®
EI-5237
Ages 8+
Grades 3+
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Where Are the Planets Now?
Because the planets are constantly moving as they orbit the sun, their locations change from day to day. The motions
of the planets follow very regular patterns. Scientists can calculate where each planet will be at any given time.
One way to describe the positions of the planets is in terms of their heliocentric longitude. This is a coordinate system
with the sun as its center: the Greek root helio means “sun.” Scientists use the sun’s equator as a reference point
to locate objects in space.
A planet moves in two main ways. It rotates
(spins) on its own axis. It revolves around, or
A planet’s heliocentric longitude is given in degrees, from 0º to 359º.
orbits, the sun. A “planetary day” is the length
Notice the numbered markings on the top and bottom of the central tower.
of time a planet takes to completely rotate on
These are “planetary addresses” or heliocentric longitude markings. Using
its axis. The time it takes for a planet to
these with the Heliocentric Longitude Chart below, you can arrange the
planets to closely approximate their current positions.
1. Locate the date nearest to the current date on the Heliocentric
completely revolve around the sun is called a
“planetary year.” See the “Creating a Living
Solar System Model” exercise on page 3 and the
chart on page 4 for related information.
Longitude Chart.
2. As you read across the row, you’ll see a number listed for each planet. This indicates the planet’s heliocentric
longitude.
3. Move each planet’s rod so that it lines up with the correct number marking. (The electrical power should be
turned off for this activity.)
Model Not to Scale
Explain to students that classroom solar system models cannot show planet sizes to scale. For example, the sun must
be shown much smaller in comparison to the planets than it actually is. In reality, the sun is about 108 times the Earth’s
diameter and is about 1 million times greater in volume: a million planets the size of Earth could fit inside it!
The distance between planets is also difficult to represent on a model. The planets are actually small compared to
the distances between them! If, for example, our model-sized dwarf planet Pluto were shown a correct relative
distance from our model-sized sun, it would need to be about 30 miles (48 km) away!
Heliocentric Longitude (Planetary Address) Chart*
DATE
1/1/10
2/1/10
3/1/10
4/1/10
5/1/10
6/1/10
7/1/10
8/1/10
9/1/10
10/1/10
11/1/10
12/1/10
1/1/11
2/1/11
3/1/11
4/1/11
5/1/11
6/1/11
7/1/11
8/1/11
9/1/11
10/1/11
11/1/11
12/1/11
1/1/12
2/1/12
3/1/12
4/1/12
5/1/12
6/1/12
7/1/12
8/1/12
9/1/12
10/1/12
11/1/12
12/1/12
1/1/13
2/1/13
3/1/13
4/1/13
5/1/13
6/1/13
7/1/13
8/1/13
9/1/13
10/1/13
11/1/13
12/1/13
Mercury
82º
223º
303º
94º
Venus
275º
324º
8º
Earth
101º
132º
161º
191º
221º
251º
279º
309º
339º
8º
Mars
117º
131º
143º
157º
170º
184º
197º
212º
227º
242º
259º
276º
294º
313º
331º
351º
9º
Jupiter
335º
337º
340º
343º
345º
348º
351º
354º
357º
359º
2º
5º
8º
11º
13º
16º
19º
22º
24º
27º
30º
33º
36º
38º
41º
44º
47º
49º
52º
55º
58º
60º
324°
66º
68º
71º
Saturn
179º
180º
181º
182º
183º
184º
185º
186º
187º
188º
189º
190º
191º
192º
193º
194º
195º
196º
197º
198º
199º
200º
201º
202º
203º
204º
205º
206º
207º
208º
209º
210º
174°
212º
213º
214º
214º
215º
216º
217º
218º
219º
220º
221º
222º
223º
224º
225º
Uranus
356º
356º
356º
357º
357º
357º
358º
358º
358º
359º
359º
359º
0º
Neptune
326º
326º
326º
326º
327º
327º
327º
327º
327º
328º
328º
328º
328º
328º
328º
329º
329º
329º
329º
329º
330º
330º
330º
330º
330º
330º
331º
331º
331º
331º
331º
332º
325°
332º
332º
332º
333º
333º
333º
333º
333º
333º
334º
334º
334º
334º
334º
335º
Pluto
273º
273º
273º
274º
274º
274º
274º
274º
274º
275º
275º
275º
275º
275º
276º
276º
276º
276º
276º
276º
277º
277º
277º
277º
277º
277º
278º
278º
278º
278º
278º
278º
272°
279º
279º
279º
279º
279º
280º
280º
280º
280º
280º
280º
281º
281º
281º
281º
58º
226º
317º
113º
237º
331º
136º
249º
344º
157º
260º
353º
166º
262º
12º
179º
274º
34º
194º
285º
52º
208º
