Unit A Space Exploration Notes PDF

Unit A Space Exploration  P. 0 - Introduction You will need: Insert Lesson Introduction Video Here Remin...

Unit A Space Exploration  P. 0 - Introduction You will need: Insert Lesson Introduction Video Here Remin d ers Label y new d our uotan g  Name:________________________ Class:_____ Unit 1: Space Exploration Complete the following review booklet and place IN ORDER in a duotang due the DAY OF YOUR TEST and receive a 5% bonus on your test! This page should be in the beginning of the duotang. 1. Fill out the self-evaluation below honestly and thoughtfully 2. Tomatosphere lab - completed 3. 4. Class notes - completed, in order, with some effort to use colour and drawing Completion of labs, projects and evaluation questions throughout the unit /5 5. Define all of the vocabulary or answer 20 questions from pages 434-437 or complete review QUIZZIZ SELF EVALUATION E P S L I Scientific Inquiry – I can work on a problem through an activity or experiment and come up with ways to test or solve the problem with my class or group. I worked well in groups when collaborating on labs and assignments. I do my fair share of the work and help create and evaluate ideas. When collaborating I am positive, focused on the task at hand, and respectful to my peers. I use appropriate language to communicate ideas, procedures and results I was safe in the science lab; on task, following safety guidelines and expectations. I show concern for safety in planning, carrying out and reviewing activities. I keep my work organized and in my binder and/or duotang in order. I don’t lose my work. I am well prepared for my tests and quizzes having made a complete review book and studied ahead of time. I ask questions about concepts covered, labs, homework, and other things that I am unsure or want to learn more about. I actively participate in class discussions, raising my hand to contribute. I take risks even if I could be wrong. I show an interest in science-related questions and issues, and think about my own interests and career possibilities in science. CURRICULUM CHECKLIST E P S L I I can describe the components of the universe and explain how understanding has changed over time I can describe different kinds of telescopes and explain how each helps shape our understanding of space. I can describe and measure location, distance, motion & composition of bodies in space. I can explain scientific principles involved when solving problems and developing technologies for space travel. I can analyze risks versus rewards when developing and applying space technologies. Excellence Proficient Satisfactory Limited Insufficient Exemplary and Skillful and mostly Acceptable and generally Partial and inconsistent Insufficient evidence to consistent achievement consistent achievement of consistent achievement of achievement of outcomes assess. of outcomes and goals. outcomes and goals outcomes and goals and goals Teacher comments or observations: 0  VOCABULARY Frame of reference Spectrum Celestial bodies Spectroscope Constellations Spectral lines Planet Spectroscopy Azimuth Diffraction grating Altitude Spectral analysis Coordinates Doppler Effect Astrolabe Red shifted Compass Adaptive optics Geocentric Triangulation Heliocentric Parallax Frame of reference Astronomical unit Celestial bodies Light-year Constellations Inner planets Planet Astrolabe Outer planets Compass Radio astronomy Geocentric Radio objects Heliocentric Interferometry Telescope Rocket Objective lens Payload Ocular lens Exhaust velocity Resolving power Staged rocket Refracting Ballistic missile Reflecting Artificial satellite Azimuth Low earth orbit Altitude Geosynchronous Universal Gravitation GPS Electromagnetic radiation Suborbital Gravitational assist Microgravity Ellipse 00  Indigenous STEM Sky Stories, Plants as Medicines, Traditional Ecological Teachings, Companion Planting Space Gardens Hydroponic, Earth & Lunar/ Martian Regolith Gardens, Greenhouse Tech It celebrates the beauty and connection the Indigenous people Energy & Technology have with the land here in treaty 6 Coding Micro;bis, energy territory. The Beaver also represents WISDOM, one of the 7 efficiency through automation, sacred grandfather teachings and solar technologies is reflected through the lessons of Amiskwacîwâskahikan ᐊᒥᐢᑿᒌᐚᐢᑲᐦᐃᑲᐣ Beaver Hills House (Edmonton) by @LanceCardinal75 the land based knowledge keeper. Introduction - space exploration Jeremy Hansen - ARETMIS II Voicemail Introduction - the green mars project Inspiration Settlements Ecosystems  P. 1-2 - Maple Leaf on Mars You will need: Insert Lesson Introduction Video Here Remin d ers Toonie s fo Terry r Sept ! 