2 The Earth in the Universe
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The Universe
1. If we take a long-exposure photo of a night sky
without light pollution, we can see that the stars
appear to make different-coloured circles. Why do
you think this happens?
2. In your notebook, draw two diagrams of the Solar
System: one with the Earth in the centre with
the Sun and the planets revolving around it; and
another, with the Earth revolving around the Sun.
3. In ancient times, there were two theories that
explained how the bodies that make up the Solar
System are arranged. What are their names and
what do they both suggest?
Our galaxy
4. On what factor does the brightness of a star
depend? What factors affect the colour of a star?
5. Convert the distances between the Sun and the
planets (on the table on page 32) to millions of km.
6. If we observe an open cluster and a globular cluster
with a telescope, which is brighter? Explain your
answer.
7. When we observe the sky at night, it is possible to
see both stars in the Milky Way and planets in the
Solar System. How can we distinguish stars from
planets in the sky with the naked eye?
8. Find out about the constellations that can be seen
this month in the sky in your area. Draw one of
them and write down the distance its main stars
are from the Earth.
The Solar System
9. In your notebook, write if the following statements
are true or false. Correct the false ones.
a) Planets are rocky bodies that move around the Sun in
orbits occupied by other bodies.
b) The asteroid belt is located between Jupiter and Saturn.
c) Comets orbit the Sun.
d) The galaxy of Andromeda is in the Solar System.
12
The Universe
1. If we take a long-exposure photo of a night sky
without light pollution, we can see that the stars
appear to make different-coloured circles. Why do
you think this happens?
This phenomenon occurs because the stars are not fixed in
one place, but moving as the Earth rotates on its axis. This
displacement appears to make circles of different colours.
2. In your notebook, draw two diagrams of the Solar
System: one with the Earth in the centre with the
Sun and the planets revolving around it; and another,
with the Earth revolving around the Sun.
Students own answers.
3. In ancient times, there were two theories that
explained how the bodies that make up the Solar
System are arranged. What are their names and what
do they both suggest?
The first one, the geocentric theory, proposed that the Earth
was at the centre of the Solar System, with all other planets
revolving around it. The second theory, the heliocentric theory
placed the Sun at the centre of the Solar System and other
planets revolving around it, moving in elliptical orbits.
Our galaxy
4. On what factor does the brightness of a star depend?
What factors affect the colour of a star?
It depends on the distance at which it is found, the amount of
energy it emits and its size.
CONSOLIDATION
CONSOLIDATION
www
10. Find information about meteorites and shooting The Sun, Earth and Moon 24. Find information about annular eclipses and answer
stars. In your notebook, write a report that explains the following questions:
what they are, where they come from, and the 18. Why do we always see the same side of the Moon a) Do they occur during solar eclipses, lunar eclipses or
difference between them. from the Earth? both?
b) Why are they called annular eclipses?
19. Draw a diagram of a solar eclipse and a lunar eclipse.
c) Draw a diagram of an annular eclipse.
Planets in the Solar System Label the Sun, the Earth and the Moon.
20. If the Moon moves around the Earth at a speed of
11. Match each planet of the Solar System to one of 3 700 km/h, how many kilometres is its movement of READ AND UNDERSTAND SCIENCE
the following characteristics. revolution?
The origin of the Moon
a) It is the outer planet with the smallest number of
21. In your notebook, complete the following table Its not clear how the Moon came to orbit our
satellites.
with the phases of the Moon. Indicate the type of planet. It could be that, passing near our planet, the
b) It is the least dense planet.
eclipse (total or partial) and tides (spring or neap) gravitational pull converted it into a satellite. Perhaps
c) It doesnt have an atmosphere. that can occur during each phase. they both formed at the same time in the primitive
d) It has the second smallest diameter around its equator. Solar System. Or it could be the result of a collision