298º
71º
217º
304º
96º
227º
317º
287°
238º
332º
138º
249º
349º
148º
255º
354º
167º
263º
14º
106º
156º
205º
255º
304º
351º
41º
39º
69º
89º
139º
189º
234º
283º
331º
20º
100º
132º
160º
191º
220º
250º
279º
309º
338º
8º
0º
0º
1º
1º
1º
2º
2º
2º
3º
3º
3º
4º
4º
4º
5º
5º
5º
6º
6º
354°
7º
7º
7º
8º
8º
8º
9º
9º
9º
10º
10º
10º
10º
11º
11º
28º
46º
63º
79º
68º
118º
169º
217º
267º
314º
3º
094º
109º
122º
136º
150º
163º
176º
189º
204º
218º
233º
56°
266º
284º
302º
322º
341º
359º
18º
36º
53º
70º
085º
101º
115º
129º
142º
38º
69º
100º
132º
161º
192º
221º
251º
280º
309º
339°
8º
053º
99º
150º
198º
248º
296º
345º
78°
82º
132º
181º
231º
280º
325º
14º
39º
69º
101º
132º
161º
192º
221º
251º
279º
309º
339º
8º
74º
77º
79º
82º
84º
87º
90º
92º
95º
97º
100º
102º
62º
112º
160º
211º
260º
308º
357º
45º
184º
274º
36º
39º
69º
195º
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Classroom Activities
Where Will the Planets Be When…?
After students have arranged the planets in their current positions, use the Heliocentric Longitude Chart to see
where the planets will be on other dates. Try the end of the school year, different winter holidays, or perhaps a
student’s birthday.
Creating a Living Solar System Model
Younger students will enjoy “acting out” the movement of the solar system. This activity works best outdoors, in a
paved area with plenty of space.
1. Spend time before class making nine signs, one for the sun and one for each planet. If you wish, draw a 10th
sign for Pluto. Write each planet’s name and symbol on a large card or on a sheet of paper. The symbols are
listed in the Planetary Features Chart on page 4. (The sun’s symbol is located on the sun sphere.)
2. Begin the lesson by drawing a circle about two feet in diameter on the pavement with chalk. This circle
will be your sun’s position.
3. Next, draw another circle surrounding it. Draw seven more circles, each encircling the previous one. These
circles will represent the orbits of the planets. Space the circles widely enough so that students walking
along the orbits will not bump into each other. If you wish, draw an extra circle for Pluto.
4. Choose students to enact the roles of the sun and the planets. Pass out the cards. The “sun” should stand
in the central circle. Each “planet” will walk along its orbital path around the sun.
5. Here’s the tricky part: The planets and the sun rotate on their axes. They all spin eastward, except for
Venus, which spins retrograde, or backward. The student portraying Venus should spin to the right,
while the other students spin to the left.
6. Tell your “planets” to spin slowly or they’ll dizzily spin out of orbit! In reality, the planets never stop moving,
but ask your “planets” to rest if they get dizzy!
Calculating Revolution Periods for the Planets
In the Motorized Solar System model, all of the planets take the same amount of time to make one revolution
around the sun. In reality, the planets orbit the sun at very different speeds. In this activity, students will time Earth’s
revolution, then use the information in the Planetary Features Chart to calculate what the revolution times for
other planets should be.
1. Position Earth at 0º longitude.
2. Start timing (with a stopwatch or digital watch) as you switch on the Motorized Solar System.
3. Write down how long it takes Earth to make a complete revolution and reach 0º again.
4. The Planetary Features Chart lists that it takes 88 Earth days for Mercury to orbit the sun, and 365 days
88
for Earth to orbit the sun. Multiply your recorded time by 365 . Your result will be the amount of time it
would take Mercury to complete one orbit of the sun if Earth used your recorded time and if the relative
speeds in the model were accurate.
5. Relative revolution periods can be found for other planets in the same way, but make sure students don’t
confuse years with days. For example, it takes Neptune 164 Earth years to orbit the sun. There’s no need
to convert that figure to Earth days, since we know that 365 days equals one Earth year. Simply multiply
your recorded time by 164.
