCEDURE
1. Use the astronomical unit data from Table 1 as a guide to building your model
of the solar system. The data show the distance of each planet in the solar
system from the sun.
TABLE 1: ASTRONOMICAL UNIT DATA
Planet
Distance from the Sun (AU)
Mercury
0.39
Venus
0.72
Earth
1.0
Mars
1.52
Jupiter
5.20
Saturn
9.54
Uranus
19.19
Neptune
30.06
Pluto
39.53
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Holt Earth Science
49
75
Planets of the Solar System
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ANSWER KEY
Name
Class
Date
It’s a Long Way to Pluto! continued
2. The scale on this model will be 1 AU = 2 cm.
3. Using a 2 m strip of adding machine paper, fold the strip of paper exactly in
half so it is divided into two 1 m sections.
4. Draw a solid line along the fold and label the line “SUN.”
5. Calculate the distance between the sun and Mercury according to the scale of
your model. Show your work below.
6. Using your calculation in Step 5, draw a vertical dotted line the appropriate
distance to the right of the “sun” on your model. Label this line “Mercury.”
7. Using the same method as Step 5, calculate the distance between the sun and
Venus. Show your work below.
8. Using the same method as Step 6, draw a vertical dotted line for Venus on the
opposite side of the sun.
9. Continue plotting planets, making sure to alternate left or right of the sun.
When you are finished, you will have five planets on one side of the sun and
four on the opposite side.
ANALYSIS AND CONCLUSION
1. Explain Why do astronomers use the term astronomical unit when describing
distances within the solar system?
Answers may vary. Sample answer: The distances between the planets are
extremely small when compared to the vastness of space. It is much easier
to have a grasp of the relationships without using numbers.
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ANSWER KEY
Name
Class
Date
It’s a Long Way to Pluto! continued
2. Making Inferences Would the term light-year—the distance light travels in a
year, or 9.5 trillion km—be useful in a model of the solar system?
Answers may vary. Sample answer: In this case we would be dealing with
light minutes. For example, it takes light from the sun about 8 minutes and
20 seconds to reach Earth. The concept would not have any relevance for
this exercise.
3. Drawing Conclusions If we were living on Mars and not Earth, what distance
might an AU represent? Why?
Answers may vary. Sample answer: An astronomical unit woud be the distance
from Mars to the sun. If we were Martians the rules would be different!
4. Making Inferences If this model was based on a Martian astronomical unit
would it also be an accurate representation of the actual distances? Explain.
Answers may vary. Sample answer: Yes. The relative orbital position of a
planet doesn’t change so proportionately the models would be accurate.
5. Making Comparisons The Kuiper Belt objects are located between 30 and 100
AUs from the sun. How much more paper tape would you need to add to one
side of your model to include the entire Kuiper Belt?
One meter.
6. Applying Ideas The asteroid belt is located between 2.1 and 3.3 AUs from the
sun. Indicate the location of the asteroid belt on your model with a series of
dots.
7. Drawing Conclusions How would you describe the asteroid belt’s position in
relationship to Mars and Jupiter?
Answers may vary. Sample answer: The belt is about midway between Mars
and Jupiter.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Holt Earth Science
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Planets of the Solar System
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ANSWER KEY
Name
Class
Date
It’s a Long Way to Pluto! continued
8. Making Inferences Why do you think the asteroid belt stays within those
distances?
Answers may vary. Sample answer: The belt is held in place by the combined
effects of the gravities of Mars, Jupiter, and the sun.
9. Evaluating Models If everyone in your class used a different scale for astronomical units, would the models be useful? Explain why or why not.
Answers may vary. Sample answer: Location of the planets’ orbits do not
change, so if the model is accurate all scales would be useful.
10. Evaluating Models Place the strips of paper tape created by all groups on the
floor of the classroom laid out like the spokes of a bicycle wheel with the sun
in the center of the hub. What do you observe? What does this do to the value
of your models?
Answers may vary. Sample answer: The value of the model increases since I
will see the entire orbits of at least the outer planets to scale.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Holt Earth Science
52
78
Planets of the Solar System