Chapter 5: Motion on Earth and in Space

Worksheet 3.5.2 Describing journeys with distance–time graphs

page 1/2

1 Drawing a distance–time graph >

The table shows a journey made by someone pushing a trolley in a supermarket aisle.

Time (s) 0 5 10 15 20 25

Distance 0 1.5 3.0 4.5 6.0 7.5

travelled (m)

a) Use the data to plot an accurate distance–time graph for the journey.
b) Which of the following statements best describes the journey?
i) The person gets faster as time goes on. ii) The person stops at 5 s intervals.
iii) The person travels at a constant speed. iv) The person takes 15 s to travel 0.5 m.

.......................................................................................................................................................

2 Matching graphs to descriptions >>

Choose the best description from statements i) to vi) below to match each of graphs a) to d).

i) The object is stationary for some time and then travels for some distance at a steady speed.
ii) The object travels at a steady speed throughout the journey.
iii) The object travels at a steady speed and then at a much faster speed before becoming
stationary.
iv) The object gets faster and faster throughout the journey.
v) The object starts moving slowly, accelerates and then slows down gradually to a stop.
vi) The object travels at a constant speed for some time, then stops and remains stationary.

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.2 Describing journeys with distance–time graphs

page 2/2

3 A complex story >>>

The table shows the distance travelled by two people who made the same 80 km journey, one by car
and one by train.

Time (min) 0 10 15 20 30 40 50 60 70 80 90

Distance 0 10 10 15 20 40 60 65 70 75 80
travelled by
car (km)

Distance 0 20 30 40 40 60 80 80 80 80 80
travelled by
train (km)

a) Use the data to plot two lines on the same distance–time graph to show the journeys.
b) Identify the times when:
i) the car was not moving …………….
ii) the train was not moving. …………….
c) What was the total journey time for:
i) the car …………….
ii) the train? …………….
d) Calculate the fastest speed in km/h achieved by each mode of transport. Show your working.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

e) Calculate the average speed in km/h over the entire journey for each mode of transport.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

f) Suggest why one mode of transport has a quicker journey time than the other.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.3 Exploring journeys on distance–time graphs

page 1/3

1 What is happening when? >

The distance–time graph shows the journey of a tennis ball rolling down a ramp and across the floor.

a) Label the curve to show:

i) where the ball is travelling fastest
ii) where the ball is accelerating
iii) where the ball is slowing down
iv) where the ball is stationary.
b) Explain why the ball speeds up for part of its journey and slows down for part of its journey.
.......................................................................................................................................................
.......................................................................................................................................................
c) Imagine it took 10 seconds from the moment the ball was released to when it finally came to rest. If
the motion was videoed and the recording was stopped after each second, we would see the
position of the ball at one-second intervals.
The diagram shows the position of the ball at 0 seconds, 1 second, 2 seconds and 3 seconds,
as it rolls down the ramp. Show where you would expect the ball to be at each interval between
4 seconds and 10 seconds.

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.3 Exploring journeys on distance–time graphs

page 2/3

2 A game of golf >>

The distance–time graph shows the
journey of a golf ball from the tee
to the hole.

Use the graph to answer the following questions.

a) How many shots did the golfer take? ………………….
b) What was the total distance travelled by the ball? ………………….
c) How far did the golfer’s longest shot go? ………………….
d) Four sections of the graph are curved rather than straight. Explain what this shows.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

3 Speed cameras >>>

There are different types of speed cameras. Some measure the mean (average) speed of a car over a
certain distance, such as a kilometre or a mile. They do this by timing how long it takes for a car to
cover the distance and then using the speed formula to calculate the mean speed.
a) Using a worked example, explain how a camera calculates the mean speed over a set distance.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.3 Exploring journeys on distance–time graphs

page 3/3
b) The graph shows two cars (A and B) travelling along a 4 mile stretch of road. Describe and
compare the speeds of car A and car B over this stretch of road.

.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

c) If the speed limit for the road is 60 miles per hour, explain with the help of speed calculations
whether the drivers could be fined for speeding.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.4 Understanding relative motion

page 1/2

1 Cars travelling in the same direction >

The diagrams show two cars travelling along a road in the same direction. The cars are travelling at
different but constant speeds. Picture 2 is taken 10 seconds after picture 1.

a) How far has each car travelled between picture 1 and picture 2?
.......................................................................................................................................................
b) Calculate the speed of each car in m/s.
.......................................................................................................................................................
.......................................................................................................................................................
c) What is the relative speed of the two cars?
.......................................................................................................................................................
d) How far apart will the two cars be after a further 5 seconds has passed?
.......................................................................................................................................................
.......................................................................................................................................................
e) Add a third car to the diagram above, which starts 10 m ahead of car A, but travels at half the
speed of car A.

