Summary of Article
This article describes how the Ulysses spacecraft reached the poles of the Sun and
outlines the focus of its scientific research. Ulysses used the gravitational pull of
Jupiter to generate enough energy to travel 1.86 million miles around both poles
of the Sun. The job of the spacecraft was to give scientists information on the
velocity and density of the Sun's solar wind and magnetic field. The project began
in October of 1990 and the spacecraft is scheduled to return to the Sun's south
pole in the year 2000.
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Suggested
Age/Grade Levels
Age Level: 15 – 18
Grade Level: 9th grade - 12th grade
Related Topics
Space Science
Students can examine the positioning of the planets in our solar system and plot
Ulysses' course to the south pole of the Sun. Students can also study solar wind, the
Sun's magnetic field, and the effects of gravity.
Earth Science
Students can investigate the data obtained from the Ulysses voyage and determine
how these new discoveries can be beneficial to life on Earth. Why was this mission
significant?
Physics
Students can investigate the forces of gravity and examine how Ulysses was able
to use the orbit of Jupiter to increase its velocity as it journeyed toward the Sun.
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Objectives
After studying the article, students should be able to:
- Explain the significance of Ulysses' mission to the Sun.
- Explain the concepts of solar wind and the Sun's magnetic field.
- Understand the force of gravity.
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Classroom Activities
Create a Solar System
|
|
Distance
from Sun AU
|
Radius
Relative to Earth
|
Mass
Relative to Earth
|
Rotation
Relative to Earth
|
Number of Moons
|
Density
(g/cm3)
|
Planetary Composition
|
Mean Surface Temperature
|
|
Sun
|
0
|
109
|
332,800
|
25-36
|
9
|
1.410
|
Gaseous
|
6000 degrees C
|
|
Mercury
|
0.39
|
0.38
|
0.05
|
58.8
|
0
|
5.43
|
Terrestrial
|
179 degrees C
|
|
Venus
|
0.72
|
0.95
|
0.89
|
244.00
|
0
|
5.25
|
Terrestrial
|
482 degrees C
|
|
Earth
|
1.0
|
1.00
|
1.00
|
1.00
|
1
|
5.52
|
Terrestrial
|
15 degrees C
|
|
Mars
|
1.5
|
0.53
|
0.11
|
1.029
|
2
|
3.95
|
Terrestrial
|
-63 degrees C
|
|
Jupiter
|
5.2
|
11.00
|
318.00
|
0.411
|
16
|
1.33
|
Gaseous
|
-121 degrees C
|
|
Saturn
|
9.5
|
9.00
|
95.00
|
0.428
|
18
|
0.69
|
Gaseous
|
-125 degrees C
|
|
Uranus
|
19.2
|
4.00
|
15.00
|
0.748
|
15
|
1.29
|
Gaseous
|
-193 degrees C
|
|
Neptune
|
30.1
|
4.00
|
17.00
|
0.802
|
8
|
1.64
|
Gaseous
|
-193 degrees C
|
|
Pluto
|
39.5
|
0.18
|
.002
|
0.267
|
1
|
2.03
|
Surface covered with methane
ice.
|
Unknown at this time.
|
Materials:
- 10 different colors of construction paper per group
(one color for each planet and the Sun)
Large planets like Jupiter and Saturn will require additional pieces
- 23.4 meters of string (to outline the Sun)
- Mathematical compass (one per group)
- Pencils and string (to outline the larger planets)
- 61 BBs
Temperature Conversion Scale:
Degrees C * 1.8 + 32 = Degrees Fahrenheit
Degrees F - 32 / 1.8 = Degrees Celsius
Class Activity
- Assemble students into groups of three.
- Using the conversion factor (Earth's radius equals one inch,
or 2.5 centimeters),
have students calculate the radii of the other planets and the Sun.
- Once the sizes of all the planets have been calculated, have
the students use the mathematical compass to outline and cut out
each planet and label it accordingly.
