ESPECTACULAR AURORA BOREAL EN NORUEGA - FULL HD (Aurora Borealis)

Atmosphere

 http://www.edistribucion.es/anayaeducacion/8420042/unit_08.html

 http://en.wikipedia.org/wiki/Aurora
Auroras are caused by charged particles, mainly electrons and protons, entering the atmosphere from above causing ionisation and excitation of atmospheric constituents, and consequent optical emissions. Incident protons also produce emissions, and convert to hydrogen atoms by gaining an electron from the atmosphere.




http://www.kidsknowit.com/interactive-educational-movies/index.php?educational-movies-type=Geography


What makes wind?

Meat eating plants.

Task
Imagine you are an insect. Find out about some very dangerous plants. Design a poster
with the following information:
• A description of some of these plants.

• Where do they grow?
• What do they eat?
• Why are they dangerous?
Illustrate your poster with drawings of the plants.                         
Resources:

http://www.botany.org/Carnivorous_Plants/


http://www.botany.org/bsa/misc/carn.html

http://www.sarracenia.com/faq/faq1040.html

http://www.kidsgardeningstore.com/ca2-16-06.html

http://en.wikipedia.org/wiki/Carnivorous_plants

http://www.slideshare.net/vishy8951/insectivorous-plants

http://www.slideshare.net/MuhammadSaleh9/carnivorous-plants-ppt-les-3?next_slideshow=2

Weather for kids

http://www.sciencekids.co.nz/weather.html

Grab an umbrella and step into the wild world of weather for kids with our cool range of experiments, online games, science fair projects, fun quizzes, interesting facts, amazing videos and more!


 

Balanced diet

http://resources.hwb.wales.gov.uk/VTC/balanced_diet/eng/Introduction/wbpopup1.htm


http://www.compare4kids.co.uk/learn.php

HAPPY BIRTHDAY. NICOLE PESCE

Make Your Own Fossil

http://www.sciencekids.co.nz/projects/fossilcast.html

Find an interesting object and set it in stone, letting its impression live on in the form of a fossil.

Have fun making your own fossil and learning how scientists use them to unlock secrets of the past, including those that provide a remarkable insight into life in the age of dinosaurs

What you'll need: Plasticine 2 paper cups An object that you would like to use as the fossilized impression Plaster of paris Water Instructions: Flatten a ball of plasticine until it is about 2 cm thick while making sure the top is smooth. Put the plasticine inside a paper cup with the smooth side facing up. Carefully press the object you want to fossilize into the plasticine until it is partially buried. Carefully remove the object from the plasticine. An impression of the object should be left behind. Pour half a cup of plaster of paris into the other paper cup. Add a quarter cup of water to the plaster and stir until the mixture is smooth. Leave it for around two minutes. When the mixture has thickened pour it on top of the plasticine in the other cup. Leave the mixture until the plaster has dried (leave it for 24hrs if you want to be sure). When the plaster has fully dried, tear away the sides of the paper cup and take out the plasticine and plaster. Keep it in a warm dry place and enjoy your very own fossil.

What's happening?

Fossils are extremely useful records of the past. In your case you left behind an impression of an object you own but fossils found by scientists around the world can date back to the time of dinosaurs. These fossils allow paleontologists (the name of scientists who study these types of fossils) to study what life might have been like millions of years ago. Fossils such as the one you made can leave delicate patterns and a surprising amount of detail.

Geology of the arid zone of SE Almería.

 Largescale Geological Units in the arid region of SE Almeria:

http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Geology_of_the_arid_zone_of_Almeria/Introduction.pdf


 The Tabernas Basin:

http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Geology_of_the_arid_zone_of_Almeria/The_Tabernas_Basin.pdf

Geología del entorno árido almeriense:

http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Guia_geologica_sureste_almeriense_espa%F1ol.pdf

Magic or science?

What happens when we test the presence of glucose, proteins and starch in foods?

When we (3ºB) used certain indicators ( Fehling A, Feling B, copper sulphate or Iodine), we noticed some amazing facts: it is really easy  to test what some types of food  -like cheese, bread, apples, potatoes or jam- contain by observing how colour changes from blue to orange or purple, from yellow to dark blue...