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.4 Understanding relative motion

page 2/2

2 Catching up >>
Two cars are driving along a road in the same direction. The car in front, driven by Alex, is travelling at
a steady speed of 15 m/s. The car following, driven by Georgie, is catching up and is travelling at
20 m/s.
a) Draw a diagram similar to the one in task 1, to show an 800 m stretch of road. The faster car is
100 m from the start. The slower car is 100 m ahead. Mark the position and direction of travel of
the two cars.
Diagram for part a)

Diagram for part c)

b) Georgie’s car pulls alongside Alex’s car 20 s after the diagram in part a). What position on the
stretch of road will they have reached?
.......................................................................................................................................................
c) Draw a second diagram to show the new position of each car when Georgie is alongside Alex.

3 Overtaking >>>
Following on from task 2, a third car is driven by Asma and is travelling in the opposite direction to
Georgie and Alex. It starts at the far end of the end of the 800 m stretch of road and is travelling at
10 m/s.
a) Add the position of Asma’s car to the two diagrams you drew in task 2.
b) If all cars continue at their same speeds, how likely would it be that Georgie could overtake safely?
.......................................................................................................................................................
c) What advice would you give to Georgie about overtaking?
.......................................................................................................................................................
.......................................................................................................................................................
d) Add to both diagrams a police car that is rushing to an emergency. It is travelling in the same
direction as Alex and Georgie at a speed of 40 m/s. In the first diagram it is 100 m behind Georgie.
e) Suggest why police emergency response drivers need to be very highly trained.
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.5 Analysing equilibrium

page 1/2

1 Forces in equilibrium >

a) What does the word ‘equilibrium’ mean?
.......................................................................................................................................................
b) In the following situations the forces are in equilibrium. Identify the forces involved when:
i) a person is lying on a mattress
.............................................................................................................................................
.............................................................................................................................................
ii) a person is standing on some bathroom scales
.............................................................................................................................................
.............................................................................................................................................
iii) a jacket is hanging on a hanger.
.............................................................................................................................................
.............................................................................................................................................

2 Balancing on a beam >>

When a gymnast balances on a beam, the beam
supports the gymnast’s weight.
a) Draw a diagram to show a person balancing
on a beam and the forces that are acting.

b) Explain if and how the forces may be different if the person were heavier.
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.5 Analysing equilibrium

page 2/2

3 Multiple forces in equilibrium >>>

Imagine a lorry driving along a straight road at a constant speed. There is a steady but strong side
wind blowing at 90° across the road. The lorry continues to drive in a straight line along the road.
a) Explain why the lorry is not speeding up or slowing down.
.......................................................................................................................................................
.......................................................................................................................................................
b) What could be preventing the lorry from being blown across the road?
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

c) Explain why driving a high-sided vehicle can be hazardous in strong winds.

.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.6 Exploring motion and equilibrium

page 1/2

1 Forces in equilibrium? >

Describe the forces involved in each of the following situations. Decide whether or not the forces are in
equilibrium.
a) A parachutist floating down at a constant speed.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
b) A football hitting the back of a net.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
c) A person cycling at 10 km/h on a straight road.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

2 Applying the theory >>

Three students are discussing a pendulum as it swings back and forth. Each of their ideas, a) to c),
are given below. Choose the most correct explanation saying why you agree with it and why you
disagree with the others. For the one you have chosen, add further explanation to improve it.
a) At the top of its swing, the pendulum is stationary for an instant. At this point in time there are no
forces acting on it.
b) There are always forces acting on the pendulum. There must be a force pushing it upwards which
makes it continue past the vertical position.
c) The forces acting are due to gravity and air resistance. Gravity acts to slow the pendulum down
and stops it when the pendulum swings upwards.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.6 Exploring motion and equilibrium

page 2/2

3 Rolling freely? >>>

The diagrams show a marble about to be rolled down two different ramps. The marble is shown at its
starting positions.

a) In each case explain where the marble will roll to and why, if there was no friction.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

b) How would the outcomes be different if there was friction?