Phases of the Moon Eclipses Tides
e) Its day lasts approximately 17 hours. between proto-Earth and another gigantic object
... ... ... whose remains joined together after the collision, to
f) Its diameter around the equator is similar to Earths.
form the Moon. The last theory is the most accepted.
g) It has only one satellite. 22. Knowing that the tides depend on the Sun-Earth-Moon Some German scientists have analysed rocks brought
h) It is the biggest planet in the Solar System. alignment and the proximity of the three bodies, back by astronauts from the Apollo programme, in
answer the following question: When do you think which they found chemical remains of something
12. In a documentary about astronomy, an expert in different from the Earth, which must have been the
a very high tide is created, in the spring tides of the
matter explained that the force of gravity exerted big object involved in the collision.
spring solstice or in the spring tides of the winter
by a celestial body on an object located on its
solstice? Alicia RIVERA
surface is directly proportional to the mass of the EL PAS, JUNE 2014
object and the mass of the celestial body. 23. Find out and
(Translated and adapted)
explain why the
Can you guess on which planet in the Solar System it would
Moon appears to a) What is the text about?
be easier for us to jump, and on which it would be the most
difficult? Explain your answer. be red during a b) What does proto-Earth mean?
lunar eclipse. c) How do you think the Moon originated?
13. Find out and make a hypothesis that explains
why the outer planets have a bigger number of d) What recent discoveries support your previous
answer?
satellites than the inner planets.
e) The Moon is the Earths only natural satellite, but
there are also artificial satellites. Find out about
Movements of the Earth them and explain their origin and use.
14. When is day and night the same length in Spain?
15. During the 2010 World Cup in South Africa,
journalists commented on the cold weather. Why STUDY SKILLS You can record
was it cold in South Africa in the months of June your
summary and
liste
and July? Create your own summary of the unit using Copy the following diagram in your to it as many tim n
the Key concepts. Add any other important notebook and add the missing information as you like to es
16. If you observe the length of a shadow of the same information. to create a concept map of the unit. revise.
tree at different times of the day or year, you will
notice that it is not always the same.
a) Why does this happen?
The Earth
b) In which season would the shadow be the longest?
is located in the interacts with
c) When would the shadow be the shortest: at sunrise, moves by
midday or at sunset?
The Solar System the Moon and
d) When would the shadow point north? the Sun
revolution rotation
17. Find out the time of the sunrise and sunset in the
solstices and equinoxes last year, in the capital of
your province. Then calculate the length of day and Create your own scientific glossary. Define the following terms: eclipse, equinox, galaxy, interstellar dust, interstellar
night on each of the days before. What conclusions gas, gravity, nebula, rotation, solstice, star and tides. Add any other terms you consider important.
can you make from your results?
2. The Earth in the Universe 13
5. Convert the distances between the Sun and the planets
(on the table on page 34) to millions of km.
Distance to the Sun Distance to the Sun
Planets
(AU) (km)
Mercury 0.39 58 500
Venus 0.72 108 000
Earth 1 150 000
Mars 1.52 228 000
Jupiter 5.2 780 000
Saturn 9.54 1 431 000
Uranus 19.2 2 880 000
Neptune 30.1 4 515 000
6. If we observe an open cluster and a globular cluster with
a telescope, which is brighter? Explain your answer.
The globular cluster will shine more, because the stars are
grouped on a smaller viewing distance. This means that the
brightness of each individual star is not dispersed in spatial
vision, but is concentrated in a smaller area.
7. When we observe the sky at night, it is possible to see
both stars in the Milky Way and planets in the Solar
System. How can we distinguish stars from planets in the
sky with the naked eye?
For a person with no experience in observing the sky it is
very difficult to tell the difference. Some planets are easy to
distinguish, like Venus and Jupiter, because they give the
impression to be small balls rather than dots like stars. Other
planets, such as Mars and Saturn can be mistaken for stars.
