GETTING TO KNOW SATURN The Saturn System - NASA
G E T T I N GL E S S O N13 hrsMEETS NATIONALSCIENCE EDUCATIONSTANDARDS:Unifying Conceptsand Processes Systems, order,and organizationEarth and SpaceScience Earth in theSolar SystemT OK N O WS A T U R NThe Saturn SystemStudents learn the concept of a system andapply it to learning about the Saturn system. They work with a ready-made scalediagram of the Saturn system, includingthe planet, rings, and moons.The lesson prepares students to complete aVenn diagram that compares and contraststhe Saturn and Earth–Moon systems interms of the systems’ components andinteractions.Composite of Voyager images of Saturn and some of the moons.P R E R E Q U I S I T EB A C K G R O U N DS K I L L SWorking in groupsDrawing and interpreting system diagramsMeasuring in millimetersComputation (multiplication and division)Completing a Venn diagramI N F O R M AT I O NBackground for Lesson Discussion, page 2Questions, page 7Answers in Appendix 1, page 2251–21: Saturn22–34: Rings35–50: Moons51–55: Observing Saturn in the SkyE Q U I P M E N T,M AT E R I A L S ,A N DT O O L SFor the teacherMaterials to reproducePhotocopier (for transparencies & copies)Figures 1–8 are provided at the end ofOverhead projectorthis lesson.Chalkboard, whiteboard, or easel withFIGURETRANSPARENCYCOPIES111 per group21optionalpaper; chalk or markersColor image or video of Saturn (optional)Basketball (optional)31 per groupFor each group of 3 to 4 students41 per groupChart paper (18" x 22"); color markers51 per groupNotebook paper; pencils; clear adhesive61 per grouptape; scissors; ruler with millimeter7optionaldivisions81 per studentMeter stick (optional)1Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
Background for Lesson DiscussionL E S S O N1Comparing the Saturn system to Earth’ssystem(See Procedures & Activities, Part II, Step 3) The Saturn system is farther from the Sun. The planet in the Saturn system is bigger. Saturn is a different color (butterscotchyellow). Saturn is made mostly of gas instead of rock. The Saturn system has rings. The Saturn system has more than one moon. The Saturn and Earth systems are bothsubsystems of the Solar System. Both systems receive and reflect sunlight. Both systems have at least one moon. In both systems, gravity acts to keep themoon(s) orbiting around the planet. In both systems, there are tidal forces betweenthe planet and moon(s).Examples of interactions in the Saturnsystem(See Procedures & Activities, Part II, Step 10)The basic parts of the Saturn system are theplanet, rings, and moons. The relationships andinteractions among them are defined predominantly by gravity. The moons and ring particlesof the Saturn system orbit Saturn just like theplanets and asteroids of the Solar System orbitthe Sun. Fundamental properties of a systemarise from the interaction of its parts, not fromthe properties of the individual parts. Moon–ring interaction include:— Prometheus and Pandora “shepherding”the F ring— Pan “clearing” the Encke Gap at the outeredge of the A ring— Enceladus possibly having ice geyers thatcreate the E ring Moon–moon interactions include Epimetheusand Janus swapping orbits. Moon–planet interactions include tidal forcesbetween the moons and the planet.(Note: This can be discussed further if studentshave learned something previously about tidalforces between Earth and the Moon. See theGlossary.)Examples of inputs and outputs in theSaturn system(See Procedures & Activities, Part II, Step 10)Sunlight is both an input to and an output ofthe Saturn system. As an input, the Sun heatsthe system, but because Saturn is so far awayfrom the Sun, it is very cold compared withEarth. As an output, reflected sunlight is seenwhen we observe Saturn and its rings andmoons. In the same way, we see the reflectedlight of the Moon from Earth.It is possible that Saturn’s gravity captures asteroids, comets, and meteorites from time to time.These events are considered inputs to the system. The moon farthest from Saturn (Phoebe)may be a captured asteroid. Comets that passednear Saturn may have collided with and brokenup a moon, and played a role in the formationof Saturn’s rings.Radio waves are another output of the Saturnsystem. The mechanisms behind some ofSaturn’s emission of “light” in the radio-waveportion of the electromagnetic spectrum areunknown.Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL2