116-19  Maple Leaf on Mars Finding our way to the Red Planet  Maple Leaf on Mars Finding our way to the Red Planet Solar System. 1. Universe - all of space and time and their contents including planets, stars, galaxies, and all other forms of matter and energy 1  Solar System. 2. Galaxy - a system of of stars, gas and dust, held together by gravitational attraction Milky Way - our galaxy - spiral shaped Approx 100 billion galaxies in the known universe 1  Solar System. 3. Stars - Massive ball of gas which releases energy through nuclear fusion Solar system - everything revolving around our sun (gravity) 4. Planets - a celestial body moving in an orbit around a star Noticed by ancient people to “wander” in the night sky, differently from the stars Terrestrial (inner) - rocky planets - MVEM Asteroid Belt (between Mars and Jupiter) Jovian (outer) - gas giants - JSUN 4. Planets Pluto - dwarf planet - planetary-mass object that does not dominate its region of space and is not a satellite. (Ceres in the asteroid belt, Makemake, Eris, Haumea …)  Moon - celestial body that makes an orbit around a planet - a natural satellite Moon: a celestial body Kuiper Belt - region beyond that makes an our planets - “edge” of the orbit around a solar system planet or dwarf planet 5. Models of Planetary Motion ○ Geocentric Model EARTH centered 1st model by Aristotle Supported by Ptolemy who suggested epicycles (circular motion)  ○ Heliocentric Model SUN/STAR centered Proposed by Copernicus and supported by Galileo Elliptical Orbits - Kepler - oval shaped 2 Asteroid belt Kuiper Belt Ort Cloud Research your “Mission To Mars” Junior Astronauts http://www.asc-csa.gc.ca/eng/resources-young/junior-astronauts/default.asp CSA http://www.asc-csa.gc.ca/eng/astronomy/mars/default.asp SpaceX https://www.spacex.com NASA https://mars.nasa.gov/ 1432  Brochure: Cover: Slogan, drawing Inside: Our place in the solar system (using all the vocabulary from your notes Back - Why visit Mars (3-5 reasons) Keep it simple, clean, and colourful 1  Mars Brochure & Catch up class! You will need: Insert Lesson Introduction Video Here Remin d ers Toonie s fo Terry r Sept 14  Brochure: Cover: Slogan, drawing Inside: Our place in the solar system (using all the vocabulary from your notes Back - Why visit Mars (3-5 reasons) Keep it simple, clean, and colourful 1  P. 3-4 Our Solar System You will need: Insert Lesson Introduction Video Here Remin d ers Toonie s fo Terry r Sept 14 Life Cycle of a Star 4 Life Cycle of a Star Southern Ring Nebula Carina Nebula Cosmic Tarantula 4 https://astro.unl.edu /naap/motion1/anim ations/seasons_ecli ptic.html  Comparing Planets to Earth Composition (What it is Distance from Size (compared Number of Avg surface made of - rock, gas, water, Interesting Factoid the sun (AU) to Earth) Moons Temp (oC) other substance) Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune 3 Planet Sizes Mercury – (2,440km) radius; about 1/3 the size of Earth Venus – (6,052km) radius; only slightly smaller than Earth Earth – (6,371km) radius Mars – (3,390km) radius; about half the size of Earth Jupiter – (69,911km) radius; 11x Earth’s size Saturn – (58,232km) radius; 9x larger than Earth Uranus – (25,362km) radius; 4x Earth’s size Neptune – (24,622km) radius; only slightly smaller than Uranus  P. 5-6 - Frame of Reference & Elliptical Orbits You will need: Insert Lesson Introduction Video Here Remin d ers Toonie s fo Terry r !  Frame of Reference & Elliptical Orbits /11 Frame of reference: The point of view used to make observations Practice with Frames of Reference 1. A car is moving north at 60 km/h. The driver sees a sign beside the road ahead of him. What is the velocity of the sign a. Relatie to the car? (1) b. Relative to the ground? (1) 5  Frame of Reference & Elliptical Orbits /11 Frame of reference: The point of view used to make observations Practice with Frames of Reference 2. Suppose that Frank and Mary are on a cruise ship. The ship is heading south at 15 km/h. Frank and Mary walk toward each other with Frank heading south at 6 km/h and Mary heading north at 5 km/h. a. Draw a diagram of this situation. b. Find Mary’s velocity relative to the ship and relative to the ocean. c. Find Frank’s velocity relative to Mary. 5  Frame of Reference & Elliptical Orbits /11 Frame of reference: The point of view used to make observations Practice with Frames of Reference 3. Jack is sitting at a bus stop waiting. He sees a bus drive by him on the other side of the street at 35 km/h. A passenger on the bus is walking toward the back of the bus at 5 km/h. a. What is the velocity of the passenger relative to Jack? (speed+direction) b. What is the velocity of the passenger relative to the