6
CONSOLIDATION
One way to distinguish stars from planets is that stars often
show a slight flicker, whereas planets do not.
8. Find out about the constellations that can be seen this
month in the sky in your area. Draw one of them and
write down the distance its main stars are from the Earth.
Students own answers.
The Solar system
9. In your notebook, write if the following statements are
true or false. Correct the false ones.
a) Planets are rocky bodies that move around the Sun in
orbits occupied by other bodies.
False, the orbits of the planets are unique.
b) The asteroid belt is located between Jupiter and
Saturn.
False, it is between the orbits of Mars and Jupiter.
c) Comets orbit the Sun.
True, in the case of the Solar System.
d) The galaxy of Andromeda is in the Solar System.
False, a galaxy can not be part of a planetary system
because it is a much larger entity.
10. Find information about meteorites and shooting stars.
In your notebook, write a report that explains what
they are, where they come from, and the difference
between them.
Both are bits of rocky material that disintegrate on contact
with the Earths atmosphere due to the heat. Meteorites
and shooting stars are different in size. A shooting star is
small and completely disintegrates as it passes through the
atmosphere. A meteorite, when the size is big enough, can
even collide with the Earths surface.
Planets in the Solar System
11. Match each planet of the Solar System to one of the
following characteristics.
a) It is the outer planet with the smallest number of
satellites.
Neptune
b) It is the least dense planet.
Saturn
d) It doesnt have an atmosphere.
Mercury
d) It has the second smallest diameter around its
equator.
Mars
e) Its day lasts approximately 17 hours.
Uranus
f) Its diameter around the equator is similar to Earths.
Venus
g) It has only one satellite.
Earth
h) It is the biggest planet in the Solar System.
Jupiter
7
The Earth in the Universe 2
12. In a documentary about astronomy, an expert in matter
explained that the force of gravity exerted by a celestial
body on an object located in its surface is directly
proportional to the mass of the object and the mass
of the celestial body. Can you guess on which planet in
the Solar System it would be easier for us to jump and
on which it would be the most difficult? Explain your
answer.
Bearing in mind that the mass of the person jumping would
be the same on every planet, he/she would find it easier to
jump in the planet with the least mass and vice versa.
Therefore the easiest planet to jump in is Venus and the most
difficult Jupiter.
13. Find out and make a hypothesis that explains why the
outer planets have a bigger number of satellites than
the inner planets.
Firstly, the outer planets have more mass and therefore a
greater gravitational field to catch them, making them
into satellites. Secondly, the outer solar system had more
scattered rocky bodies, which ended up being satellites of
the four outer planets.
Movements of the Earth
14. When is day and night the same length in Spain?
At the two equinoxes, March 20th and September 22nd.
15. During the 2010 World Cup in South Africa, journalists
commented on the cold weather. Why was it cold in
South Africa in the months of June and July?
Due to revolutional movement of the Earth and its constant
tilt, when the Northern Hemisphere is in summer, the
Southern Hemisphere, is in winter and vice-versa.
16. If you observe the length of a shadow of the same tree
at different times of the day or year, you will notice that
it is not always the same.
a) Why does this happen?
Because the Sun is in different positions in the sky
throughout the day. These positions are the result of
the movement of Earths revolution around the sun and
Earths rotation on its axis.
b) In which season would the shadow be the longest?
In winter, because the suns rays strike the surface at an
angle.
c) When would the shadow be the shortest: at sunrise,
midday or at sunset?
A t middday, this is when the Sun is positioned
perpendicular to the Earths surface.
d) When would the shadow point north?
In the Northern Hemisphere, at midday.
17. Find out the time of the sunrise and sunset in the
solstices and equinoxes last year, in the capital of your
province. Then calculate the length of day and night
on each of the days before. What conclusions can you
make from your results?
Students own answers.
2 The Earth in the Universe CONSOLIDATION