Lesson PlanL E S S O N1Part I: What Is a System?Have the students select and diagram onnotebook paper a system other than theSolar System.3Tell the students that diagrams are simpledrawings that can show the basic organization of a system. Demonstrate how to makediagrams by drawing the Solar System, including the Sun and planets with their labels, andthe planets’ orbital paths. For completion, titlethe diagram (of course, it is not to scale).1Have students form groups with those whohave drawn different system diagrams.Limit group size to four students.4Give each group a sheet of chart paper, andhave them attach their diagrams around theoutside edge. Have the students record, in LUTOVENUSThe Solar System (not to scale).Ask students this question: How have youheard the word “system” used? List theirresponses on the chalkboard. Possible studentresponses include: Solar System, school system,computer system, stereo system, digestive system, and so on.2According to the National Science Education Standards,center of the paper, all the similarities they canfind in their system diagrams. Guide students toconsider questions such as — What do all thediagrams have in common? (For example: titles,labels, or objects.) What do all the systems havein common? (For example: parts, interconnections and interactions among parts, boundaries,inputs, outputs, organizing principles, orforces.)a system is an organized group of related objects orcomponents that form a whole. For example, systems canconsist of organisms, machines, fundamental particles,galaxies, ideas, numbers, transportation, and education.Systems have boundaries, components, flow (input andoutput), and interactions.Have each group share their diagrams withthe whole class. Discuss with students theirunderstanding of systems. Guide them to recognize the various aspects of a system and the pervasive nature of “systems” in our world, in theSolar System, and in the Universe.63Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
Part II: Making Connections to SaturnL E S S O N1Have the students focus on the planet Saturn in the Solar System diagram you drewfor them. Note that Saturn is the sixth planetfrom the Sun and that it has rings (as do allof the giant planets in the outer Solar Systemwhich are composed primarily of gases). Remind them that the Solar System diagram isnot to scale, that Saturn is really much largerthan Earth, and that Saturn is approximately10 times farther from the Sun than is Earth.Inform the students that NASA has a spacecraftcalled Cassini that will study Saturn (it waslaunched in 1997 and will arrive at Saturn in2004).1Display the transparency of the VoyagerImage of Saturn (Figure 1) to introduce thelook of Saturn and its rings. Tell students thatSaturn is a large ball of gas and does not have asolid surface like Earth’s. Ask students to guesswhat size Earth would be if placed next to Saturn in this image (they will work out the answerduring a later activity).2Display the Saturn Ring System (Figure 2)transparency. Discuss students’ observationsof the ring illustration. For example: How manyrings are there? Do the rings appear in alphabetical order from Saturn outward? How wide arethe rings relative to the planet and to the Earth–Moon system?4Explain that the next part of the lesson willinvolve looking at a close-up of a smallersection of the rings, and show students the fourpages of the Saturn System Diagram (Figure 4).Detailed instructions for assembling the diagramare shown in Figure 3. Tell students that thescaled Saturn on the diagram is about the size ofa basketball. Show them how to tape togetherthe Saturn System Diagram:5 Line up the center lines of each section(labeled A, B,C, and D). Use the arc of the G ring to estimate theconnection between Sections A and B. Tape A and B together. Line up C and D to B and tape together.Note: Older or more advanced students can achieve a moreNote: If you have a color image or video of Saturn, it can beaccurate depiction of scaled distances to the moons outsideused to further motivate students’ interest in Saturn. If youthe A ring by following the directions in How to Assemble thehave access to the World Wide Web, the Cassini website is anSaturn System Diagram. (For lower grade levels, this degree ofexcellent source of Saturn images (http://www.jpl.nasa.gov/care in assembly is likely to take too much time away from thecassini/). There are also other exceptional websites — pleasemain concept of the lesson.)see Appendix 5, Resources.Ask students to consider how Saturn’s system is different from or the same as Earth’ssystem. For example: How are the parts of thetwo systems different or the same? How mightthe interactions between the parts be differentor the same? How are the inputs and outputsdifferent or the same? (See information in Background for Lesson Discussion.)3Put students in an even number of smallgroups of 3 or 4. Give each group a copy ofthe 4-page Saturn System Diagram and a papercopy of the Voyager Image of Saturn (Figure 1).Have students carefully tape together theirdiagrams.6Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL4
