P6.

1 Earth and the Solar System

Introduction
In this topic students learn about the relative motions of the Earth, the Moon and the Sun, and how
these give rise to the day and night cycle and the seasons. They also learn about the formation,
structure and relative motions of the objects that make up our Solar System and how gravity is the
force that drives the motion.

Links to other topics

Sections Essential background knowledge Useful links
1 Motion, forces 1.2 Motion
and energy
1.3 Mass and weight
1.4 Density
1.5 Forces
3 Waves 3.3 Electromagnetic spectrum

Topic overview
6.1a Planet Earth
In this learning episode students will learn how to explain the apparent daily motion of the
Sun, the cycle of day and night, seasons and the phases of the Moon using a model of
the relative motion of the Earth, Moon and the Sun. Students will also learn, recall and
apply the equation for average orbital speed.

6.1b The Solar System

In this learning episode students will learn about the present-day structure and scale of
the Solar System and how the Solar System formed via the accretion theory. Students will
analyse and interpret planetary data and learn how the strength of gravitational fields
varies with mass and distance.

6.1c Gravity and orbits

In this learning episode students will learn how the force of gravity depends upon mass
and distance, and how most of the mass of the Solar System is contained in the Sun and
how this means that the other bodies in the Solar System orbit the Sun. Students will also
learn orbits are elliptical and that the mean orbital speed decreases with distance from the
Sun.

6.1d Consolidation and summary

This learning episode provides an opportunity for a quick recap on the ideas encountered
in the topic as well as time for the students to answer the end of topic questions in the
Student Book.

Career links
There are many different careers that are linked to the Earth and Solar System, including those linked
to the design and launching of satellites such as propulsion engineers responsible for the launch
vehicles which put satellites in space, and digital electronic hardware technicians who work to
assemble the computer systems used on the satellites, and those linked to the information and data
produced by satellites, including disaster response coordinators who use satellite data to support on-
the-ground rescue responses, meteorologists who study the Earth’s atmosphere to predict weather and
climate, or even space lawyers.

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 Topic 6.1: Earth and the Solar System

Learning episode P6.1a Planet Earth

Learning objectives
 Know that the Earth is a planet that rotates on its axis, which is tilted, once in approximately 24
hours, and use this to explain observations of the apparent daily motion of the Sun and the periodic
cycle of day and night
 Know that the Earth orbits the Sun once in approximately 365 days and use this to explain the
periodic nature of the seasons
 Know that it takes approximately one month for the Moon to orbit the Earth and use this to explain
the periodic nature of the Moon’s cycle of phases

Common misconceptions
Some students may assume that the apparent motion of the Sun across the sky is due to the motion of
the Sun, not the Earth. There are many videos online showing the rotation of the Earth from space.

Resources
Student Book pages 355–357
Worksheet P6.1a The Lunar Calendar
Resources for a demonstration (see Technician’s notes, following)

Approach
Introduce the learning episode
You could start by demonstrating the relative motions of the Earth around the Sun using a globe and a
mounted mains light bulb (see tech notes). Make sure that you include the Earth’s daily rotation on its
(tilted) axis and its yearly motion around the Sun. Take care to ensure that the Earth’s axis is always in
the same orientation. Alternatively, you could use one of the many online Earth motion simulators
online such as:
http://highered.mheducation.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html
The simulations are particularly good at illustrating why we have seasons. Alternatively, the globe/bulb
arrangement can be used to describe how the motion of the Earth, tilted on its axis, around the Sun
gives rise to seasons. This can be further reinforced by using a torch in a darkened room to cast a pool
of light on the floor, that varies in area depending on the angle of the torch to the floor. This is a good
opportunity to discuss with students the concept of intensity, particularly if the torch has the facility to
vary its brightness.
Develop the learning episode
The phases of the Moon can be demonstrated very well using an online Moon Phases Simulator
such as:
https://pbslm-contrib.s3.amazonaws.com/WGBH/buac19/buac19-int-earthsunmoon35model/index.html
Alternatively, this can be demonstrated with a powerful torch and a table tennis ball mounted on a
pencil (see tech notes). Get a student to sit on a rotating chair (or to move around on a lab stool) and
the position of the mounted table tennis ball is moved around above the top of their head in an anti-
clockwise direction. This model does need careful explanation, reminding students that the Moon does
one complete orbit of their head once every 28 days (approx.). Students could work in small groups, so
that each student gets to see the phases.
The completion of these demonstrations would be a good opportunity to discuss the role of
models/demonstrations to illustrate realities. Students could work in pairs to appraise the models (both
physical and electronic, if possible), discussing their strengths and weaknesses.

