1. Planets David Vakil Benjamin Mendelsohn

2. Research Focus Pictures available include: Pictures available include: All planets with the planet disk shown the same size All planets with the planet disk shown the same size (See Benjamin’s computer for TWO slides) (See Benjamin’s computer for TWO slides) PICTURES THAT AREN’T READY YET: PICTURES THAT AREN’T READY YET: Planets shown to scale and/or Benjamin’s pics with a “map scale” on them Planets shown to scale and/or Benjamin’s pics with a “map scale” on them Planet orbits shown to scale Planet orbits shown to scale Pictures of planets at a different wavelength(??) Pictures of planets at a different wavelength(??) MOVIES THAT AREN’T READY YET: MOVIES THAT AREN’T READY YET: Long duration rotation movies of planets shown with equal duration AND KNOWN time steps, several rotation cycles for each planet. (Allows students to measure rotation time and see multi-day atmosphere motions.) Long duration rotation movies of planets shown with equal duration AND KNOWN time steps, several rotation cycles for each planet. (Allows students to measure rotation time and see multi-day atmosphere motions.)

3. Edits / additions to Benjamin’s pictures Jupiter “back side” Jupiter “back side” Messenger’s new Mercury pictures Messenger’s new Mercury pictures Picture of Mars and Earth that show the polar caps. Picture of Mars and Earth that show the polar caps. Picture of Earth at various levels of cloudiness Picture of Earth at various levels of cloudiness ALREADY HAVE: ALREADY HAVE: “naked” and “regular” Saturn “naked” and “regular” Saturn

4. Picture & Movie introduction for students Using these pictures and movies, have students answer the following: Using these pictures and movies, have students answer the following: 1. Which is bigger: Earth or Moon? 2. How long is Earth’s rotation time? Students will ask a question about and observe planets based on pictures of the planets. Students will ask a question about and observe planets based on pictures of the planets.

5. Research Focus Student question goes here Student question goes here

6. Context : Have students describe why this is an interesting question and/or what is already known about the idea Have students describe why this is an interesting question and/or what is already known about the idea

7. Method Describe how student went about answering your question, what data did you collect and why is this the best data to answer your question Describe how student went about answering your question, what data did you collect and why is this the best data to answer your question Explain the method that you plan to use to examine the data. Explain the method that you plan to use to examine the data. This section should be written in bullet statements, not in paragraph form. This section should be written in bullet statements, not in paragraph form. If you have time (after completing all of your slides! ) you may add visuals to illustrate this section. If you have time (after completing all of your slides! ) you may add visuals to illustrate this section.

8. Data Summary : Describe and include the graphs, tables, or figures you created to organize your data Describe and include the graphs, tables, or figures you created to organize your data All graphs and data tables must include appropriate labels/headings. All graphs and data tables must include appropriate labels/headings.

9. Data Summary State your results in word form. State your results in word form. You may either write a paragraph or use bullet statements. You may either write a paragraph or use bullet statements.

10. Conclusion Describe the insight the data provided in answering your question. Describe the insight the data provided in answering your question. If you had an “expected answer,” state whether your data agrees or disagrees with that expectation. (Remember that there is no penalty for finding that the data disagrees with what you expected.) If you had an “expected answer,” state whether your data agrees or disagrees with that expectation. (Remember that there is no penalty for finding that the data disagrees with what you expected.)

11. Implications If you had more time to work on this project or if someone were to pick up where you left off, describe what else would you do or what additional questions would you pursue if you had time and data available If you had more time to work on this project or if someone were to pick up where you left off, describe what else would you do or what additional questions would you pursue if you had time and data available

12. Educator Implications List any concerns regarding use of this activity. List any concerns regarding use of this activity. For each concern briefly state a modification that would assist your students towards greater success. For each concern briefly state a modification that would assist your students towards greater success.