 This is science, and we had a good time!

                                                  

 

How to Make an Anemometer

Author: Erin Bjornsson

An anemometer is a device that is used to measure wind speed. There are many different types of anemometers suited for different environments, situations, and measurements. A cup anemometer is a basic type of measuring device, while newer, more accurate anemometers can make use of lasers and ultrasonic measuring technology.
A cup anemometer is commonly called a Robinson anemometer. It uses cup-like shapes to catch the wind, causing the device to spin. How many times it spins in a given time interval can tell you how fast the wind is moving. In this experiment, we'll learn how to make an anemometer and calibrate it.

Objective: Learn how to make an anemometer.

Materials:

• 5 small paper cups
• Hole punch
• Scissors
• Duct tape
• 3 thin wooden dowels
• Empty water bottle
• Stopwatch

Procedure:

1. Use the hole punch to make a hole in the side of each of the 4 paper cups.
2. Use the hole punch to make 4 holes spaced evenly around the rim of the last cup. This will be the center of the anemometer.
3. Slide 2 of the wooden dowels through the holes in the center cup. They should cross in an “X.”
4. Insert the ends of the dowels into the holes of the other cups and tape them into place. Make sure the cups are all facing the same direction.
5. Take the last wooden dowel and make a hole in the bottom of the center cup.
6. Push the dowel up until it meets the X and tape everything together. This will be your rotation axis.
7. Put the center dowel into an empty water bottle and begin testing!

To calibrate your anemometer:

1. On a windless day, have an adult drive you down the street at 10 miles per hour.
2. Hold the anemometer out the window and count the number of rotations in 30 seconds.
3. However many times your anemometer spins in 30 seconds will correspond roughly to wind blowing at 10 miles per hour.

Why?

Calibrating your anemometer gives you a basis to compare your collected data. For example, if your anemometer spins 10 times in 30 seconds on your 10 mile per hour test run, then you know in the future that 10 spins in 30 seconds means the wind is going 10 miles an hour. If you want to be even more accurate, you can calibrate at many different speeds and make a chart of your results.

Measure how fast the wind blows.

Problem: Do plants bend toward certain colors of light?

http://www.education.com/science-fair/article/effect-color-light-phototropism/

Materials

• 2 1-foot tall cardboard boxes with lids
• Piece of cardboard
• Ruler
• 2 small lamps
• 2 full spectrum light bulbs
• Box cutter knife
• Masking tape
• 1 3” x 3” piece of clear, red, green, and blue cellophane
• Water
• Spray bottle
• Camera
• 8 bean seeds
• 8 small pots

Procedure

1. First, get your plants growing. Plant two of your bean seeds in two different pots, water them, and wait for them to poke out of the ground.
2. While you’re waiting, get your boxes ready.  Cut a hole 2” in diameter about 3 inches from the bottom of each box. Place the clear cellophane over the hole. This will let all of the light into the box. Over the hole in the other box, place the red cellophane. This will only let red light into the box.
3. Put one plant in the first box and one in the second. Use a ruler to position each bean plant two inches away from the cellophane window.  Take a photo of the plants, looking downward from the top of the box.
4. Put the boxes on different sides of the same room.
5. Now it’s time to light things up! Put the lamps next to the boxes on the side with the cellophane window. Take out your ruler again and measure to make sure that the lamps are the same distance from the hole.
6. Put the lids on each box.
7. Every morning, turn on each lamp. Every night, turn off the lamps before you go to bed. Leave the plants to grow for a week.
8. After a week has passed, remove the lid and take a photo looking downward. Then remove the plants and take a photo from the front. Do the plants look different? Is one taller than the other? Is one twisted in a different direction?
9. Do the same experiment with new bean plants, but change the color of cellophane to blue. Finally, repeat the experiment with green cellophane.
10. Compare the photos of each bean plant after it had been growing for a week. Did the plants turn more toward a certain color? Was there a color they didn’t like?

Results

The control plants will do better than the plants that are only exposed to one wavelength of light. The plants will grow better in red and blue light than in green light. The plants will grow toward red and blue light but will not move toward the green light.