- For the planets which are too large for the mathematical compass,
have students tie a string to a pencil and use the pencil for the
center point. They should measure the radius from
the center and tie another pencil to the string at that point.
They should then draw a circle
around the center point to outline the planet, then label it.
- Once all the groups are finished with their calculations, have
them cut out the planets.
- Have the students calculate the distance of each planet
from the Sun. To do this, use the
conversion factor, (the distance from the Earth to the Sun
equals one meter).
*Once the distances have been calculated, go
around the room and pick out the best
examples of each planet. This should complete one class period.
The next day, take the class to an open area on the school
grounds, or use the gym, and assemble the model.
- Make a cross hair with two 5.45-meter pieces of string.
- Use a 23.4-meter piece of string to outline the Sun.
- Have 10 students stand inside the Sun's circumference to
give a visual perspective of its immensity.
- With a measuring tape, measure 39.5 meters from the Sun
(Pluto's distance from the Sun).
- Assemble the rest of the model by measuring the distances
of the other planets from the Sun
and placing them in the solar system accordingly.
- Now place the moons (BBs) around the planets and the model is finished!
Student Handout
- Name the planets in our solar system.
- Which planet has the largest diameter?
- Which two planets are closest to Earth?
- Compare the diameters of Mercury and Venus. Are they close in size?
- Why is Mercury more dense than Pluto?
- Which planet is the smallest?
- Why do you think the mean surface temperature on Venus is much higher
than on Mercury, when Mercury is closer to the Sun?
- Imagine two rocket ships blast off from Earth. One
is traveling to Mercury, and the other to Mars. Assuming
they blast off at the same time and they travel at the
same speed, which planet would be reached first?
- If you were a geologist studying planetary fault zones, which
planets would you not investigate?
- How many planets are considered terrestrial?
- How many planets are gaseous?
- How many more moons does Jupiter have than Mercury?
- Which planet has the most moons?
- How many moons are there in the entire solar system?
- Which group of planets is more dense, the terrestrial planets
or the gaseous planets?
Why?
- Approximately how many times faster than Mercury does Venus rotate?
- Which group of planets has more mass, the terrestrial or gaseous planets?
- What is the mean surface temperature of Venus in degrees Fahrenheit?
- How many degrees Fahrenheit colder is Saturn than Earth?
- How much farther from the Sun is Pluto than Mars?
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Questions for Discussion
Q: How did the Ulysses spacecraft use Jupiter to reach the Sun?
A: The planet's gravity pulled the spacecraft around and gave it an
enormous push in the direction of the south pole of the Sun.
Q: How long did Ulysses take to get to the south pole of the Sun?
A: Ulysses' journey, from launch to the south pole, took nearly four years.
The spacecraft has traveled almost five years and 1.86 billion miles from launch, over
the Sun's south pole and on to the Sun's north pole.
Q: What is the focus of Ulysses' research?
A: This investigation is focused on gaining a better understanding of the
velocity and density of the solar wind and the shape of the
Sun's magnetic field.
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Quiz
Click here
for a Ulysses Plays Billiards quiz.
*Please use your browser's back button to return to the
Ulysses Plays Billiards teacher's guide.
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Just the Facts
Ulysses' mission is to study the solar wind and the magnetic field of the Sun.
Ulysses has traveled more than five years and 1.86
billion miles from launch.
The polar passes gave scientists valuable information
on the velocity and density of
the solar wind and the shape of the Sun's magnetic field.
Ulysses is scheduled to return to the Sun's south pole
in the year 2000.
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Links
to Relevant Web Sites and Additional Resources
http://observe.ivv.nasa.gov/nasa/space/ulysses/ulysses.html
*Page will open in a new window.
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Vocabulary
gravity: a measure of the attraction between two masses.
solar wind: the movement of ionized particles, mostly helium and hydrogen,
from the Sun through the solar system.
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For Fun
Just for fun, play our
Ulysses Plays Billiards Wordsearch game.
*Please use your browser's back button to return to the
Ulysses Plays Billiards teacher's guide.
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