bus? (speed+direction) 5 Frame of Reference & Elliptical Orbits /11 To a rough approximation, everything in the sky seems to move in circles around Earth — the Sun, the Moon, the planets, and even the stars. For thousands of years, astronomers tried to model the motion of the planets using circles or combinations of circles — partly because the circle was such a “perfect” shape. In 1543, Polish astronomer Nicholas Copernicus told us that Earth and the other planets actually orbit the Sun, and that the Moon orbits Earth. But he still described these orbits as circular. Then in 1609, German astronomer Johannes Kepler proved that the actual shape of Mars’ orbit is an ellipse. It followed that all of the planets follow elliptical orbits around the Sun, with the Sun at one focus point. Video Frame of Reference & Elliptical Orbits /11 5 Staple your elliptical orbits paper here: Try out the simulator! https://phet.colorado.edu/en/simulation/gravity-and-orbits  Frame of Reference & Elliptical Orbits /11 Elliptical Orbit Activity - p. 371 1. Describe how the ellipse changes when the pins are close together vs far apart? (2) 2. If the pins are almost touching what shape does the ellipses look like? (1) 3. What does this tell us about our planet’s orbits? Explain. (2) 4. Attach your drawing to the back of this page. (2)  P. 7-8 Historical Views of Space You will need: Insert Lesson Introduction Video Here Remin d ers  Historical Views of Space 1. Ancient (pre 500 BCE) - measure solstice, equinox, and seasons (sun based) a. Celtic - Stonehenge b. First Nations - Bighorn Medicine Wheel c. Mesoamerican - El Caracol, Chichen Itza, Teotihuacan, Aztec Calendar 2. Classical (500 BCE to 1400 AD) - sun and position of the stars a. Babylon - 12 Zodiac signs b. Egypt - Pyramids in line with Orion’s belt c. Greek i. Eratosthenes - round earth ii. Ptolemy- geocentric d. Roman - leap year 3. Renaissance (1300’s-1500’s) a. Copernicus - heliocentric b. Galileo - heliocentric, Saturn rings, Jupiter moons, moon surface c. Kepler - elliptical orbits d. Explorers - celestial navigation 4. Modern Age a. Newton - gravity, EM spectrum b. Halley - comet c. Einstein - Relativity d. Hubble - expanding universe, galaxies e. Stephen Hawking - Big Bang Theory 7 Stonehenge 3000 BC to 2000 BC Bighorn Medicine Wheel Iniskim Umaapi (Majorville Lovell, Wyoming Medicine Wheel) Absaroka (Crow) People Blackfoot People 300-800 years ago ~4500 years ago The Bighorn Medicine Wheel is astronomically aligned: four of the outer cairns line up with the rising and setting sun of the summer solstice, and the others with the three bright stars that fade as the sun rises on summer mornings: Aldebaran, Rigel and Sirius. The 28 spokes are likely to correspond with the days of the lunar month. Papamihaw Asiniy (Manitou Stone ) Near Iron Creek Ab 4.5 billion YO Teotihuacán Temple of Quetzalcoatl, the Pyramid of the Moon and the Pyramid of the Sun Valley of Mexico, State of Mexico, Mexico ~400 BCA - 300 ACE (~2400 yo) Aztec Empire Chichen Itza Yucatán, Mexico ~400 ACE (~1600 yo) Mayan Empire Babylonian star catalogues ~1000 BCE Egyptian Pyramids Cairo, Egypt ~2500-2490 BCE (~4500 yo) Ancient Greece Ptolomy 100-170 ACE Geocentric epicycles! Eratosthenes 276-194 BCE Earth is round! Renaissance (1300’s-1500’s) Copernicus - heliocentric Galileo - heliocentric, Saturn rings, Jupiter moons, moon surface Kepler - elliptical orbits Explorers - celestial navigation Modern Age Newton - gravity, EM spectrum Halley - comet Einstein - Relativity Hubble - expanding universe, galaxies Stephen Hawking - Big Bang Theory Some Instruments Used by Ancient Astronomers 18. Which pair of instruments described above functions primarily because of the rotation of Earth on its axis? https://www.nwtexhibits.ca/yamoria/ Traditional Astronomical Wisdom Did you know? National Indigenous Peoples Day is on the summer solstice in June There are many stone circles, often called Medicine Wheels, in Alberta and Saskatchewan. Iniskim Umaapi is an archaeological site of the Blackfoot Nation located south of Bassano, Alberta. It has been dated to be over 5000 years old Pahpamiyhaw asiniy, the Manitou Stone, the Stone God. 320 pound meteorite currently at the Royal Alberta Museum. Turned to the correct angle, the stone reveals the profile of a man’s face, believed by some native groups to resemble that of the creator. No travelling tribes in the vicinity would pass the Manitou Stone without paying homage The Woman Who Went To The Moon - read here Makinak: The Turtle by Wilfred Buck Discuss: What are some constellations that you have heard of? What do you know about these constellations? Does anyone have any experiences, stories