Why?

Plants love the light, right? Yes and no. Plants do love the light, but they like some wavelengths of light more than others.
When you look at a rainbow, you can see that the visible spectrum of light actually has different colors or wavelengths inside it.  The visible spectrum is the light that we can see. Different objects reflect different types of light. A blue bowl reflects blue light. A green plant reflects green light.
Inside a plant are chloroplasts. Inside the chloroplasts are tiny molecules called photopigments. Photopigments help the plant absorb light. A plant has different types of photopigments so it can absorb different colors of light.
When natural light shines on a plant, that plant takes in the light from the different wavelengths and uses it to make food.  This natural light is called white light, and it contains all of the types of light. If there’s only one color of light shining on a plant, then only some of the photopigments work, and the plant doesn’t grow as well. This is why your plant under the full light spectrum grew better than the plants with the cellophane filters.
Plants also move toward the light. Seeds push little leaves up from the ground into the light. A house plant in a dark room will grow toward the light. This movement in response to light is called phototropism. When a plant moves toward the light, it’s called positive tropism. When a plant moves away from light, it’s called negative tropism.
How do plants move? They do so with the help of chemicals called auxins. Think of auxins as an elastic band for cells. They help cells get longer and move. Sunlight reduces auxin, so the areas of the plant that are exposed to sunlight will have less auxin. The areas on the dark side of the plant will have more auxin. That means that they will have long, stretchy cells. This allows the plant to move toward the light.
The plants in your experiment likely showed positive tropism, except when it came to the green light. Why did the plants not move toward the green light? Plants are green, which means that they reflect green light. It bounces off the leaves. This means that they can’t use green light very well, and the green light bounces off the plant instead of encouraging movement toward the light.

Digging Deeper

What would happen if you left plants for a long time in light that was only red or blue? Would they survive?

How do Crystals Form?

http://www.education.com/science-fair/article/How-do-Crystals-Form/

Objective:

Make three different saturated solutions and see how different minerals form crystals over time.

Research Question:

How do crystals form? Do some minerals form crystals faster or more easily than others? How are crystals formed by different minerals the same? How are they different?

Materials:

• One bottle of alum or copper sulphate.
• One container of salt One container of sugar
• Disposable gloves
• Very warm or hot water 500-mL beaker or glass measuring cup
• Three large glasses or jars (that can hold at least 12 ounces)
• Six coffee stirrers or craft sticks
• Three pipe cleaners
• Three eight-inch pieces of string
• Three stickers or pieces of masking tape and a pen

Experimental Procedure:

1. Put on your disposable gloves and fill the beaker or measuring cup with 400 mL of hot water. Sprinkle a little alum in the water and stir it with one of the stirrers until it dissolves completely.
2. If all of the alum dissolves, add a little more and stir again. Keep doing this until it won’t dissolve any more. Now you have a saturated solution.
3. Make a circle out of one of the pipe cleaners, small enough to fit into one of the glasses without touching the sides, and tie it to a fresh stirrer with one of the pieces of string. Set the stirrer across the top of the glass so the pipe cleaner dangles inside.
4. Write “Alum” on your sticker or tape and stick it to the outside of the glass.
5. Carefully pour the alum solution over the pipe cleaner and set the glass where nobody will disturb it and it won’t get too warm (you don’t want the water to evaporate too fast). Wash the beaker or measuring cup thoroughly.
6. Repeat steps 1-5 with the salt and then the sugar, using a fresh stirrer each time and labeling each solution as appropriate.
7. Over the next several days, keep checking your three solutions. Notice whether they form crystals at different rates or about the same rate. Also, look closely at the shapes of the crystals. Do they look the same or different in each solution?
8. After the crystals stop growing, you can take them out of their solutions to dry and display them!

Terms/Concepts: saturated solution; crystal formation; mineralogy
References: Dig It!: Over 40 Experiments in Geology, by Lockwood DeWitt and B. K. Hixson, pp. 60-61 (Loose in the Lab Science Series, 2003).