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 Topic 6.1: Earth and the Solar System

Students should now complete questions 1, 2 and 3 on page 357 of the Student Book and complete
worksheet P6.1a.
Finish the learning episode
Ask students to define the following terms:
planet; day/night; season; lunar phase; month

Technician’s notes
The following resources are needed for demonstration purposes:
planet Earth globe
mains (or battery powered) bulb mounted in fitting, Mains bulbs can get very hot and should not
clamped to long tripod be handled directly
extension cable (if required) Warn students to be careful with any trailing
leads
powerful battery-operated torch (class set if using
as a class activity)
table tennis ball mounted on a pencil (class set if
using as a class activity)
rotating chair (or lab stools)

Answers
Page 357
1. Summer.
2. time = ¼ orbital period
time = 7.5 days
3. The Earth rotates on its axis towards the east.

Answers to worksheet P6.1a The Lunar Calendar

1. See Student’s Book Fig 6.4.
2. 29, 30, 29, 29, 30, 29, 30, 30, 30
3. 29.6 days
4. As the Moon orbits the Earth, so the Earth orbits the Sun. Each month, the Moon has to travel a
further distance in order to end up in the same position relative to the Sun. Hence synodic period is
slightly longer than the sidereal period.

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 Topic 6.1: Earth and the Solar System

Worksheet P6.1a The Lunar Calendar

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

September
1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

October
1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 31 31

November
1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

Key: New Moon First Quarter Full Moon Second Quarter

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 Topic 6.1: Earth and the Solar System

Interpreting data
The calendar 6.1a shows the lunar phases for Autumn (September, October and November).
1. Complete the diagram below by showing the position of each phase. Label each phase.

2. You can calculate the lunar orbital period by determining the number of days between each
corresponding phase.
The calendar, for example, shows four full Moons. Counting the number of days between each one,
gives three values for the lunar orbital period.
Count the nine possible lunar orbital periods shown on the calendar.
1 2 3 4 5 6 7 8 9
days days days days days days days days days

3. Calculate the mean lunar orbital period from your data.

4. The value calculated in 4. is called the synodic period because it depends upon the position of the
Moon with respect to the Sun as seen from Earth.
The true sidereal period of the Moon is 27.3 days (the actual time taken for the Moon to orbit the
Earth, compared to the fixed background stars).
Use your knowledge of the motion of the Earth to explain why the synodic period is approximately 2
days longer than the sidereal period.

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 Topic 6.1: Earth and the Solar System

Learning episode P6.1b The Solar System

Learning objectives
 Describe the Solar System as containing:
(a) one star, the Sun
(b) the eight named planets and know their order from the Sun
(c) minor planets that orbit the Sun, including dwarf planets such as Pluto and asteroids in the
asteroid belt
(d) moons, that orbit the planets
(e) smaller Solar System bodies, including comets and natural satellites
 Know that, in comparison to each other, the four planets nearest the Sun are rocky and small and
the four planets furthest from the Sun are gaseous and large, and explain this difference by referring
to an accretion model for Solar System formation, to include:
(a) the model’s dependence on gravity
(b) the presence of many elements in interstellar clouds of gas and dust
(c) the rotation of material in the cloud and the formation of an accretion disc
 Calculate the time it takes light to travel a significant distance such as between objects in the Solar
System
 Supplement Analyse and interpret planetary data about orbital distance, orbital duration, density,
surface temperature and uniform gravitational field strength at the planet’s surface

Common misconceptions
Many students still think that Pluto is still a planet. An explanation during the introduction would be a
good idea.
Many textbooks and online prints show planetary orbits as being circular. They are all elliptical, but with
differing degrees of ellipticity (Venus’ orbit is closest to a circle, Mercury’s is the most elliptical).