or memories involving the night sky? Wilfred Buck describes how The Turtle represented a “living calendar.” What did The Turtle tell Nehiyawak (Cree) communities about Earth's position in the solar system? Is there anything else that you found interesting or informative from Wilfred Buck’s Makinak Constellation Story? “‘All my Relations’ Our relations do not just refer to our family, communities and nations but to mother earth, sky father, grandmother moon, and our brothers and sisters in the plant and animal regions. ‘All my relations’ also encompasses the spirit people — those who came before us and those not yet born.” - Kukwtsétsemc and Nia:wen, Dr. Rod McCormick, Kanienkehaka Using the knowledges presented in the video, how does constellation storytelling support the idea of “All my Relations”? (Who are your relations? Who has passed this knowledge onto you? Who will you pass this knowledge onto? What will you use this knowledge for?) Reflecting on traditional stories While listening to the story list any references to the stars, space, seasons, and astronomy and what natural phenomenon they explain. Add a drawing. Mista Muskwa (The Big Bear) - Wilfred Buck Biboonkeonini, Wintermaker - The Ojibwe Constellation” (orion) Atima Atchakosuk: The Dog Stars by Wilfred Buck The Legend of the Northern Lights Sky Woman: A Haudenosaunee Creation Story Ojibwe Moons The Legend of Weesakayjack - How North America came to be Mi’kmaq Sky Story: Muin and the Seven Bird Hunters Hopi Origin Story  P. 9 - 10 - Observing Mars (and the rest of space) You will need: Insert Lesson Introduction Video Here Remin d ers  Observing Mars (and the rest of space) Optical Telescope Basics Objective lens Optical telescope: a telescope that gathers and focuses visible light to create a Ocular lens magnified image ○ Focal length: distance from lens to where the light rays n g th al le converge (focus) Foc ○ Objective lens: lens the light enters through ○ Ocular lens (eye piece): light exits through this lens 9 Calculating Magnification Keep in mind magnifying an object doesn’t always enhance its detail (resolution) Increase Resolution (Resolving Power) - Interferometry Resolving Power: the ability to distinguish one point from another in more detail. More light through a larger objective = higher resolution Telescope size is limited by the weight of its components BUT we can use computers to connect 2 or more telescopes! INTERFEROMETRY! 9 Haleakalā High Altitude Observatory See more here Space Telescopes Earth’s atmosphere distorts images! Space telescopes capture images from beyond the atmosphere! Famous Telescopes Hubble James Webb Keck 1&2 9 https://www. asc-csa.gc.c a/eng/satellit es/jwst/cana da-role.asp Comparing Telescopes Comparing Telescopes  P. 9 - 10 - Observing Mars (and the rest of space) II You will need: Insert Lesson Introduction Video Here Remin d ers TOON FOR IES TERR Y Trying out telescopes Try out the telescopes in the classroom and make observations in the table below Reflecting Refracting Mini-refracting Does it uses lenses or mirror or both? Rank magnification (1-3)  Movie Questions Cosmic Concepts: Advantages of Space Telescopes What is the difference between a ground telescope and a space telescope? Where is the Hubble Telescope located? How can the atmosphere affect images of space recorded by ground telescopes? What can space telescopes collect that ground telescopes cannot? Where are ground telescopes best located? What are two key advantages of space telescopes?  Activity - Build your own telescope Procedure: https://kids.nationalgeographic.com/explore/nature/make-a-telescope/ Observations: Estimate magnification: Large lens O Small Lens E Next year Diameter (cm) https://docs.google.com/docume Focal Length (cm) nt/d/1g2YhcF6pOmNMsocY0H-gO 3bM-NhwGcHYoT-3AP8ut98/edit? How does the image appear? usp=sharing or https://docs.google.com/docume nt/d/1YlyYppPy4tLSWy-L69vO1kc zfQ8M4-Fx24upj0ZF8Yc/edit?usp Analysis Questions: =sharing 1. Calculate the ratio of your objective focal length to your eyepiece focal length in the table. Round to the nearest tenth. 2. Compare the magnification you estimated with the ratio calculated above. Are they similar? Why or why not? 3. Based on your calculations and how you built your telescope, how could you construct a more powerful telescope? 