The Sun, Earth and Moon
18. Why do we always see the same side of the Moon from
the Earth?
Because, the period of rotation and revolution is the same,
approximately 28 days.
19. Draw a diagram of a solar eclipse and a lunar eclipse.
Label the Sun, the Earth and the Moon.
23. Find out and explain why the Moon appears to be red
during a lunar eclipse.
Light from the Sun is refracted back onto the moon from the
Earths atmosphere, this light is red.
24. Find information about annular eclipses and answer
the following questions:
a) Do they occur during solar eclipses, lunar eclipses or
both?

Earth Moon
They occur when there is a solar eclipse.
b) Why are they called annular eclipses?
Because the moon doesnt completely cover the Sun, from
the Earth the Sun appears as a bright ring.
c) Draw a diagram of an annular eclipse.
Moon
Students own answers.
Earth
READ AND UNDERSTAND SCIENCE
a) What is this text about?
Sun The theories surrounding the origin of the Moon as a satellite
that orbits Earth.
b) What does proto-Earth mean?
20. If the Moon moves around the Earth at a speed of
3,700 km/h, how many kilometres is its movement of A primative planet Earth, or a mass of rocky material from
revolution? which the Earth was formed.

The Moon takes 28 days to revolve completely around the c) How do you think the Moon originated?
Earth, and there are 24 hours in a day. So, (24h x 3,700km/h) According to the text, the most accepted theory is that the
x 28 days = 2,486,000km Moon was formed when proto-Earth hit another large object.
21. In your notebook, complete the following table with d) What recent discoveries support your previous answer?
the phases of the moon. Indicate the type of eclipse Chemical analysis of moon rocks has shown that there are
(total or partial) and tides (spring or neap) that can chemicals from an origin other than Earth.
occur during each phase.
e) The Moon is the Earths only natural satellite but there
are also artificial satellites. Find out about them and
Phase of the Moon Eclipses Tides explain their origin and use.
... ... ... Artificial satellites are technological equipment manufactured
by humans, through which we get a lot of data on our planet.
Phase of the Moon Eclipses Tides
Full Moon Lunar Spring Study skills
Last Quarter --------- Neap Open answer
New Moon Solar Spring
Crescent --------- Neap EXTRA RESOURCES TO REVIEW THE UNIT
PDF
22. Knowing that the tides depend on the Sun-Earth-
Moon alignment and the proximity of the three bodies, CONCEPT MAP
answer the following question: When do you think a EXTENSION WORKSHEET
very high tide is created, in the spring tides of the spring INTERACTIVE ACTIVITIES
solstice or in the spring tides of the winter solstice? PRESENTATION
In the northern hemisphere, in the spring tide of the winter
solstice, when the Earth is closest to the Sun in its elliptical
orbit.