Resources
Student Book pages 357–363
Worksheet P6.1b.1 The Solar System
Supplement Worksheet P6.1b.2 Communicating with Mars
Supplement Worksheet P6.1b.3 The problem with Venus
Resources for a demonstration (see Technician’s notes, following)

Approach
Introduce the learning episode
Ask students to work in pairs and list all the objects that they think make up the Solar System. They
could then be asked to group the objects. You could then discuss their collective groups and objects.
Develop the learning episode
Ask students to use the first part of worksheet P6.1b.1 to complete a schematic diagram of the Solar
System, using Student Book pages 357–360.
Students should then complete questions 1 to 4 on page 358.

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 Topic 6.1: Earth and the Solar System

You could read the science in context feature: ‘Life beyond our Solar System’ with students and
discuss the meaning of the term ‘exoplanet’ (this is beyond the requirements of the syllabus but may
allow students to explore the content more deeply). Discuss the question posed in the Science in
Context feature and follow up by asking the students to suggest if there is ‘life’ in other parts of the
Universe. You could reference the Drake Equation: https://www.seti.org/drake-equation-index. Students
should complete the question on page 359 of the Student Book.
You should then describe the accretion theory for the formation of the Solar System using pages 360–
361. Students should then complete the second part of worksheet P6.1b.1. Alternatively, you could
illustrate this by showing a suitable online video of the accretion theory, (of which there are many
online). Complete this task by getting students to answer questions 1 to 5 on page 361.
Supplement You then need to discuss with students the scale of the Solar System and the difficulties
this scale involves when communicating with astronauts on different planets, such as Mars, or to
space-probes orbiting around the outer planets. Students should then work in pairs to complete
worksheet P6.1b.2. Questions 2, 3 and 4 could be completed following a class discussion.
Supplement Students should study Table 6.1 on page 362 and complete worksheet P6.1b.3 The
problem with Venus. Then ask students to complete questions 1–6 on page 363 of the Student Book.
Complete this section by discussing the patterns (or no patterns) associated with mass, density and
surface gravitational field strength.
Finish the learning episode
You should finish by getting the students to create a scale model of the Solar System in the classroom
(planets only). They can use an online Solar System scale calculator to work out rough dimensions and
then get students to stand in the appropriate positions (using a tape measure) holding a piece of paper
with the name of the planet and a scale diagram of the planet (most planets will only be dots, unless
you have a large scale outside on a playground or a field). There are many online scale calculators that
could be used in real-time in the classroom, or you could pre-prepare one for use that fits your
classroom. If you exclude Pluto, you could finish by asking the students to estimate where the position
of Pluto might be.

Technician’s notes
The following resources are needed for demonstration purposes:
tape measure (to suit dimension of
classroom or playground/open space)

Answers
Page 358
1. Neptune
2. Mercury and Venus
3. A comet is a small object made of ice and rock which orbits the Sun.
4. Asteroids are mainly found between the orbits of Mars and Jupiter.

Science in context, page 359

Open-ended answer may include any, or some, of the following:
 Earth’s atmosphere will absorb the light from the stars.
 The light from a distant star may be too dim.
 Only very large exoplanets can be identified because they would block the star‐light the most.
 The movement of hot and cold layers of air in our atmosphere will refract the light from the star – making
it twinkle.