10  P. 11 - 12 - Seeing The Invisible You will need: Insert Lesson Introduction Video Here Remin d ers TOON FOR IES TERR Y  Seeing The Invisible Electromagnetic Spectrum: the range of wavelengths or frequencies over which electromagnetic radiation extends 11 Radio Telescopes An instrument used to detect radio emissions from the sky (visible and invisible) Low resolution because waves have low energy BUT can detect through clouds and daylight Can detect many kinds of wavelengths - “see” the invisible 11 Adaptive Optics Technology to correct for atmospheric distortion by bending a mirror to compensate Seeing the invisible We can learn about stars, galaxies and more by looking at wavelengths other than visible light. 11 Famous Radio Telescopes Arecibo Observatory in Puerto Rico - 305 m diameter Green Bank Observatory - USA - 100 m diameter FAST - Five hundred meter Aperture Spherical Telescope - China - 500 m diameter Interferometry (combined) ○ VLA - Very Large Array - USA - combines 28 x 25m radio telescopes ○ Very Long Base Interferometry (VLBI) - Japan - uses the earth and a satellite combined - massive! ○ Event Horizon Telescope - large telescope array consisting of a global network of radio telescopes that took the first picture of a black hole thanks to Katie Bouman and her team. 12 Name the following radio telescopes VLA Arecibo Observatory VLBI FAST Event Horizon Telescope 12 Green Bank Observatory Katie Bouman Interferometry - Interferometry is the combining of multiple images to create a single, highly-detailed image. Interferometry can be performed by a single telescope taking multiple images or by an array of telescopes all taking images of the same object. Radio Telescopes - A radio telescope uses an antenna and receiver to detect long, low-energy waves at the far end of the electromagnetic spectrum. Through the use of computers, radio waves can be used to form a picture of what is not otherwise visible to the human eye. Radio Waves - Radio waves are long, low-energy waves at the far end of the electromagnetic spectrum. Radio waves move at a frequency below what the human eye can detect. Telescope Array - A telescope array is multiple single telescopes arranged in a network so, together, they function like a very large single telescope.  Science catch Up Day! You will need: Insert Lesson Introduction Video Here Remin d ers TOON FOR IES TERR Y  Science 9 Catch Up Class Mars Brochure - glue on page 1 Make sure you get all caught up and then learn about the Tomatosphere A Google Form universe! Also, tell Mme Green I say “hello!” Notes pages 1-12 completed Science Literacy Week Choice Board  P. 13+14 - Locating Objects In Space You will need: Insert Lesson Introduction Video Here Remin d Hallow ers ee Meetin n gs Wed a t Lunch !  Locating Objects In Space To pinpoint a location (both in space and on Earth) you need 2 coordinates. Azimuth Altitude Measured CLOCKWISE from Measured VERTICALLY from hee NORTH HORIZON Uses a COMPASS Uses an ASTROLABE Maximum value is 3590 Maximum value is 90 Activity - Build an Astrolabe Build an astrolabe and use a compass to find the following objects in the classroom Azimuth Altitude Clock Wifi Router Top of Fume Hood Other:____________ Did everyone get the same coordinate values? Why or why not? PARALLAX 13 Sky Coordinate Practice Altitude - Altitude is the angle of elevation (up to 90°) above the horizon in a horizon coordinate system. Azimuth - Azimuth is the number of degrees clockwise from 0° north (the point along the horizon below an object in space) in a horizon coordinate system. Cardinal Directions - Cardinal directions are the four main points on a compass (north, south, east and west) that reflect the directions on a globe. Compass - A compass is a magnetic navigation device that shows cardinal directions. Horizon - The horizon is the line at which the Earth and sky appear to meet. Horizon Coordinate System - A horizon coordinate system is a method used to describe the position of objects in space based on the observer measuring azimuth and altitude from the horizon. Zenith - Zenith is the point in the sky directly above an observer (an altitude of 90°). Sky Coordinate Practice  Locating Objects Quizziz Try it as many times as you like BEFORE the due date posted in Google Classroom. I will keep your highest score!  P. 15-16 - Estimating Distance - Parallax & Triangulation You will need: Insert Lesson Introduction Video Here Remin d ers  Estimating Distance - Parallax & Triangulation Parallax is the apparent shift in position of an object based on the position of the observer. Example - Thumbs up! Your thumb should have shifted more with one eye than the other - the eye that was closest to your thumb. With parallax, the closer the object is to the observer, the more it appears to shift. We can use parallax technique to estimate the distance of an object that is very far away. This is also called TRIANGULATION. 