 

The Rock Cycle

The Rock Cycle

http://www.education.com/science-fair/article/rock-cycle/

Processes That Change One Rock Type into Another

Volcanic rocks and fire rocks are common names for igneous rocks. These solidified masses are, as their names imply, the results of great temperatures within the Earth. Igneous rock is one of a trio of rock types—sedimentary, metamorphic, and igneous. Through different processes, each rock type can be changed into one of the other types in the trio. This process of change is called the rock cycle.
In this project, you will study and model the texture of different igneous rocks. The metamorphism of porphyritic rock (a kind of igneous rock) into foliated metamorphic rock will be demonstrated. You will also examine the relationship between the three rock types and model their transformation from one type to the other.

Getting Started

Purpose: To model the difference between a porphyritic rock and other types of igneous rocks.

Materials

• Two walnut-size pieces of blue modeling clay
• Two walnut-size pieces of red modeling clay

Procedure

1. Break one red clay piece into four relatively equal size pieces.
2. Roll the four small pieces into balls.
3. Repeat steps 1 and 2 with one blue clay piece.
4. Lay the eight small balls in two rows next to each other, alternating the colors of the balls in the rows.
5. Gently press the clay balls just enough so that they stick together but retain as much of their shape as possible.
6. Break the other large red clay piece in half. From one half, form two relatively equal size balls, and from the other half form four relatively equal size balls.
7. Repeat step 6 with the remaining large blue clay piece.
8. Lay the twelve small balls in two rows next to each other, alternating the colors (and sizes) in the rows.
9. Repeat step 5.
10. Compare the appearance of the two clay rolls (see Figure 36.1).

Results

One of the clay rolls has large balls of clay pressed together. The second has large and small balls.

Why?

Rock is a solid, coherent aggregate (single mass) of one or more minerals. Rocks produced by the cooling and solidifying of molten rock are called igneous rocks. Magma (molten rock under the Earth's surface) at great depths cools slowly, and during this cooling process, large mineral crystals form. Igneous rocks that form within the crust and contain large uniform interlocking crystals are called intrusive igneous rocks. The texture of rocks is determined by the size of the mineral grain (hard particles) making up the rock. Intrusive igneous rocks are coarse-grained (having large hard particles). In this experiment, the clay roll made with large clay balls represents a coarse-grained intrusive igneous rock.
In porphyritic rock, like other types of intrusive igneous rock, large crystals form from magma cooling at great depths beneath the Earth's surface. However, during the formation of this rock, the magma is pushed to the surface before it completely hardens. There the final cooling occurs rapidly, producing small crystals. Thus, porphyritic rock contains two or more different sizes of interlocking crystals and can be said to have varied grain sizes. The clay roll with the large and small clay balls represents a porphyritic rock.

This article is brought to you by:

Rock Deformation

http://www.education.com/science-fair/article/crustal-bending/

 Deformation of the Earth's Crust
Stress acting on rock layers can cause deformation. The results of the past up-and-down and in-and-out movements of the layers are not always apparent from the surface because surface evidence may have worn away over time. Thus, the underlying patterns of\ deformed layers are often evident only when sections of the Earth are cut away, as with the making of roadways.
In this project, you will demonstrate three types of stress that cause rock deformation—compression, tension, and shear—as well as the different types of deformations that result from each type of stress.

Getting Started

Purpose: To model the formation of an anticline.

Materials:

• Permanent marker
• Tap water
• Sponge

Procedure:

1. Use the marker to make a line around the perimeter of the sponge through the center of its outside edge.
2. Moisten the sponge with water to make it pliable, then lay it on a table.
3. Without lifting the sponge, place your hands on its short ends and push the ends toward the center of the sponge (see Figure 38.1). Observe the movement and shape of the sponge.

Results

The center of the sponge bends upward in an arch shape.

Why?

The line drawn on the sponge divides the sponge into layers representing strata (layers of rock material) in the Earth's crust. The force applied to the sponge represents a form of stress, which is a force that acts on rocks in the Earth's crust, causing movement or a change in shape or volume. The type of stress represented in this experiment is compression (squeezing together) of rock. Compression can cause rock to break or bend. The movement of the sponge demonstrated a folding, or bending of rock layers. A fold producing an upward arch shape is called an anticline.