Locating the Planets in the Night Sky
Using the Heliocentric Longitude Chart on page 2, choose a particular day and align the planets on their support
rods according to their degree locations. Look at Earth’s location. The portion of Earth always pointed at the sun
represents noontime or midday. Taking a straight-edge, veer off to the left—keeping the sun below the horizon,
represented by the straight-edge—from Earth. Any planets that are above the horizon should be visible in the night
sky. Depending on the day, you could see Saturn, Jupiter, Mars, Venus, or Mercury with the unaided eye. Viewing
depends on clear, dark skies.
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Planetary Features Chart
Position
relative
to sun
Average
distance
from sun
“Year”: Period Average “Day”: Time it
Diameter
Planet Symbol
of time to
orbit sun
Atmosphere
Moons* Temperature
orbital
speed
takes to
at equator
rotate on axis
almost non-existent;
trace amounts of
hydrogen and helium
35,980,000 mi
(57,900,000 km)
30 mi/sec
(48 km/sec)
-279 to 801 ºF
(-173 to 427 ºC)
3,031 mi
(4,879 km)
Mercury
Venus
Earth
88 Earth days
224.7 Earth days
365.26 Earth days
1.88 Earth years
11.86 Earth years
29.42 Earth years
83.75 Earth years
164 Earth years
248 Earth years
0
1st
2nd
3rd
4th
5th
6th
7th
8th
59 Earth days
243 Earth days
mostly carbon dioxide;
sulfuric acid clouds obscure
view of surface
67,210,000 mi
(108,200,000 km)
22 mi/sec
(35 km/sec)
900 ºF average
(482 ºC average)
7,521 mi
(12,104 km)
0
78% nitrogen, 21% oxygen,
1% argon, carbon dioxide,
and trace gases
92,960,000 mi
(149,600,000 km)
18.5 mi/sec
(30 km/sec)
-129 to 136 ºF
(-90 to 58 ºC)
7,926 mi
(12,756 km)
23 hours,
56 minutes
1
141,700,000 mi
(227,900,000 km)
15 mi/sec
(24 km/sec)
-185 to 50 ºF
(-140 to 20 ºC)
4,222 mi
(6,794 km)
24 hours,
37 minutes
Mars
primarily carbon dioxide
2
average cloud
483,700,000 mi
(778,300,000 km)
8 mi/sec
(13 km/sec)
90% hydrogen
10% helium
88,846 mi
(142,980 km)
9 hours,
51 minutes
Jupiter
Saturn
Uranus
Neptune
Pluto
60
33
21
11
1
temperature
-186 ºF (-121 ºC)
average cloud
temperature
-193 ºF (-125 ºC)
888,200,000 mi
(1,429,400,000 km)
6 mi/sec
(10 km/sec)
97% hydrogen
3% helium
74,898 mi
(120,540 km)
10 hours,
39 minutes
83% hydrogen
15% helium
2% methane
average cloud
temperature
-193 ºF (-125 ºC)
1,786,500,000 mi
(2,875,000,000 km)
4 mi/sec
(7 km/sec)
31,763 mi
(51,120 km)
17 hours,
14 minutes
74% hydrogen
25% helium
1% methane
average cloud
temperature
-315 ºF (-193 ºC)
2,799,100,000 mi
(4,504,400,000 km)
3 mi/sec
(5 km/sec)
30,800 mi
(49,500 km)
16 hours,
7 minutes
6 Earth days,
9 hours,
18 minutes
3,676,200,000 mi
(5,915,800,000 km)
3 mi/sec
(5 km/sec)
methane gases frozen into
ice for most of its orbit
-387 to -369 ºF
(-233 to 223 ºC)
Dwarf
Planet
1,430 mi
(2,300 km)
*Scientists are constantly discovering new planetary moons and space objects. For the most up-to-date information, check one of NASA’s websites
Interpreting the Planetary Features Chart
Both younger and older students can benefit from a discussion about the Planetary Features Chart. Duplicate
this chart and distribute copies to the students. Begin your discussion by posing some simple riddles that students
can answer by using the chart. For example, “I spin the fastest on my axis” (Jupiter), or “I’m the smallest planet”
(Mercury). Then explore some of the topics below. Each begins with questions you might raise to get students
thinking about the characteristics of the planets.
Which are the hottest planets? Where are they located?