L E S S O N1Ask the students to look at their assembledSaturn System Diagram and review itbriefly. Ask them to share their immediate observations — for example, the number of rings,gaps, or divisions; location of moons; size ofEarth relative to Saturn and Titan; special notesabout various elements of the system, etc.Optional: Pass a basketball around to each groupso that students can compare its size to Saturn intheir diagram.7Distribute a copy of the Saturn SystemScavenger Hunt (Figure 5) pages to eachgroup. Point out that it is important for students to read all the information for each question to learn more about the Saturn system.Explain that each section of the scavenger huntincludes questions for the students to answerby using the Saturn System Diagram. Somesections include space for students to generateadditional questions that can be answered byusing the diagram. Advise students that theirclassmates will be asked to answer the questionsthey create using the diagram.8Part III: AssessmentGive each student a copy of the Earth/Saturn Systems Venn Diagram (Figure 8). Askstudents to think about how the two systems arealike and how they are different in terms of theirdefinition of a system. Explain the three different areas on the Venn diagram — the regionwhere the circles intersect should contain aspectsthat both systems have in common, and the regions that do not overlap should contain aspectsthat are unique to each system.1Have students record system aspects in theappropriate areas on the Venn diagram. Askstudents to record at least three system aspects ineach area.2Have students write a paragraph or two onthe back of their Venn diagram sheets thatexplains how the Saturn system is a system. Tellthem that their explanations should include specific examples to illustrate various properties ofthe system.3After students have completed the SaturnSystem Scavenger Hunt, have them tradescavenger hunts with another group. Eachgroup will then try to find answers to the questions created by their partner group.Assessment CriteriaReview and discuss the scavenger hunt.(See the Saturn System Scavenger Hunt Answer Key [Figure 6] at the end of this lesson.)Guide students to see how the Saturn system isan example of a system. What are the parts of asystem? How do they relate and interact witheach other? What are the inputs and outputs ofthe system? (See information in Background forLesson Discussion.) Figure 7, the Saturn SystemTable, can be provided to students for additional information in working with the SaturnSystem Diagram (see Additional Exercises).EARTH SYSTEM Inner part of Solar System One moon Inhabited by humans and other life forms Moon has been visited by humans Earth and Moon made mostly of rock Planet does not have rings9101. The student should identify differences andsimilarities between the two systems and write themin the correct areas of the Venn diagram. Someincluded items might be:SATURN SYSTEM Outer part of Solar System Many moons Uninhabited Planet is a ball of gas instead of rock Planet has rings5Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
L E S S O N1BOTH EARTH AND SATURN SYSTEMS Have parts that interact Are subsystems of the Solar System Orbit the Sun Have at least one moon Have been explored by spacecraft Are held together by the force of gravity2. In the student’s paragraph, the Saturn system isexplained as a system composed of several elements,including a planet, rings, and moons. There shouldbe two to three examples of how the system’s components interact with or relate to each other, and atleast one example of an input and output to thesystem. (See information in Background for Lesson Discussion.)Part IV: Questions for Reflection How would the night sky be different if youlived in the Saturn system instead of theEarth–Moon system? What are the similarities and differencesbetween the Saturn system and the SolarSystem? What are the similarities and differencesbetween the Saturn system and the systemyou diagrammed at the beginning of thelesson?Part V: Lesson Extensions1. Ask students to do additional measurementsand computations of distances on the Saturn System Diagram. See the Saturn System table formeasurements and scale factors.2. Ask the students to make a 3-D scale model ofSaturn and its main rings using a 3-inch-diameter styrofoam ball and other basic materials.You can download classroom-tested directionsfor making the model at this website — http://lyra.colorado.edu/sbo/mary/Cassini/scale saturn.htmlSaturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL6
