An Activity using Images of An Activity using Images of the Jupiter Projectthe Jupiter Project

Naoki Matsumoto

Keio Senior High School

and JAHOU,HOU members

Ordinary Activity of Kepler’s Law

• To use Mars position data from moving Earth for to draw Mars orbit.

Complicated (“Yakkai” in Japanese)• Using mini solar system (Jupiter system)Using Jupiter project images.

The Jupiter Project

• July 2000Global HOU Conference in Germany,Munich

• This Project was proposed by Faye(France).

• An international joint observation project for education.

• The sleepless observation network for Jupiter and its satellites.

The Jupiter Project 2000

• 2000/12/1 ～ 7• Participants from Germany,

Finland, Sweden, France, USA, and Japan

• 336 images were taken by this term.

Participantshttp://jahou.riken.go.jp/2000/jupiter/index_j.html 　より Image by Reiko Furusho

The Jupiter Project 2002~4• Construction the environment what

students can participate in.• Making observation managing

system on web.• Managed by students.• Images were taken in ….

2002 　 129 images2003 　 207 images 2004 　 773 images

2002/01/12 11:43(UT) By Kentaro Takesute

2003-2-18/11:45-17:41(UT)

By Kenji Hiratsuka 　

An Activity using the Jupiter Project Images

• Purpose– Understanding Kepler's law intuitively.– Deciding mass of Jupiter using images taken

in Jupiter Project.– Increasing a sense of closeness by using

images taken by high school students.

• Object of the activity– “Earth Science” for 10th Grade

Work book

• Making workbook using

Web Browser • Images were taken by Toyo-oka HS,

Toko science and technology HS, Bisei Observatory (Bisei Junior High School), Yakes Observatory, and Keio HS.

•Thank you very very much!Cho~~~Arigatoin Japanese

Procedure of activity

• Download worksheet (Excel) from server.

• Measuring distance from center of Jupiter to each satellites on 13 images.

• Pictures in classroom

• Making Graph using Excel.

• Excel FileBy Bisei Junior High School

Rotation and Oscillation• Rotation Viewpoint switch

Simple oscillation

• Simple oscillation + Time sin curve

• Sin curve ●Radius of orbit　 　 　 　 　 　 　 　 ● Revolution period

http://www.phoenix-c.or.jp/~tokioka/animation/triangle_func/050.html

Finding from the Graph

Questions　on　worksheet

●Draw　the　change　of　the　position　when　you　watched　the　revolving　body　from　the　front　direction.

●Mark　the　radius　of　orbit　and　the　revolution　period　by　red　arrow　

Student N kun

Student K kun

A Student Work (I-Class K-kun)

A Student Work (A-Class K-kun)

A Student Work (I-Class S-kun)

Calculation of Jupiter’s Mass

●Radius of orbit a (m)

●Revolution period P(sec)

2

32

GPa4

M

a:Radius of orbitP ： Revolution periodG:gravitational constantM:Mass

→Jupiter’s Mass

Result of students

Jupiter’s Mass　 2×1027kg

Right value : 1026,1027

Number　ofStudents

Students　wholed　a　rightvalue

did　not　led　aright　value

148 117(79.1%) 31(20.9%)

Understanding of Kepler’s law• Relation of “a” and “P”

Inner satellite（a :Small) → Fast　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 （P: Short）Outer satellite（a :Big) → Slow　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 （P: Long）

• Almost students showed this relation correctly.

• This shows that Kepler's 2nd and 3rd law were understood.

The impression of the students 1

ABOUT Calculation of Jupiter’s mass• The way of the experiment is a doubtful

method which measure distance between the stars on the images with a ruler. However, I was surprised though a proper result was provided.

• I was surprised to be able to calculate mass of the Jupiter by such a simple data.

• I was complicated, but was interesting.

The impression of the students 2

ABOUT the Jupiter Project• I felt reality. Because I used the real photographs.• I think it is very good idea which decide mass of

Jupiter from the images taken around the world.• I want to join this observation project.

Conclusion

• I developed an activity that using the Jupiter Project images and carry it out.

• It includes difficult subject, however it was interested in students.

• It contributed to understanding of the Kepler's law.• The images which were taken by same generation students,

led reality and closeness.

By Kenji Hiratsuka 　 2003-2-18/11:45-17:41(UTC)