15 Parallax Technique / Triangulation 1. Create a Baseline - Must be a long, straight line that spans either side of the object 2. Measure the Angles - Stand at either end of the baseline and measure the angles from this line to the object. 3. Scale Drawing - Determine your scale (example: 1cm = 10 m) and draw the scenario you have set up as precisely as possible. 4. Calculate the estimated distance - Measure the distance from the drawn object to your drawn baseline and use your scale to convert this to the estimated distance. The longer the baseline the more accurate the estimation Triangulation of Stars When using triangulation, your estimation will be more accurate with a longer baseline To get more accurate estimations of the distances to stars, astronomers use two sightings of the same star taken 6 months apart. The baseline in this case will be the diameter of the orbit of Earth around the sun - much bigger!! (2AU) 15 Let’s Try it out! - Triangulation Units of Measurement Space is BIG - you can't use com, m, or even km to measure distances! Astronomical Unit (AU) 1AU = distance from the Earth to the Sun = 150 000 000 km Used to measure distances within our solar system. Light Year The distance light travels in one year. Used to measure distances beyond our solar system. 1 Light Year = 63 240AU Speed of light is 3x108 m/s Milky Way is 1000,000 LY across Closest star - Proxima (Alpha) Centauri - 4.2LY away 16 Astronomical Unit - An astronomical unit (AU) is the average distance between the Earth and Sun and is equivalent to approximately 150 000 000 kilometres. Doppler Effect - The Doppler effect is the apparent change in the frequency of waves depending upon whether an object is moving towards or away from the observer. Parallax - Parallax is the apparent change in position of an object in the distance when viewed from different angles.  Review and Assignment P. 13-16 You will need: Insert Lesson Introduction Video Here Remin d ers  Science 9 To-Do: 1. Review pages 13-16 2. Make sure old assignments are completed. Check grades in Power School 3. Complete new assignment - Locating Objects In Space - FOR MARKS  P. 17-18 - Composition of Stars - Spectroscopy You will need: Insert Lesson Introduction Video Here Remin d ers  Composition of Stars - Spectroscopy 1. Background Isaac Newton passed a beam of light through a prism to produce a spectrum of colors. If you pass the light through a narrow slit before sending it through a prism (a spectroscope is a device that does this) the spectrum will be in more detail. Joseph von Fraunhofer used a spectroscope to observe the spectrum produced by the Sun. He noticed dark lines, called spectral lines, but didn’t know what they meant. 17  Composition of Stars - Spectroscopy 1. Background Spectroscopy: the study of how light interacts with matter Stars are made of matter with specific ELEMENTS that leave a fingerprint (spectral lines) telling us what they are made of when heated. Nuclear fusion of elements inside the star gives off energy (electromagnetic radiation) that we can use to identify what it is made of. 17 2. Spectroscopy Explained The spectra of the star are then compared to known spectra of elements to determine the star’s composition. This is called spectral analysis. A spectrometer is used to do this. 17 3. Spectral Analysis Mini- Lab (_____/12 = _____%) A. List the chemical elements in: (3) a. Mystery Star 1 ________________________________________________ b. Mystery Star 2 ________________________________________________ c. Mystery Star 3 ________________________________________________ B. There is something strange about Mystery Star 4’s spectrum. (2) a. What chemical is in Mystery Star 4? ______________________________________ b. What is odd about the spectrum? _________________________________________________ ________________________________________ 4. Spectral Analysis Mini-Lab Using the spectroscopes provided draw the spectrum of the Conclusion: Explain what following sources. (6) you observed about the composition of sunlight: (1) A. Hydrogen B. Helium C. Water (g) D. Classroom lights E. Magenta grow light F. Sunlight 18  P. 19-20 - Motion & Energy - The Doppler Effect You will need: Insert Lesson Introduction Video Here Remin d ers  Motion & Energy - The Doppler Effect Doppler Effect - The apparent shift in frequency of EM waves as objects move closer to or away from one another.. Doppler Effect and Spectral Analysis Red wavelengths are longer in the spectrum, blue are shorter Lab spectrum Star/Galaxy moving AWAY Wavelengths stretch making the spectrum shift towards the red end RED SHIFTED Star Galaxy Moving CLOSER.Wavelengths compress making the spectrum shift towards the blue end BLUE SHIFTED Analysis Questions (_____/6 = _____%) 1. The theory that the universe is