QuestionsL E S S O N1These questions and their answers can be used to provide background for teachers or to explore prior knowledge and facilitate discussions with students. The answers are found in Appendix 1, starting on page 225.1. When did we discover Saturn?15. Since Saturn and Jupiter are both made upof mostly hydrogen and helium, why isn’tSaturn the same color as Jupiter?2. How did Saturn get its name?16. Is there life on Saturn?3. Where is Saturn located?17. Does Saturn have a magnetic field likeEarth’s?Saturn4. How old is Saturn?18. How long is a day on Saturn?5. How big is Saturn?19. How long is a month on Saturn?6. If Saturn is so much more massive thanEarth, why is it said that Saturn could floatin water?20. How long is a year on Saturn?21. Does Saturn have seasons like Earth?7. What is Saturn made of ?8. Could we breathe Saturn’s atmosphere?9. Pictures of Saturn show that it sort offlattens out near the poles and is wider atthe equator. Why is that?10. Why is Saturn so much larger and moremassive than Earth?11. Since Saturn does not have a solid surface,would I sink to the middle of the planet ifI tried to walk there?12. What’s gravity like on Saturn? Would Iweigh the same on Saturn as on Earth?13. What is the temperature on Saturn?14. Does Saturn have winds and storms?Rings22. How did we first find out about Saturn’srings?23. What are the rings of Saturn made of ? Arethey solid?24. How many rings are there?25. Do the rings move?26. In the opening sequence of the TV showStar Trek: Voyager, a ship passes through therings of Saturn from bottom to top. Do therings contain more empty space or moresolid particles?27. How big are the rings?28. How much stuff is in the rings?7Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
29. Do ring particles collide?44. How cold are Saturn’s moons?30. Why does Saturn have rings? How were therings made?45. Do any of Saturn’s moons have an atmosphere? Could we breathe it?31. How old are the rings? Has Saturn alwayshad rings? Will it always have rings?46. Is there water on Titan?L E S S O N147. Is there life on Titan?32. Are there other planets with rings?48. What is the weather like on Titan?33. Why doesn’t Earth have rings?34. If Earth had rings like Saturn’s, what wouldthey look like from the ground?Moons49. Cassini carries a probe that is going toTitan, not Saturn or any other moons?Why Titan?50. Will there be a mission that takes humansto Titan in the near future?35. How many moons does Saturn have?Observing Saturn in the Sky36. Who discovered all these moons?51. Can I see Saturn in the sky at night?37. How did the moons get their names?52. Can I see Saturn’s rings from Earth?38. Are Saturn’s moons like Earth’s Moon?39. Why does Saturn have so many moons, butEarth has only one?40. Are Saturn’s moons in the rings? Do themoons collide with the ring particles?41. What is the difference between a moon anda ring particle?53. What do I do if I want to see Saturn’s rings,but I don’t have a powerful enoughtelescope?54. If I were on Saturn or Titan, could I seeEarth and its Moon? Would I need atelescope?55. If I were standing on Titan, how wouldSaturn look?42. What’s gravity like on Saturn’s moons?Could we walk there?43. Are there volcanoes on any of Saturn’smoons?Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL8
MaterialsL E S S O N1Figure 1Voyager Image of SaturnFigure 2Saturn Ring SystemFigure 3How to Assemble the Saturn System DiagramFigure 4Saturn System Diagram (4 pages)Figure 5Saturn System Scavenger Hunt (4 pages)Figure 6Saturn System Scavenger Hunt Answer KeyFigure 7Saturn System Table — OptionalFigure 8Earth/Saturn Systems Venn Diagram9Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
L E S S O N1Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL10
Voyager Image of SaturnL E S S O N1Figure 1It appears thatthree moons arescattered aboutSaturn, but inreality, all ofSaturn’s knownmoons except thetwo outermostones orbit in thesame plane as doSaturn’s rings. Inimages, a moonmay appearoutside Saturn’sring plane becauseof the moon’sposition in its orbitand the angle fromwhich the Saturnsystem is beingviewed. The smalldark shadow onthe surface ofSaturn is that of afourth moon,which does notappear in theimage.A similar image ofSaturn may befound at http://www.jpl.nasa.gov/cassini/ Images/astro/TOP23887.html .11Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
L E S S O N1Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL12
Saturn Ring System (shown to scale)L E S S O N1G RINGF RINGFigure 2A RINGB RINGC RINGD RINGE RINGNote: Saturn’srings consist ofindividualparticles. Therelative densityof particles isrepresented bythe spacing ofthe circles withineach ring.Colored markerscan enchancethe visualdistinctionbetween rings.CASSINI DIVISIONENCKE GAPEARTHMOONAPPROXIMATE DISTANCE BETWEEN EARTH AND ITS MOONSaturn’s rings are not located in alphabetical order outward from the planet because they were named in order of theirdiscovery. From inner to outer, the rings are — D, C, B, A, F, G, E.13Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