.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

c) Explain how the outcomes would be different if someone applied a pushing force to the marble at
the top of each ramp.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.8 Understanding gravitational fields

1 True or false? >
Decide which of the following statements are true and which are false. Rewrite the false ones to
change them into true statements.
a) The weight of an object is always the same. …………………
b) Weight is a force, so it is measured in newtons. …………………
c) The mass of an object depends on the strength of the gravitational field. …………………
d) Gravitational field strength gets weaker the further you are from the …………………
object causing it.
e) The Earth’s gravitational field reaches to the edge of the atmosphere …………………
but no further.
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

2 Mass and weight >>

Use your knowledge about matter, gravitational field strength and forces to explain why, for a
particular object, mass does not vary but weight does.
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

3 Acceleration >>>
Imagine a mouse and an elephant falling towards the Earth. Calculate the force due to gravity and the
acceleration due to gravity for the mouse with a mass of 100 g and for the elephant with a mass of
5000 kg. Assume that air resistance has no effect. Where it helps, draw diagrams to explain your
answer.
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.9 Applying ideas about gravitational fields

page 1/2

1 Weight on different planets >

A person’s weight was recorded on four different planets. The diagram shows the planets in order
(from left to right) where the person was the lightest to where they were the heaviest.

Planets A and B have the same mass. Planet C has a larger mass than planets A and B.
a) What effect does the strength of a gravitational field have on a person’s weight? Choose the
correct answer from the following:
i) no effect ii) stronger field causes greater weight iii) weaker field causes greater weight.
.......................................................................................................................................................
b) Which of the planets A–D has the strongest gravitational field at its surface?
.......................................................................................................................................................
c) Is the surface gravitational field on planet B greater than, less than or equal to that of planet A?
Explain why.
.......................................................................................................................................................
d) What might explain the strength of the surface gravity of planet D compared with the other
planets?
.......................................................................................................................................................
.......................................................................................................................................................

2 Gravitational field and weight during space flight >>

The diagram shows the path of a rocket fired from the Earth. Once it escaped from the Earth’s
gravitational field its engines were turned off. It is now heading towards two other planets.

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.9 Applying ideas about gravitational fields

page 2/2
a) How are the gravitational fields experienced by the rocket likely to vary during its journey away
from the Earth and past the two other planets?
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
b) What additional information would be helpful to predict the speed and direction of the rocket during
its journey?
.......................................................................................................................................................
.......................................................................................................................................................
c) If the astronauts stood on some bathroom scales, how would their weight vary during the journey?
Explain your answer.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

3 Developing scientific theories >>>

A scientific theory could be defined as a set of ideas that work together to explain an aspect of the
natural world. Explain the importance of the following statements in relation to scientific theories.
a) A theory should be based on observations and data.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
b) A theory should be reviewed by lots of different scientists.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
c) A theory should be used to make predictions.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.10 Looking at motion in the Solar System

page 1/3

1 The movements of planets >

Use the data in the table to answer the following questions.

Planet Time to orbit the Mean orbit speed Surface Number of

Sun (days) (km/s) gravitational field moons
strength (N/kg)

Saturn 10 727 9.7 9.0 62

Venus 225 35 8.9 0
Mars 687 24 3.7 2
Mercury 88 48 3.7 0

a) Write the planets in order of distance from the Sun, starting with the closest.
.......................................................................................................................................................
b) Describe how distance from the Sun follows a similar pattern to the other variables.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
c) Why might Saturn have more moons than the other planets in the table?
.......................................................................................................................................................

2 Making a model of the planets >>

It is possible to make scale models of the planets.

Planet Scale diameter compared to the

Earth / cm (1 cm = 12 800 km)

Mercury 0.4
Venus 0.95
Earth 1.0
Mars 0.53
Jupiter 11.2
Saturn 9.5
Uranus 4.1
Neptune 3.9
(Pluto) 0.2

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.10 Looking at motion in the Solar System

page 2/3

a) Draw a diagram to scale to show the relative diameters of the planets.

b) Explain why Pluto is no longer recognised as a true planet.

.......................................................................................................................................................
.......................................................................................................................................................
c) The diameter of the Sun is 108 times the diameter of the Earth. What diameter would it be drawn
to on the same scale as the planets?
.......................................................................................................................................................
d) Draw the edge of the Sun on your diagram to give an impression of the Sun’s size.

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.10 Looking at motion in the Solar System

page 3/3

3 Find out more >>>

Using the internet, find information to help
answer one or more of the following questions.
a) How does a Foucault pendulum provide
evidence for the rotation of the Earth?
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
b) Why does a Foucault pendulum appear to
swing differently at the Earth’s poles
compared to other locations?
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................

The Foucault pendulum in the Science

Museum, London

c) What did Copernicus contribute to our current understanding of space?

.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
d) What did Galileo contribute to our current understanding of space?
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.11 Describing stars and galaxies

page 1/2

1 Out of this world >

Unscramble these words about stars and then describe what each means.
a) ecnlura sunifo
.......................................................................................................................................................
.......................................................................................................................................................
b) rats
.......................................................................................................................................................
.......................................................................................................................................................
c) erd tigan
.......................................................................................................................................................
.......................................................................................................................................................