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 Topic 6.1: Earth and the Solar System

Supplement Page 360

1. D
2. A circle
3. Comets

Page 361
1. Gravity/gravitational force.
2. Mercury, Venus, Earth and Mars.
3. Methane / water / ammonia / carbon monoxide / nitrogen
4. It starts to rotate and the collapsing also leads to the cloud becoming hotter.
5. Gases have low melting points.

Supplement Page 363

1. a. Temperature decreases as distance increases (apart from Venus).
1. b. Orbital period increases as the distance increases.
2. Mercury and Venus.
3. Mercury

4. orbital period =
.

orbital period = 164 years

5. a. = 320
.

5. b. 2668.81  1024 kg

.
5. c.
.

0.0013

6. 𝑣

r = 227.0  106  103 m and T = 687.0  24  3600 s

2π 227.9 10 10
𝑣
687.0 24 3600

v = 24000 m/s
The total mass of the planets is 0.13% of the mass of the Sun (or the total mass of the Solar System).

Supplement Page 365 (top)

1. The planets experience a gravitational force from the Sun.
2. Gravitational field strength decreases as the distance from the planet increases.
3. Mercury
4. The kinetic energy of the comet increases as it gets closer to the Sun because its gravitational
potential energy decreases.

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 Topic 6.1: Earth and the Solar System

Page 365 (bottom)

1. distance = c  t = 3.0  108  1.28
distance = 3.84  108 m
.
2. 𝑡 or 14667 s
.

t=
t = 4.1 hours

Worksheet P6.1b.1 The Solar System

The Solar System formed from an interstellar cloud of gas and dust containing many elements. The
force of gravity caused the cloud to collapse in on itself forming a rotating disc. Most of the particles of
the cloud closest to the centre formed the Sun and the four inner planets which are rocky in nature. The
particles further from the centre formed the four gas giant planets. This model of formation is called the
Accretion Theory.

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 Topic 6.1: Earth and the Solar System

Supplement Worksheet P6.1b.2 Communicating with Mars

1. time delay
. .
a) time delay 181.7 s 3.0 min
. /
. .
b) time delay 340.3 s 5.7 min
. /
2. Once an astronaut has finished speaking, it would take 3 minutes minimum (approx. 3 minutes
maximum) before the message got to Earth, followed by another 3 minutes for the reply to get back.
It would not be possible to have a two-way real-time conversation.
3. Video Messages could be recorded and sent; email/text type conversations could occur – similar to
many conversations on Earth now.
4. As the distances involved get bigger, so the time delays become larger. For space-probes in orbit
around Neptune, the shortest time delay would be nearly 4 hours. Communications are no longer
real time and need careful planning.

Worksheet P6.1b.3 The problem with Venus

1.

2. As mean distance increases, mean surface temperature decreases, at a decreasing rate.

3. An anomaly is a measurement that does not fit the pattern of the rest of the data in the data set.
4. The thick carbon dioxide atmosphere produces a huge Greenhouse Effect, which increases the
surface temperature of Venus beyond that which would be expected from its distance from the
Sun. None of the rest of the planets have an atmosphere that creates such a huge Greenhouse
Effect.

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 Topic 6.1: Earth and the Solar System

Worksheet P6.1b.1 The Solar System

The figure below shows a diagram of the structure of The Solar System. The diameters of the planets
are drawn (approximately) to scale, as are the distances of each planet from the Sun (although the two
scales are different).
1. Label each object shown with a dotted arrow on the diagram. Make sure you include:
 8 planets  The Asteroid Belt
 A moon of Saturn  Ceres – a minor dwarf planet
 A comet  Pluto – a minor dwarf planet

2. Complete the following sentences using the words below.

Sun gravity rocky gas giant elements Accretion Theory
planets Solar System dust interstellar rotating
The ____________ formed from an ________ cloud of gas and _______ containing many __________.

The force of ______________ caused the cloud to collapse in on itself forming a ______________ disc.

Most of the particles of the cloud closest to the centre formed the _______ and the four inner
______________________ which are _______________ in nature.

The particles further from the centre formed the four _____________________ planets.