expanding (moving AWAY) is supported by the A) blue shift of light from distant galaxies B) red shift of light from distant galaxies C) nuclear fusion occurring in the Sun D) radioactive decay occurring in the Sun 2. The above shift in the spectral lines indicates that the star is moving A) toward Earth C) in an elliptical orbit around the Sun B) away from Earth D) in a circular orbit around the Sun 3. The red shift of visible light waves that is observed by astronomers on Earth is used to determine the A) sizes of nearby galaxies C) densities of the planets B) relative motions of distant galaxies D) rotation periods of the planets 4. B) 5. What sort of waves exhibit the Doppler effect? a) light waves. b) water waves. c) sound waves. d) all EM waves. 6. The Doppler effect is produced if a) the source is in motion. b) the detector is in motion. c) both of the above. d) none of the above. Vocabulary Matching Game  VIrtual Lab EMS + Doppler Effect Google FOrm You will need: Insert Lesson Introduction Video Here Remin d ers FOR MARK S! Checklist - Mid-Unit Quiz - Pages 1-20 Study for the quiz!  P. 21-22 - Actually It IS Rocket Science! You will need: Insert Lesson Introduction Video Here Remin d er s Hallow Dance en e Wedn help esday - s lunch! at  Actually It IS Rocket Science! Movie - Rockets 101 - National Geographic - watch and fill out these questions 4 Rocket Systems (name + explain) 4 stages of launch (name + explain) History of Rockets - list all the rockets and uses you can (country of origin too) 21  Four Main Rocket Systems Rocket Fuel 21  Rocketry + Spaceflight Timeline 1200s 1500-1600s 1700-1800s 1900s 1950s 2000s 2010s Helpful Websites: Rocket Timeline History of Rockets Timeline Present Photos Bigger photo Crazy big long timeline you don’t Future need to know but is cool  P. 23-24 - Getting Airborne - Newton’s Third Law You will need: Insert Lesson Introduction Video Here Remin d ers Yukon Sign Up  Getting Airborne - Newton’s Third Law Newton’s Thirds Law For every action there is an equal and opposite reaction Exhaust velocity = speed + direction of exhaust Higher exhaust velocity = more lift 23 Staged Rockets Stages are parts that come off as the rocket gains height (usually they hold fuel until it burns). Examples: Examples: Saturn V (NASA Apollo) STS (Space Shuttle) Soyuz (Russia) SpaceX Falcon Heavy + BFR SpaceX Falcon 9 (Dragon) + NASA SLS (Orion - Moon+Mars) Starship Once fuel is burned off, its container is discarded - some burn up and some fall back to earth to land in the ocean. SpaceX developed the first ever reusable rockets cutting the cost of spaceflight exponentially! 23 Rocket Demonstration - Methanol Bottle 1. What did you see? 2. What was happening? (Explain why and how it worked) 3. How can this be applied to actual rockets? Explain. 24  Other Rocket Demos: Balloon Staged Rockets Matchstick Rocket Film Canister Rocket Try out the Space Flight Simulator App! https://apps.apple.com/us/app/spaceflight-simulator/id1308057272 What are the challenges in building a rocket? Did it work? Why or why not? What did you learn? What did you accomplish? 24  P. 25 - Exploring The Universe - Satellites, Space Probes, & Rovers You will need: Insert Lesson Introduction Video Here Remin d Hallow ers een Dance Meetin g at lunch Wed1  Exploring The Universe - Satellites, Space Probes, & Rovers 1. Satellites - A satellite is anything that orbits another body in space Artificial Natural - The (human-made) Moon around the - GPS Geosynchronous Orbit Earth, any moon (Geostationary) Low Earth Orbit satellites of any planet actually! First Satellites Sputnik (SU - 1957) Explorer (NASA - 1958) Alouette (Canada - 1962) AlbertaSat Geosynchronous Orbit Low-Earth Orbit GSO - Satellite with an orbital LEO - Satellite with an altitude of period the same as the Earth's less than 1000 km with a faster rotation period and remain over orbital speed ~ 7.8 km/s the same point at all times Circular + closer orbit Geo = Earth Orbits many times a day (~ Synchronous = in time every 90 minutes) aka geostationary orbit aka Asynchronous orbit Positioned at higher altitudes Positioned at lower altitudes (1000’s of km) (200-1000 km) Advantages: Advantages: Signal reaches a LG area Can coordinate with others Uninterrupted signal to reduce delay Disadvantages: Disadvantages: Long delays as signals Signal lost as satellite orbits travel to and from Earth earth Examples: Examples: Television Phones Weather Hubble Communications Global Positioning Satellites (GPS): ISS RADARSAT & LANDSAT Satellite based navigation system with constellation coverage Starlink AlbertaSat Higher altitude but orbits every 12 hours Min 3 satellites in the horizon are needed