Try New Approaches

A syncline is a fold that curves down, creating a troughlike shape. Hold the sponge from the experiment and apply a compression force to cause it to fold downward. By tilting your hands a little, you should be able to first form an anticline, then a syncline.

Design Your Own Experiment

1.  
   1. Anticlines are not always visible at the surface. They can be eroded or covered with other materials so that the surface is flat instead of bulging upward. A model of a square cut from the Earth can be made to show the folding of the strata beneath the flat surface. Draw a design, such as the one shown in Figure 38.2, on a sheet of typing paper, and color each stratum to indicate different kinds of rocks. (Don't label the tabs or sides.) Cut the diagram out of the paper. Fold the paper along the dashed lines, making all folds in the same direction. Fold the sides over their corresponding tabs—side A over tab A, size B over tab B, and so on. Use tape to secure the tabs to the sides. When standing on its open side, the box will represent an anticline.
   2. Prepare a syncline model with a flat surface using a design such as the one shown in Figure 38.3 and the procedure in the previous experiment. Display the two models with labels.

Get the Facts

1. A rock placed under increasing stress goes through three stages of deformation in succession: elastic deformation, ductile deformation, and fracture. What is an elastic limit? Which deformations are irreversible changes? 
2. The Himalayas are the biggest fold mountains on Earth. They are also the largest mountains and have the twenty-eight tallest peaks. What are the characteristics of fold mountains? How were the Himalayas and other fold mountains formed? At what rate are the Himalayas growing? What are other examples of fold mountains? Where are fold mountains generally found? Prepare a display map showing the locations and names of fold mountains.

This article is brought to you by:

Renewable and Non-renewable Resources

Solar Eclipse Educational Video

How Does a Lunar Eclipse Work?

All about Galileo Galilei

http://easyscienceforkids.com/all-about-galileo/

Jokes...

Q. What's the most popular snack on Mars? A. Marshmallows. 

It is not conclusive yet, but the NASA believes the Mars Pathfinder has found proof of life on Mars. The CD player was stolen.  

 What kind of star wears sunglasses? A movie star.



Q: What is more useful: the sun or the moon?
A: The moon, because the moon shines at night when you want the light, whereas the sun shines during the day when you don't need it.

Pupil: "Please Sir! Did you hear that scientists have found life on another planet?" Teacher: "What are you talking about?" Pupil: "They found fleas on Pluto!"

seeds

http://www.sciencebuddies.org/science-fair-projects/project_ideas/PlantBio_p019.shtml#procedure

Seasons and lunar phases simulators

http://astro.unl.edu/classaction/animations/coordsmotion/eclipticsimulator.html

Lunar phase simulator:

http://astro.unl.edu/naap/lps/animations/lps.html

Learn about the Rock Cycle

Shoulders of Giants - Science Music Video

Osmosis in potatoes

The following experiment is a fun and easy way to see the effects of plant osmosis on a plant by comparing two different potatoes placed in different types of water
These are the materials needed to view osmosis in action:

- 2 Potatoes - 2 Plates - Salt - Water - Knife
Methods:
Fill both of the dishes with water and add about two tablespoons of salt to one of the dishes. Using the knife have a parent cut the potato in half lengthwise. Then Place each piece flat side down in to one of the plates of water. HAVE AN ADULT HELP YOU!

Now simply let the two potato pieces soak in the water for a few hours. After this time has passed flip each potato over and look for differences.


When looking at the potato pieces you can clearly see a difference between the two. Lets take a closer look at each of the potato pieces!