This model of formation is called the ___________________________________.

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 Topic 6.1: Earth and the Solar System

Supplement Worksheet P6.1b.2 Communicating with Mars

In 2015, NASA announced its intention to send a manned mission to Mars by 2030. In order for there to
be communications between Earth and Mars, several factors have to be considered:
 the speed of light (any radio waves), 0.3 × 106 km/s
 the distance from Earth to Mars
The diagram below shows an approximately scale drawing of the orbits of Mars and Earth around the
Sun.

Here are some data about the orbits of Mars and the Earth:
Earth Mars
Closest distance to the Sun (× 106 km) 147.1 206.6
Furthest distance from the Sun (× 106 km) 152.1 249.2

Interpreting data
1. Communicating with astronauts on Mars will involve significant time delays in the signals, as the
radio waves travel from Earth to Mars (and vice versa). Calculate the time delay (in seconds and in
minutes):
a ) when the Earth and Mars are closest to each other
b) when the Earth and Mars are furthest from each other.
2. Suggest reasons why this is an issue for communications between Earth and Mars.
3. Suggest ways that communications could be exchanged effectively.
4. Explain why this problem becomes more of an issue for communications between Earth and space-
probes around planets such as Uranus and Neptune.

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 Topic 6.1: Earth and the Solar System

Supplement Worksheet P6.1b.3 The problem with Venus

Some of the planetary data from Table 6.1 on page 358 of the Student Book is shown below:

Planet Mean orbital distance Mean surface

from Sun (x 106 km) temperature (C)
Mercury 57.9 167
Venus 108.2 464
Earth 149.6 15
Mars 227.9 −65
Jupiter 778.6 −110
Saturn 1433.5 −140
Uranus 2872.5 −195
Neptune 4495.1 −200

Interpreting data

1. On a sheet of graph paper, (or using Excel or another similar spreadsheet), plot a graph of mean
surface temperature (y-axis) against mean orbital distance from the Sun (x-axis). Label each planet.
2. Ignoring the planet Venus, explain the pattern in the graph.
3. The planet Venus is an anomaly on this graph. Explain what is meant by an anomaly.
4. Venus has a very thick atmosphere of (mostly) carbon dioxide gas. Suggest a reason why Venus is an
anomaly on this graph.

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 Topic 6.1: Earth and the Solar System

Learning episode P6.1c Gravity and orbits

Learning objectives
 Know that the strength of the gravitational field
(a) at the surface of a planet depends on the mass of the planet
(b) around a planet decreases as the distance from the planet increases
 Know that the Sun contains most of the mass of the Solar System and this explains why the planets
orbit the Sun
 Know that the force that keeps an object in orbit around the Sun is the gravitational attraction of the
Sun
 Supplement Define average orbital speed from the equation:
2𝜋𝑟
𝑣
𝑇
where r is the average radius of the orbit and T is the orbital period; recall and use this equation
 Supplement Know that planets, minor planets and comets have elliptical orbits, and recall that the
Sun is not at the centre of the elliptical orbit, except when the orbit is approximately circular
 Supplement Know that the strength of the Sun’s gravitational field decreases and that the orbital
speeds of the planets decrease as the distance from the Sun increases
 Supplement Know that an object in an elliptical orbit travels faster when closer to the Sun and
explain this using the conservation of energy

Common misconceptions
Many students find it difficult to understand the concept of mutual gravitational attraction. Gravitational
attraction occurs between two masses, and the same force is exerted on each object, however, if one
object is substantially more massive than the other, the object with the smaller mass will appear to
move more.