L E S S O N1Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL14
How to Assemble the Saturn System DiagramL E S S O N1Figure 31. Be sure you have all 4 sections (A, B, C, and D) of the Saturn System Diagram. Place Section B tothe right of Section A so they are lined up along the center line, as illustrated below.AB2. Place the meter stick over the two sections so that the end “0” mark of the meter stick lines upwith the center of Saturn located near the left edge of Section A. Now align your meter stick withthe black line running from left to right across the center of each section of the diagram. Adjust theposition of Section B to the left or right as needed so that the G ring crosses the center line at 34 cmon the meter stick. When you are certain that it is in position, tape the two sections together.(When the pages are correctly positioned, the horizontal edges may or may not overlap.) Tape themtogether so that the center lines are continuous, aligned, and straight. Don’t tape the meter stick tothe sections!ABG ring – 34.0 cm3. Place Section C to the right of Section B; then place D next to C. Adjust Section D to the left orright so that the moon Dione is located at 75.5 cm on the meter stick. When you have Dione in position, tape Sections B, C, and D together. As before, the edges may or may not align. You have nowassembled your Saturn System Diagram and you are ready to begin your scavenger hunt!BDCDione – 75.5 cm15Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
L E S S O N1Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL16
Saturn System Diagram (A) (1 of 4) L E S S O NB RING1Figure 4Scale: 1 cm 5,000 km.The radius ofSaturnC RINGcorrespondsto the radiusD RINGof a basketballin this scaleCut first, then tape sheets. Do not tape the meter stick to the diagram.diagram.Note: Saturn’sCLOUDTOPSrings consist ofindividualparticles. Therelative densityof particles isrepresented bythe spacing ofthe circles withinSCALED SIZE OF EARTHDIAMETER OF EARTHRADIUS OF SATURNCENTER OF SATURN(BEGIN MEASUREMENTS FROM THIS POINT)Scale: 1 cm 5,000 kmeach ring.17Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
ATLASparticles. Theof particles isthe circles withinthe spacing ofSaturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide Cut first, then tape sheets. Do not tape the meter stick to the diagram.SCALE: 1 cm 5,000 kmNOTE: TO PRESERVE ACCURATE DISTANCE SCALE,PLACE THIS SECTION SO THAT THE G RING ISLOCATED 34 cm FROM SATURN'S CENTER.represented byPROMETHEUSrelative densityPANDORAeach ring.MIMASindividualJANUSEPIMETHEUSrings consist ofENCKE GAPNote: Saturn’sVOYAGER IMAGE OF MIMAS,THE “DEATH STAR“ MOONFigure 4A RINGCASSINI DIVISIONPANG RINGL E S S O N F RINGSaturn System Diagram (B) (2 of 4)1EG-1999-12-008-JPL18
Saturn System Diagram (C) (3 of 4) L E S S O N1of particles isrepresented bythe spacing ofthe circles withinENCELADUSE RINGICE GEYSER ON ENCELADUSeach ring.Cut first, then tape sheets. Do not tape the meter stick to the diagram.relative densityCALYPSOparticles. TheTETHYSindividualTELESTOAPPROXIMATE OUTER "EDGE" OF E RING(ESTIMATES VARY FROM 300,000 km toOVER 480,000 km FROM SATURN'S CENTER.)Note: Saturn’srings consist ofSCALE: 1 cm 5,000 kmFigure 4 19Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
relative densityof particles isDISTANCE FROM CENTER OFSATURN 1,221,900 km.SCALED DISTANCE 244 cm(2.44 meters).DIAMETER OF 5,150 km ISSHOWN TO SCALE HERE.TITANSATURN'S LARGEST MOONrepresented byeach ring.Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPLCut first, then tape sheets. Do not tape the meter stick to the diagram.NOTE THE BREAK INTHE SCALE HEREindividualHELENEparticles. TheDIONENote: Saturn’sSIZE OF EARTH'S MOONrings consist ofSCALE: 1 cm 5,000 kmNOTE: TO PRESERVE ACCURATE DISTANCE SCALE,PLACE THIS SECTION SO THAT DIONE ISLOCATED 75.5 cm FROM SATURN'S CENTERRHEA:527,000 km (ABOUT 1 meter FROM SATURN‘s CENTER)HYPERION: 1,480,000 km (ABOUT 3 meters FROM SATURN‘s CENTER)IAPETUS: 3,560,000 km (ABOUT 7 meters FROM SATURN‘s CENTER)PHOEBE: 13,000,000 km (26 meters FROM SATURN‘s CENTER)L E S S O N OTHER MOONS:Saturn System Diagram (D) (4 of 4)1Figure 4the spacing ofthe circles within20