This potato slice is the one that has been soaking in saltwater. This potato pieces looks substantially different from the original and the other slice. It seems to have wilted, gotten very soft and flexible. Why did that happen?
It has to do with a process called osmosis. The potato is made up of tiny, living units called cells. Each cell is surrounded by a cell membrane which acts much as your skin does. It keeps the cells parts inside and keeps other things outside, protecting the cell.
While this membrane stops most things, water can pass through it. The water tends to move towards higher concentrations of dissolved chemicals. That means that if the water outside the cell is saltier than the water inside, water will move from the inside of the cell to the outside. As the water left the cell it was much like letting the air out of a balloon. As more and more of the cells lost water, the slice of potato became soft and flexible.

http://herbarium.desu.edu/pfk/page17/page18/page19/page19.html 

Play with National Geographic!

http://movies.nationalgeographic.com/movies/wildest-weather/game/

BBC Plate tectonics

http://www.bbc.co.uk/science/earth/surface_and_interior/plate_tectonics#p00fzsnd

Orbital Objects

http://science.nationalgeographic.com/science/space/solar-system/orbital.html

Photo Gallery: Plate Tectonics. National Geographic.

http://science.nationalgeographic.com/science/photos/plate-tectonics-gallery/

Virunga Mountains

Photograph by Chris Johns

Lava spews out of a fissure in the Virunga mountains in the Democratic Republic of the Congo. The Virunga chain is part of the East African Rift Valley system, which marks the boundary between two plates: the Nubian plate to the west and the Somalian plate to the east. The rift valley is a classic example of a divergent plate boundary.

Colored Flowers

Absorption Experiment

Materials you will need:

• Water• Scissors• Food Coloring• Jar, Plastic Cup or Test Tube• A Flower (light colored-white carnation) or Celery Stalk (with leaves) This is a color changing experiment.

  Steps

1.  Fill the cup with water.
2.  Add a few drops of food coloring
3.  Cut the end off the stem (stalk)
4.  Put the flower in the water

Watch and in time the food coloring will be sucked up the stem along tiny tubes (called vessels) and the petals of the flower will start to change in color.

Another way to try this experiment is to get a flower with a long, thick stem (or a celery stalk with leaves) and slit it carefully from the bottom and put one end in separate test tubes (with different food colorings).  Your flower (or celery) should have petals (or leaves) in two different colors.

Did you know that plants need water to live?  As well as absorbing water from the atmosphere (air) through their leaves, they suck water up through their stems.  If you used the celery stalk for the above experiment you could cut the stalk and see that the little holes inside are colored.

Does a leaf breath?

http://www.lovemyscience.com/leafstomata.html

Studying Stomata

Materials you will need:

• Vine Leaf • Clear Nail Polish • Clear Tape • Microscope Slide & Cover (optional) • Tweezers • Microscope •Hand held magnifying glass Steps 1.  Clip or pinch off a plant leaf.  Vine leaves work really well in this experiment. 2.  On the underside of the leaf (bottom/non-shiny side) paint on a couple of strokes of clear nail polish and leave to dry. An alternative is to fold the leaf in half and then tear the leaf across this bend and try to peel off the thin layer of clear skin. 3.  Once the nail polish has had time to dry, use the tweezer to peel the layer of nail polish from the leaf and place it on the microscope slide and place the cover on top. 4.  Place the slide under a microscope or a magnifying glass and have a good look.   Can you see any circular holes?  If so these are the stomata.  If you don't see any stomata find a different leaf and follow the above steps again.                          Sometimes you can just look at the actual leaf under the microscope and actually see the stomata very well.  Give it a go! Stomata are pores on the under layer of a leaf which are used for gas exchange in plants.  Carbon dioxide is taken into the plant to be used in photosynthesis, while oxygen and water vapor  (through transpiration) escape from the stomata.

Photosynthesis song!

Seasons

Norton&Company: Essentials of Geology.

Hi, students!

This web site is going to be really usefull for  your next exam...
Here, you will be able to enjoy some animations about  the way the Earth works:


http://www.wwnorton.com/college/geo/egeo2/content/animations/2_3.htm
http://www.wwnorton.com/college/geo/egeo2/content/ch02/animations.htm

Bye!