Resources
Student Book pages 359–360, 363–365
Worksheet P6.1c.1 Gravity and the Solar System
Supplement Worksheet P6.1c.2 Orbits 1
Supplement Worksheet P6.1c.3 Orbits 2
Resources for (optional) demonstration (see Technician’s notes, following)

Approach
Introduce the learning episode
There are many excellent orrery simulations online. One of the best is jsorrery by Martin Vezina:
https://mgvez.github.io/jsorrery/
You should use this simulation to illustrate the relative motions of some of the objects in The Solar
System. If you choose the ‘Solar System with dwarf planets’ scenario, you will be able to show the
students the elliptical nature of some of the orbits, and how the orbital speed varies with distance away
from the Sun. You should ask students to work in pairs jotting down as many key points about the
model and motions as possible. Alternatively, you could show students a mechanical orrery model if
you have one.
Develop the learning episode
You initially need to discuss with the students the role of gravity as an attractive force between masses
and ask the students to predict the two factors that affect the size of the gravitational field between two
objects. Once the students have correctly identified mass and distance as the two factors you should
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 Topic 6.1: Earth and the Solar System

then get the students to read ‘The role of gravity’ on page 363 of the Student Book and then complete
the worksheet P6.1c.1 Gravity and the Solar System. Complete this task by asking the students to
summarise the key points.
Supplement Students could draw ellipses using the method shown on pages 359–360 of the Student
Book using wooden boards, drawing pins and string loops. You could then revisit the orrery model to
highlight the elliptical nature of Solar System object orbits.
Supplement You should then run through the average orbital speed equation on page 362, reminding
students that they need to learn and recall the equation. Get students to go through the worked
example and then attempt question 6 on page 363. You need to reinforce the fact that the equation
only applies for orbits that are approximately circular. Students should then complete worksheet
P6.1c.2 Orbits 1.
Supplement Ask the students to then read the ‘Speed of objects in the Solar System’ section on pages
363–365 of the Student Book, then work in pairs to complete questions 1–4 on page 365, followed by
the worksheet P6.1c.3 Orbits 2.
Finish the learning episode
You should finish by asking students to make a mind-map of the key points from the learning objectives
for this learning episode.

Technician’s notes
The following resources may be needed:
(Optional) Orrery e.g. Geosafari Motorized
Solar System
(Optional) Wooden boards; drawing pins;
string loops to draw ellipses.

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 Topic 6.1: Earth and the Solar System

Answers
Worksheet P6.1c.1 Gravity and the Solar System
1.

2. See graph above.

3. Increasing the mass of the object, increases the surface gravity. They are proportional to each other
- (provided that the objects have the same radius).
4. See graph above – 0.0185 Earth gravity.
5.

6. See graph above.

7. Increasing distance from the surface of the Earth causes the strength of the Earth’s gravity to
decrease at a decreasing rate.
8. Using the graph, at an altitude of 10 km, the strength of the Earth’s gravity is only slightly less than
that at the surface of the Earth.
9. The Sun is very, very, massive, but it is also very large.
mass of the Sun 1
10. a. = =714
mass of the rest of the Solar System 0.0014

b. The Sun is so much more massive than any of the other objects in the Solar System, so although the
force of attraction is the same on any one object and the Sun, the other object will orbit the Sun.

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 Topic 6.1: Earth and the Solar System

Supplement Worksheet P6.1c.2 Orbits 1

1. r = 1.974 × 109 km; T = 50.42 years × 365 days × 24 hours × 3600 s = 1.59 × 109 s
.
𝑣 7.8 km/s
.

2.

Supplement Worksheet P6.1c.3 Orbits 2

1.

2. As above graph.
3. Increasing mean orbital distance from the Sun causes the mean orbital speed to decrease at a
decreasing rate.
4. As above graph.
5. The total energy of the comet = kinetic energy + gravitational potential energy, and this remains
constant. As the kinetic energy is proportional to v2, as v increases, so does the kinetic energy, and so
decreasing the gravitational potential energy.