Saturn System Scavenger Hunt (1 of 4)L E S S O N1Figure 5Student group members: Use the information in the assembled Saturn System Diagram scalemodel to find answers to the following questions. In Sections A and B below, use the spaceprovided to create two or three of your own questions. You must be able to answer the questions using the diagram. Your classmates will be asked to answer the questions you create.Section A: Rings and Gaps1. Saturn’s rings are not solid, but are composed of many chunks of ice and rock that rangein size from a grain of sand to a house. The names of the rings in the order they appear fromthe cloud tops of Saturn outward toward the moon Titan are:.2. Jean-Dominique Cassini is the person who discovered a division (gap) in Saturn’s rings in1659. The and rings are on either side of the Cassini Division.3. The narrowest rings by far are the ring and the ring.4. Compare the projected Voyager Image of Saturn and the Saturn System Diagram (and/orthe Saturn Ring System illustration) and explain which of Saturn’s rings you think we are seeing in the Voyager image.5. Student questions about the rings and gaps:21Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
Saturn System Scavenger Hunt (2 of 4)L E S S O N1Figure 5Section B: Moons1. There are (a number) moons orbiting Saturn at distances closer to the planetthan the G ring.2. There are (a number) moons orbiting Saturn at distances farther from theplanet than the G ring. (HINT: Don’t forget to count the moons that are farther away thanTitan. All of Saturn’s moons, except the two most distant ones, orbit Saturn in the sameplane as the rings.3. The farthest moon from Saturn is actually orbiting very slowly in the opposite directionfrom all the other moons and ring particles. It may be an asteroid captured by Saturn’s gravity. The Cassini spacecraft will investigate this possibility. This moon is called.4. Student questions about the moons:Section C: Relationships and Interactions1. is the force that holds the moons and the ring particles in orbitaround Saturn.2. The widest ring of Saturn has a moon called Enceladus orbiting where the ring is densest.Enceladus may have ice volcanoes that supply the ring with small ice particles.Cassini will observe Enceladus to see if the science instruments on board can detect any icevolcanoes.Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL22
Saturn System Scavenger Hunt (3 of 4)L E S S O N1Figure 53. The ring has a gap near its outer edge caused by the tiny moon named Pan.Cassini may discover other moons like Pan that orbit within the A and B rings.4. The narrow ring is held together (“shepherded”) by the gravity of the moonsPrometheus and Pandora, which orbit on either side of the ring.5. The tiny moons Janus and Epimetheus are between the ring and thering. The gravitational forces between these small, odd-shaped moons cause them to tradeorbits with one another.Section D: Compare the Size of Earth with the Size of SaturnFor the following, make measurements to the nearest millimeter wherever possible.1. Measure the scaled diameter of the Earth on the Saturn System Diagram:cmUse your measurement to compute the diameter of Earth:cm(scaled diameter) 5,000 km/cm(scale factor) km(actual diameter)2. Measure the scaled radius of Saturn on the Saturn System Diagram:cmUse your measurement to compute the actual radius of Saturn:cm(scaled radius) 5,000 km/cm(scale factor) km(actual radius)23Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL
Saturn System Scavenger Hunt (4 of 4)L E S S O N1Figure 53. What is the actual diameter of Saturn?Actual diameter of Saturn 2 (radius of Saturn) km4. Compare the diameter of Saturn with the diameter of Earth by forming the ratio ofSaturn’s diameter to Earth’s diameter:Saturn diameter ––––––––––– –––––––––––––Earth diameterTherefore, Saturn’s diameter is times bigger than Earth’s diameter.Note: Use the problem set above as a model to construct a problem that compares the size of Titan(the largest moon in the Saturn system) with the size of Earth’s Moon.Saturn Educator Guide Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide EG-1999-12-008-JPL24
Saturn System Scavenger Hunt Answer KeyL E S S O N1Section A: Rings and Gaps1. D, C, B, A, F, G, and EFigure 62. A and B3. F and G4. Not all the rings are visible in the Voyager image of Saturn. The F, G, and E rings, and most ofthe D and C rings, are too faint to be seen. Considering the sizes of the observable features in theVoyager image and their distances from the Saturn cloud tops, we are seeing the bright B and Arings with the Cassini Division in between. It is possible we are seeing a bit of the C ring, but it isdifficult to tell because there is no gap between the B ring and the C ring.5. Possible student question about rings and gaps: The brightest and densest ring is thering. (Answer — B ring)Se
pages of the Saturn System Diagram (Figure 4). Detailed instructions for assembling the diagram are shown in Figure 3. Tell students that the scaled Saturn on the diagram is about the size of a basketball. Show them how to tape together the Saturn System Diagram: Line up the center lines of each section (labeled A, B,C, and D).
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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