Which are the coldest planets? Where are they located?
The planets closest to the sun tend to be the hottest. As you would expect, it gets very hot on Mercury, the
planet closest to the sun. During Mercury’s night (which lasts 59 Earth days), however, it can be much colder
than the lowest temperatures ever recorded on Earth. This is because Mercury has almost no atmosphere to
hold in the heat and because the night lasts so long. Venus has an atmosphere much denser than Earth’s.
Its thick atmosphere traps and holds the heat of the sun. Combined with its closeness to the sun, this makes
Venus the most consistently hot planet with surface temperatures high enough to melt lead!
Which are the four smallest planets? What are they made of?
Which are the four biggest planets? What are they made of?
The four inner planets—Mercury, Venus, Earth, and Mars—are small and dense. They are made up of
rocks and metals. Scientists call these terrestrial, or earth-like, planets.
Jupiter, Saturn, Uranus, and Neptune are often called the “gas giants.” They are made mostly of gases,
liquid, and ice. They are made up mainly of the elements hydrogen and helium. Because they consist mostly
of gas, they are much less dense than the inner planets. This means that they contain less matter per
unit of volume. Saturn’s density is less than water. In fact, Saturn could float on a giant body of either
fresh or salt water.
Very little is known about the dwarf planet, Pluto. Scientists believe it is made largely of ice.
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Which planets have the most moons? Are they large or small planets?
The larger planets have a stronger gravitational pull, so they often have many satellites, or moons. These
larger planets can “capture” or pull moons into their gravitational fields more easily because objects (such
as moons) move more slowly in space.
Which planet has a “day” that is longer than its “year”?
Venus rotates very slowly on its axis: one day is as long as 243 days on Earth! Yet Venus completes an
orbit around the sun in only 225 days.
Which planets have the fastest orbital speeds? Are the faster planets near the sun or far from the sun?
The planets closer to the sun move through space faster.
What else is out there?
Beyond Neptune there is a ring of thousands of small bodies orbiting the sun. This disk-shaped ring
of icy objects is called the Kuiper (KI-per) Belt. Pluto and its moon, Charon, are part of the Kuiper Belt.
There are also a number of comets in this region. The Kuiper Belt has been called the ”Final Frontier”
of our solar system.
Fun Facts
Pluto was discovered in 1930. For 76 years it was considered a planet. In 2006, Pluto was reclassified as a
dwarf planet. Since its discovery, Pluto has completed only 31% of one revolution around the sun. By the
year 2178, it will have completed one revolution (or one Plutonian year).
Jupiter spins the fastest on its axis. Its day lasts less than 10 hours. It also spins so fast that the round planet has a
flattened appearance.
In 1543, the Polish astronomer and priest Nicolaus Copernicus noted that Earth revolved around the sun. Before
then, people believed that the sun revolved around Earth.
The sun is very large compared to the planets. However, compared to other stars, the sun is an average-sized star.
The sun is our closest star.
Using the Star Dome
Here’s a second way to explore space: create your own classroom planetarium! The
star dome converts the solar system model into a planetarium projector.
1. Remove the top half of the sun sphere. Put the star dome in its place. Make
sure the tab on the edge of the star dome fits into the notch on the lower half
of the sun sphere.
2. The projected image will look best in a darkened room. If possible, turn off
the lights and close the shades.
3. Switch on the light at the base of the tower. Stars, constellation names, and
constellation outlines will be projected onto the walls and ceiling of the room.
The farther light travels before hitting a surface, the bigger the image will
appear. Moving the tower closer to and further from the walls or ceiling will
alter the image. To get the best image, experiment with different distances.
Star Dome Classroom Activities
Constellations are clusters of stars whose patterns resemble shapes and figures. Breaking the 1,000 to 1,500 stars visible
on a dark night into constellations helps people easily find and remember the names and locations of stars. For
thousands of years, different cultures have divided the night sky into different constellations. They used the stars to help
them navigate, to plan when to plant crops, and for religious purposes. The Greeks and Romans named their
constellations after the gods and heroes in their mythology. In 1929 the International Astronomical Union
divided the stars into 88 official constellations that are used by astronomers today. Most of these constellations
come from the Greek and Roman view of the sky. The next page lists constellations that are on this model’s star
dome. As your class observes this stellar display, try some of the activities provided. Note: Southern Hemisphere
constellations are not included in this list.