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 Topic 6.1: Earth and the Solar System

Worksheet P6.1c.1 Gravity and the Solar System

The table below shows some data about four objects in The Solar System: Lapetus, the seventh moon
of Saturn; Rhea, the fifth moon of Saturn; Oberon, the fourth moon of Uranus; and Haumea, one of the
dwarf planets.
These objects have very similar radii, about 0.12 of Earth’s radius.
The masses and the surface gravities of these objects are shown, and have been compared relative to
the Earth, which has a value of 1.
Solar System object Mass Surface gravity
(relative to Earth = 1) (relative to Earth = 1)
Lapetus 0.0003 0.023
Rhea 0.0004 0.027
Oberon 0.0005 0.035
Haumea 0.0007 0.041

Interpreting and evaluating data

1. Plot a graph of relative surface gravity (y-axis) against relative mass (x-axis). Start your axes at (0,0).
2. Draw a line of best fit on your graph.
3. Use your graph to state the relationship shown between surface gravity and mass for Solar System
objects.
4. Use your graph to estimate the relative surface gravity of a similar sized moon with a relative mass of
0.0002 Earth masses.

The table below shows how the strength of the Earth’s gravitational field varies with distance away from
the surface of the Earth.

Distance from the

Earth’s surface 0 6000 12 000 18 000 24 000
(km)
Strength of the Earth’s
gravitational field 9.8 2.6 1.1 0.7 0.4
(N/kg)

Interpreting and evaluating data

5. Plot a graph of strength of the Earth’s gravitational field (y-axis) against distance from the Earth’s
surface (x-axis).
6. Draw a line of best fit on your graph.
7. Use your graph to state the relationship shown between the strength of the Earth’s gravitational field
and the distance from the Earth’s surface.
8. Explain why you are unlikely to feel a change in the Earth’s gravitational field, even when flying in a
commercial airliner at an altitude of 35 000 ft (approximately 10 km).
9. The surface gravitational field strength of the Earth is 9.8 N/kg, which is given the symbol g (1 g).
Suggest a reason why the surface gravitational field strength of the Sun is about 28 g.
10. The total mass of The Solar System is 1.0014 solar masses. This means that if the mass of the Sun
is 1.0000, the total mass of all the other objects in the Solar System is only 0.0014.
a) Calculate how many times more massive the Sun is compared to the total mass of all the other
objects in The Solar System.
b) Suggest a reason why the planets orbit the Sun.

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Supplement Worksheet P6.1c.2 Orbits 1

Figure 1 below is an illustration showing that the shapes of the orbits of objects around the Sun is
elliptical.

Figure 1 The orbits of some objects in the inner Solar System.

Figure 1 shows the orbits of five planets – Mars, Earth, Mercury, Venus and Jupiter. The orbits of three
comets – Halley, Kopff and Encke – are also shown, along with the orbits of some of the larger asteroid
belt objects such as Hygie, Ceres, Vesta and Pallas.
The average orbital speed of an object in a circular orbit, v, is given by the equation:

2𝜋𝑟
𝑣
𝑇

where r is the orbital radius and T is the orbital period.

Interpreting and evaluating data

Comet Chiron has an orbit around the Sun which is approximately circular. It’s mean orbital radius is
1.974 × 109 km and its orbital period is 50.42 Earth years.
1. Calculate the average orbital speed of comet Chiron in km/s.

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 Topic 6.1: Earth and the Solar System

The geometry of an ellipse can be approximated by drawing the semi major and semi minor axes as
shown in Figure 2 below.

Figure 2 The geometry of an ellipse

The table below gives some data about two comets, Chiron and Temple-Tuttle.
(The distances are given in AU, where 1 AU = mean distance of Earth from the Sun)
Comet Semi major axis (AU) Semi minor axis (AU)
Chiron 13.7 12.7
Temple-Tuttle 10.33 4.37

2. On a sheet of blank paper sketch the orbits of the two comets (with Temple-Tuttle inside the orbit of
Chiron).
Label the Sun at one of the two focus points.
c.3 Orbits 2

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 Topic 6.1: Earth and the Solar System