2 Evidence for how the galaxies formed >>

Read the following passage and then answer the questions that follow.

The human eye can only detect visible light from space, but other instruments can gather much
more information. Cosmic microwaves and X-rays given off by major events such as the formation
of stars have allowed us to learn a lot about space. Changes in the light and microwaves reaching
the Earth have led scientists to understand that the Universe is expanding and to calculate the
speed at which it is doing so.
Using the rate of expansion and working backwards, it has been possible to estimate when the Big
Bang occurred. The Big Bang is believed to be the moment that the Universe formed from an
incredibly dense starting state. The matter that makes up the galaxies formed soon after this. The
galaxies were very close together early in their existence and have been travelling outwards in
different directions ever since.
Scientists have been able to recreate some of the conditions that existed at the time of the Big
Bang inside machines called ‘particle accelerators’. The Large Hadron Collider, based at the
European Laboratory for Particle Physics in Switzerland, is a particle accelerator with a
circumference of 27 km. This massive machine has allowed scientists to test and refine their model
of what happened during the Big Bang.

a) Give examples of evidence gathered from outer space that help us to understand the Universe.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
b) What was the Big Bang?
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.11 Describing stars and galaxies

page 2/2
c) What has happened to the size of the Universe since its formation?
.......................................................................................................................................................
d) Why do scientists devise models to represent events like the Big Bang?
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

3 Hubble >>>
The Hubble Space Telescope orbits the Earth and has taught us more about the stars than any other
telescope. Use the internet to find out more about Hubble, and write down your findings. You could
include the following points:
a) why being in space gives Hubble an advantage over telescopes based on Earth
b) some discoveries that Hubble has made
c) problems that Hubble has had and how they have been fixed.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.12 Explaining the effects of the Earth’s motion

page 1/2

1 Starter quiz >

Find out how much you already know about this topic by answering the following questions.
a) How long does it take the Earth to rotate on its axis?
.......................................................................................................................................................
b) Does the Sun orbit the Earth?
.......................................................................................................................................................
c) What shape is the Sun?
.......................................................................................................................................................
d) Why is the weather colder in the winter compared to the summer?
.......................................................................................................................................................
.......................................................................................................................................................
e) How long are the days and nights at the equator?
.......................................................................................................................................................

2 Views of the Sun >>

Look south from your school and sketch the view you can see.
a) Mark the path that the Sun follows in the summer.
b) Mark the path that the Sun follows in the winter.
c) How would the path that the Sun follows be different at the equator compared with in Europe?
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.12 Explaining the effects of the Earth’s motion

page 2/2

3 A planet with 90° axis of rotation >>>

The diagram shows a fictional planet whose axis ‘tilt’ is 90°. It spins on its axis and follows an elliptical
orbit around the Sun. Its position is shown here at four different points during one orbit. The planet’s
North pole always points to the right.

a) Describe daytime and night-time at the North pole of the planet in each position.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
b) Describe daytime and night-time at the equator of the planet in each position.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
c) Explain any seasonal changes on the planet.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.13 Measuring distances in the Universe

page 1/2

1 Different units >

Write down the names and abbreviations for units commonly used to measure distances on Earth and
in space.
............................................................................................................................................................
............................................................................................................................................................

2 Space travel >>

The time needed to travel to a distant star is much longer than any person can live for.
a) If a mission was set up to send astronauts to a distant star, what would a spaceship need in order
for the mission to have a chance of being successful?
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
b) Evaluate whether ambitious space exploration is worth it.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014

 Chapter 5: Motion on Earth and in Space

Worksheet 3.5.13 Measuring distances in the Universe

page 2/2

3 Parallax method >>>

Follow these instructions to draw scale
diagrams on graph paper to help you to
understand the parallax method and how
it is used to measure distances in the
Universe.
a) At the bottom of a sheet of graph
paper, mark two positions of the
Earth 4 cm apart. At 25 cm away
draw a line across the graph paper
to represent very distant space.
Mark a position for object A 10 cm
from the bottom of the paper. Mark
a position for object B 20 cm from
the bottom of the paper.
b) Draw a straight line from each
position of the Earth, passing
through object A and extending to
the ‘very distant space’ line.
c) Repeat this for object B.
d) Compare the distance that the two
objects would appear to move
when the Earth changes its
position.
............................................................
............................................................
............................................................
............................................................

e) Suggest why this method of

working out distances to objects in
space is less accurate for objects
that are further away.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

Key Stage 3 Science Teacher Pack 3 © HarperCollinsPublishers Limited 2014