Scale model of the Solar System

http://www.education.com/science-fair/article/scale-model-planets-solar-system/?page=2

Materials:

• Metric ruler
• White poster board
• Pencil
• Drafting compass (the kind you draw circles with)
• Scissors
• Permanent Marker

Procedure: Scale Model of Relative Diameters of Planets

1. First, we need to compare the diameter of the Earth to that of the other planets. Remember that diameter is the length of a straight line going through the middle of a circle. The Earth’s diameter is 12,760 km. We can divide the diameter of the Earth into the diameters of all the planets, to get a
2. Use the ruler to draw a line for the diameter. Start with drawing the relative diameters of Jupiter, Saturn, Uranus and Neptune.
3. Using the compass, draw circles around the diameters.  
4. Fit in the smaller planets (Earth, Mercury, Venus, and Mars) around where you drew the bigger planets.
5. Label the planets, so you don’t forget which is which when you are cutting them out. For tiny planets, you might have to use an abbreviation.
6. Cut your planets out.

Results

When you build the scale model of solar system distances, you will undoubtedly notice that some of your friends will be much closer together than others. Some of your friends will have to stand quite close to each other, while others will be far enough away to have a hard time hearing you! When you compare the sizes of the planets, Jupiter and Saturn will seem gigantic compared to the others.

Why?

The inner planets of the solar system; Mercury, Venus, Earth and Mars are relatively close to the Sun and each other, while the outer planets are relatively distant from each other and the Sun. The material that makes up the solar system is not distributed evenly.  The Sun, Jupiter, Saturn, Uranus and Neptune make up the bulk of the material in the solar system. Our own planet is tiny in comparison!

Going Further

Do you want to make a scale model of the solar system where both the distances and diameters are proportional to reality?  This table expresses the diameters in A.U, so the size of the planet is correct proportion to its distance from the sun.  Remember we set 1 AU, the distance between the Earth and Sun, as equal to 1 meter.**

 As you can see, all the planets would be too tiny to trace and out using equipment you have at home.  What this table does remind you of is that space is, as the name suggests, mostly empty, and even big planets make up a tiny part of our solar system.
**

Planet	Diameter in kilometers	Relative Diameter In AU (meters)
Mercury	4800	3.2 x 10-5
Venus	12100	8.1 x 10-5
Earth	12750	8.5 x 10-5
Mars	6800	4.5  x 10-5
Jupiter	142800	9.5 x 10-4
Saturn	120660	8.0 x 10-4
Uranus	51800	3.5 x 10-4
Neptune	49500	3.3 x 10-4

1. relative comparison.*

Planet

Diameter in kilometers

Relative Diameter Compared to Earth

Size in cm

Mercury 4800 .376 .4 cm Venus 12100 .949 .9 cm Earth 12750 1.00 1 cm Mars 6800 .533 .5 cm Jupiter 142800 11.2 11 cm Saturn 120660 9.46 9 cm Uranus 51800 4.06 4 cm Neptune 49500 3.88 3 cm

National Geographic Colliding Continents

Layers of the Earth

The Biggest Stars In The Universe

Plate tectonics

The Early Earth and Plate Tectonics

Planet Earth 100 Million Years In The Future - What will happen to our w...

 Peruvian Rainforest Floor by Marjorie Leggitt for the Denver Botanic Gardens

http://blogs.scientificamerican.com/symbiartic/2014/09/05/who-illustrates-the-murals-at-museums/

Have you ever wondered who illustrates the murals at beloved museums, zoos, aquariums, and botanical gardens? Marjorie Leggitt is one such person. This mural was made for the Denver Botanical Gardens in Denver, to illustrate the interplay between fungi, plants and insects on the Peruvian forest floor.

Introduction to Earth Science

PLATES TECTONIC. TRANSFORM FAULTS.

http://www.slideshare.net/doctormaranon/earths-dynamics-from-continental-drift-to-global-tectonics?redirected_from=save_on_embed


http://naturalscience4doctormaranon.blogspot.com.es/2013/09/transform-faults.html

Continental Drift

Geology: Wilson Cycle

HUMAN CELLS, TISSUES, SYSTEMS

http://www.edistribucion.es/anayaeducacion/8440042/U01_SC3/01_Human_cell/01_celula%20ingles%202009/human_cell.html

http://www.edistribucion.es/anayaeducacion/8440042/U01_SC3/02_cell_organelles/01_La_Digestion_Intracelular_ING.html

http://learn.genetics.utah.edu/content/cells/insideacell/

  

http://www.biology4kids.com/files/cell_main.html