Supplement Worksheet P6.1c.3 Orbits 2

The table below shows the orbital data of the 8 planets taken from Table 6.1 on page 362 of the Student
Book.
Planet Mean orbital distance Mean orbital speed
from Sun (106 km) (km/s)
Mercury 57.9 47.4
Venus 108.2 35.0
Earth 149.6 29.8
Mars 227.9 24.1
Jupiter 778.6 13.1
Saturn 1433.5 9.7
Uranus 2872.5 6.8
Neptune 4495.1 5.4

1. Plot a graph of mean orbital speed (y-axis) against mean orbital distance from the Sun (x-axis).
2. Draw a line of best fit on your graph.
3. Use your graph to state the relationship shown between mean orbital speed and mean orbital
distance for the planets.
4. Plot and label the position of Comet Chiron on your graph using the data from worksheet P6.1c.2.

Comet Temple-Tuttle (from worksheet P6.1c.2) has a very elliptical orbit. When it is closest to the
Sun (perihelion) it is only 0.98 AU distance from the Sun (1 AU = mean distance of the Earth from the
Sun). At aphelion (furthest distance from the Sun) it is 19.7 AU away. Its kinetic energy and
gravitational potential energy change dramatically during one orbit of the Sun.

5. Explain why the kinetic energy, Ek, of a comet increases as it gets closer to the Sun, but the
gravitational potential energy, Ep, decreases.

Cambridge IGCSE Physics Teacher’s Guide 380 © HarperCollinsPublishers Ltd 2021

 Topic 6.1: Earth and the Solar System

Learning episode 6.1d Consolidation and summary

Learning aims
 Review the learning points of the topic summarised in the end of topic checklist
 Test understanding of the topic content by answering the end of topic questions
Resources
Student Book pages 366–369
Approach
Introduce the learning episode
Ask students to work with a partner to make a list of key words from this topic. They could then work
together to produce a spider diagram showing how the different concepts are linked. They could
compare their list with the list of key terms given on page 366 of the Student Book. Discuss the
checklist on pages 366–367 and ask questions to see how much of the content students are
comfortable with.
Develop the learning episode
Ask students to work individually through the end of topic questions on pages 368–369 of the Student
Book without looking at the text. As they work, walk around the classroom observing their answers and
questioning them as necessary to find out which questions are causing difficulties.
Finish the learning episode together
After a set period, ask the students to stop working and discuss any areas of difficulty you observed as
you walked round the class. Students should complete any unanswered questions for homework, but
you should stress that they should try to answer the questions without looking at the text, so that they
can see how much they have remembered.

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 Topic 6.1: Earth and the Solar System

Answers
End of topic questions mark scheme
The marks available for a question can often indicate the level of detail you need to provide in your
answer.

Question Answer Marks

1a Gravitational force / gravity 1
1bi Number of days between one half-Moon and the next = 19 − 4 = 15 days 1
Half of orbital period = 15 days, therefore orbital period = 15  2 = 30 days 1
1bii Any one from:
Take more observations 1
Record the time of each observation
2a All are made from rock (and iron). 1
Material with high melting points in the inner hotter parts of the accretion disc. 1
2b Lower density 1
2c Planets have different mass (allow different radii) 1
Supplement Mercury 1
2d
3a C 1
3b Pluto / Ceres / Eris / Haumea / Makemake 1
3ci Gravitational field strength decreases with increasing distance d. 1
3cii Larger or lower gravitational field strength at the surface. 1
Beyond the surface, the field strength still decreases with increasing distance 1
d.
3ciii Not correct. 1
Any evidence using the data to show that the field strength does not half when 1
d is doubled (or gravitational field strength  d  constant)
Supplement It is travelling fastest when closest to the Sun. 1
4a
Supplement t = 75  3.15  107 or 2.36  109 s 1
4b
2π 2.7 10 1
𝑣
75 3.15 10 1
v = 7200 m/s
Supplement . 1
𝑡
4c .
1
t = 770 s or 13 minutes
Total 22
marks

Cambridge IGCSE Physics Teacher’s Guide 382 © HarperCollinsPublishers Ltd 2021