8
WORK AND EXPERIMENTATION TECHNIQUES
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WORK AND EXPERIMENTATION TECHNIQUES
Make a sundial
The Ancient Egyptians used sundials to measure time 1500 years
B.C. In this science experiment you will build a sundial. You will also
learn how it works and how to use it.
The sundial will help us to:
Orient ourselves with the help of the Sun and shadow.
To distinguish the direction and length of the shadow at each hour of the day.
Procedure
1. Place the paper or card over the piece of wood.
2. Put the nail in the middle of a long side of the piece of wood.
3. Use the spirit level to place the piece of wood on a flat surface in a sunny
area (figure 1).
4. Using the compass, place the piece of wood facing north, with the nail
in the south.
If you dont have a compass, observe the shadow when the Sun is at
its highest (solar midday); this indicates approximately north. Take into
consideration that solar midday in the winter is at 13:00 and in the
summer at 14:00.
5. On the paper or card, draw the lines that represent the cardinal points
(figure 2).
6. Mark the shadow produced by the nail every hour (figure 3).
Figure 1 Figure 2
1. At what time was the shadow the shortest?
2. Between sunrise and solar midday, does the shadow get bigger or smaller? Between solar midday and sunset,
does the shadow get bigger or smaller?
3. What angle is formed by the shadows of two consecutive hours?
4. Which cardinal point does the shadow point to at sunrise? Which cardinal point does it point to at sunset?
5. Considering your answer to question 4, which cardinal point does the Sun seem to move from and towards?
14
Make a sundial
In this science experiment students will make a sundial. A sundial
demonstrates the consequences of the movements of the Earth.
It will help students to orient themselves using the Sun as a
reference.
Explain to the class that sundials have been used for thousands of
years to tell the time using the Sun and shadow.
Divide the class into mixed ability groups and ask each group to
come up with the essential elements needed to make a sundial.
Share their ideas from each group with the class.
Read the Final task as a class, reading carefully through the
procedure that each group must follow.
Before providing the groups with the materials, ensure they have
come up with a plan following the procedure in the book and that
each student has a role in making the sundial. This should include
students who need to note down the position of the shadows at
different hours of the day.
By carrying out this activity students will achieve the following key
competences :
Mathematical competence and key competence in science and
technology (MCST)
Sense of initiative and entrepreneurship (SIE)
The Earth in the Universe 2
www
FINAL TASK
Length of days
In this task we suggest you investigate
the differences in the number of hours
of daylight at different times of the year,
in different places in the world, and the
Materials
relation with latitude. You will put the results of your
investigation on a poster.
compass
piece of wood (100 x 60 cm)
20 cm long nail
1. Research
hammer or glue
a) What is the latitude of the capital of your province and the cities of Oslo,
paper or card Quito and Sydney?
spirit level b) Which day has the most hours of daylight in each of the locations
investigated? Which day has the smallest number of hours? Procedure
c) At what times of the year is there more difference between the number
of hours of day and night? Which times of the year are they more similar? Follow these steps for your research:
d) How does an increase in latitude affect the length of days and nights? Search for information
What happens at similar latitudes in different hemispheres? Locate the cities studied on a world map. Make a
e) What happens in the North Pole during the winter solstice? What happens note of their latitude and the hemisphere each one
during the summer solstice? What happens in the South Pole? belongs to.
f) Can you estimate approximately the hours of daylight for the 1st, 11th Do a search on the Internet to find out the times of
and 22nd of this month? sunrise and sunset in these locations. Use the 1st, 11th
and 22nd day of each month as a reference.
Organise the information
2. Presentation Make a table with the times of sunrise and sunset in
each city and make a graph to show how the hours
Design a poster to present the results of your research:
of daylight vary in each one.
a) Organise the information before you choose the main content and think
Write the answers to all questions in the Research
about the information to include on your poster.
section.
b) Make a plan to organise the information you are going to put on the
poster. Revise the parts of a poster in Unit 1. Draw conclusions and check your research
c) Write the relevant information for each section and chose suitable Verify your answers. Confirm that your conclusions
images to illustrate it. Include tables and graphs that you have made. agree with the contents of the unit.
d) Try to make your poster attractive and the information clear. Dont use Dont use only one source of information. Check
the same colours for the text font and the background of the poster. that your answers are repeated in different sources.
e) Make a bibliography of the sources you have consulted. Check that you have answered all the questions.
Figure 3
SELF-ASSESSMENT
Answer the following questions to assess your work.
1. Have you answered all the questions in the Research section?
2. Was it easy to find the times of the sunrise and sunset in the different cities?
3. Did you include all the information required on the poster?
4. What rating would you give your poster, from 1 to 5?
2. The Earth in the Universe 15
Answer key
1. At what time was the shadow the shortest?
At midday, when the Sun is located at its highest position.
2. Between sunrise and solar midday, does the shadow
get bigger or smaller? Between solar midday and
sunset, does the shadow get bigger or smaller?
From sunrise until midday the shadow gets smaller. From
solar midday to sunset, the shadow gets bigger.
3. What angle is formed by the shadows of two
consecutive hours?
This depends on the length of the day.
4. Which cardinal point does the shadow point to at
sunrise? Which cardinal point does it point to at
sunset?
At sunrise it points west and at sunset it points to the east.
5. Considering your answer to question 4, which cardinal
point does the Sun seem to move from and towards?
The Sun appears to move from east to west.
9
2 The Earth in the Universe FINAL TASK

Length of days
This Final task will help the students understand the reason for the time differences between countries and even between different parts
of the same country.
Explain to the students that this task should help them understand why in some parts of Europe there are more hours of sun than others,
and how this relates to latitude.
Point out to students that at the end of their research they have to present their results on a poster.
Read through the task with the students, direct them to the four boxes and explain their purpose.
The Research section guides the students through the research elements of the task.
The Presentation section will help the groups design their poster to present the results of their research. The posters do not have to be
presented in class, but can be delivered to the teacher.
The Procedure section outlines the steps to be followed as the students carry out the project. It gives them tips on how to review
information, organise the data and come to reasonable conclusions based on their findings
The Self-assessment at the end of the page will make them evaluate their work and think about the development of the final task.
The learning outcome that will be reinforced during this task is 6.1 Can recognise the consequences of the movements of the Earth and
the adaptations of living things with respect to this movement.
The learning outcomes from sections 1 and 7 will also be developed. An example of how to assess the final task is shown here:
0 = not handed in 1 = very basic 2 = well done 3 = excellent

0 1 2 3
POSTER

The format of the poster follows the guidelines.

Important data can be seen at a distance of 1 m.

Images, tables or graphs are used to aid understanding of the poster content.

Shows a discussion of results and appropriate conclusions.

It includes a bibliography.

The information presented is easy to understand.

It is able to answer the questions posed in the assignment.

10
NOTES