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Northern Hemisphere Constellations
Andromeda (Andromeda)
Aquila (Eagle)
Hydra (Water Monster)
Lacerta (Lizard)
Aries (Ram)
Leo (Lion)
Auriga (Charioteer)
Boötes (Herdsman)
Camelopardus (Giraffe)
Cancer (Crab)
Canes Venatici (Hunting Dogs)
Canis Minor (Little Dog)
Cassiopeia (Cassiopeia)
Cepheus (Cepheus)
Cetus (Whale)
Leo Minor (Little Lion)
Lynx (Lynx)
Lyra (Lyre)
Ophiuchus (Serpent Holder)
Orion (Orion/hunter)
Pegasus (Pegasus)
Perseus (Perseus)
Pisces (Fishes)
Polaris (North Star)*
Sagitta (Arrow)
Serpens (Serpent)
Taurus (Bull)
Coma Berenices (Berenice’s Hair)
Corona Borealis (Northern Crown)
Cygnus (Swan)
Delphinus (Dolphin)
Draco (Dragon)
Equuleus (Little Horse)
Gemini (Twins)
Triangulum (Triangle)
Ursa Major (Great Bear)
Ursa Minor (Little Bear)
Virgo (Virgin)
Hercules (Hercules)
*not a constellation
Pictures in the Sky
Ask students whether they think the constellations projected by the star dome resemble the names
they’ve been given. Tell each student to choose a constellation. What kind of figure or object do they
see in the pattern of stars? Encourage creativity: students might look at the constellation traditionally
called the Great Bear and see a skunk, a man waving hello, or a frying pan. Students should copy
down the pattern of stars, draw a figure around them, and name their constellation. Have your students
write stories and create histories around their invented constellations.
What’s in a Name?
Assign names from the list above such as Hercules, Orion, or
Cassiopeia. Have your students research and write about these
mythological figures. Who was Hercules? What did he do? Why
was he important?
Star Stories
Other cultures view the evening sky differently. For example, Native
American groups see different patterns than those previously discussed.
These constellations have rich stories and traditions behind them. This topic is
called “archaeoastronomy.” Have your students research the Lakota, the Navajo, and other groups
and compare findings. Research additional non-Western cultures in a similar fashion.
Related Websites
NASA’s informative website with links for students and educators
http://www.nasm.si.edu/ceps/etp/ The Smithsonian’s National Air and Space Museum’s “Exploring the
Planets” website
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Adapter Use
Always follow these steps when using the Motorized Solar System and Planetarium
with an adapter.
1. Turn the on/off switch to the OFF position.
2. Plug the AC adapter jack into the AC adapter port at the base of the tower.
3. Carefully plug the AC adapter into a wall socket.
4. Turn the on/off switch to ON.
5. Adapters used with this are to be regularly examined for damage to the cord, plug enclosure and other parts, and
that, in the event of such damage, this item must not be used with this adapter until the damage has been repaired.
Battery Installation
1. Use a screwdriver to carefully open the battery compartment on the
bottom of the tower.
2. Install four fresh C-size batteries in a two-on-two format, following the
illustration here.
Batteries must be installed with the correct polarity.
Only batteries of the same or equivalent type are to be used.
Alkaline batteries are preferable.
Do not mix old and new batteries.
Do not mix different types of batteries: alkaline, standard
(carbon-zinc), or rechargeable (nickel-cadmium) batteries.
Do not use rechargeable batteries.
The supply terminals must not be short-circuited.
Non-rechargeable batteries are not to be recharged.
Remove exhausted batteries from the unit.
3. Secure the compartment door.
4. To prevent battery corrosion, it is recommended that the batteries be
removed from the unit if it is not in use for two weeks.
Bulb Replacement
This krypton bulb’s product number is: KPR113. When replacing the bulb, refer to this product number.
Please also note these additional specifications:
Bulb Type: 4.5V 0.5A krypton lamp
Current Voltage: 4.5V
Current Rating: 500MA
Filament Shape: C-2R
Caution: While the unit is in operation, the light bulb gets hot. Warn students not to touch the bulb. If the bulb
burns out, wait until it has cooled before replacing it.
Cleaning Instructions
1. Disconnect the AC adapter before cleaning.
2. Clean the product with a dry or damp cloth.
3. Do not immerse or spray any liquid or water on the product.
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Resources Ltd., King’s Lynn, Norfolk (U.K.). Please retain this information.
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