to find any position, so min 24 satellites around the Earth are needed. Remote Sensing- The process of detecting and monitoring the physical characteristics of an area by measuring its reflected and emitted radiation at a distance (typically from satellite or aircraft). Special cameras collect remotely sensed images, which help researchers "sense" things about the Earth Ex: cameras, satellites, sonar AlbertaSat CubeSAT LANDSAT LANDSAT ADD TO FRENCH SLIDES  25 2. Rovers and Space Probes Space Probes Rovers Glue template edge here Glue template edge here Vehicle meant to explore the surface of An unmanned spacecraft that travels bodies in space through space to collect information Examples: Examples: Moon - Lunokhod (SU) + Apollo (USA), Luna (SU - Moon) Chang’e 3 (China) Voyageur 1 + 2 (1977-present) Mars: Beagle, Sojourner Spirit, Viking (landed on Mars) Opportunity, Curiosity, Perseverance InSight (Mars) Cassini - crashed it in to Saturn! Juno - Jupiter OSIRIS-REx - Asteroid Benu History of landing on ET bodies 3. Gravitational Assist: A gravitational assist maneuver (slingshot or swing-by) is the use of the movement and gravity of a planet (or other astronomical object) to alter the path and speed of a spacecraft, typically to save propellant and reduce expense Increases velocity 26 4. Space Junk Space debris is any defunct artificial objects in space—principally in Earth orbit—which no longer serve a useful function. Traveling incredibly fast even tiny pieces pose a hazard to the ISS or any spacecraft. Solutions? 231  Probe Research Name: ___________________________ Date launched: ____________________________ Country of origin : ___________________________ Location: ____________________________ Mission goals: Examples: Examples: Luna (SU - Moon) Moon - Lunokhod (SU) + Apollo (USA), Voyageur 1 + 2 (1977-present) Viking (landed on Mars) Chang’e 3 (China) InSight (Mars) Mars: Beagle, Sojourner Spirit, Opportunity, Cassini - crashed it in to Saturn! Juno - Jupiter Curiosity, Perseverance OSIRIS-REx - Asteroid Benu History of landing on ET bodies 26  P. 27-28 - Canadian Contributions To Space You will need: Insert Lesson Introduction Video Here Remin d ers  Canadian Contributions To Space 1. Leading up to Canada joining the space industry First object to be launched in to space (orbiting Earth)_________________ Year ________ Country_________ First person to travel to space _____________________ Year _____________ Country_____________ First American man in space _____________________ Year _____________ First American woman in space _____________________ Year _____________ First person on the moon _____________________ Year _______________ Mission _______________ With _____________________ & _____________________ International Space Station ○ What is it? ○ When was it launched? ○ What countries participate? 2. Canada’s History In Space Name Year Mission or other details Formation of the CSA N/A N/A First object launched by Canada into space Canada’s first satellite First Canadian man in space Navy Officer, politician First Canadian woman in space Neurologist First Canadian commander of ISS Test pilot, musician, author Mme & First Cdn spacewalker Green’s Space Dad Earth observation satellite (resources, RADARSAT environment) Earth observation satellite (photos of LANDSAT land) Candarm I Robotic arm on space shuttle Candarm II Mobile Servicing System aboard Dextre Catch capsules, repair the outside the ISS of the ISS Mobile Base System Bio-Monitor David St Jaques Monitoring health of astronauts OSIRIS-REx N/A Asteroid Benu sample return  Name all 14 Canadian astronauts, past and present. 3. Canada’s Future in Space Propelling Canada Farther - to the ISS and beyond! Innovative Health Technologies Lunar Gateway ○ What is it? ○ What is Canada’s contribution? Describe it. ○ The Gateway will be:  Unlike the ISS, the Gateway will not be crewed continuously, though it will be inhabited at least once a year. As an artificial intelligence-based robotic system, Canadarm3 will be able to tend to the Gateway when no humans are on board, including operating science experiments aboard the lunar outpost Like the ISS, the Gateway will be assembled in stages, using both NASA and commercial launch vehicles. The first two elements of the Gateway – the Power and Propulsion Element (PPE) and the Habitation and Logistics Outpost (HALO) – will launch together in 2025. Other modules will be added afterwards. The Gateway is expected to support science and technology demonstrations by 2026 4. The next generation of astronauts! CSA Space Quizzes Junior Astronaut Program Mission Astronaut Game! 28 Click here to view  P. 29-30 - Life In Space You will need: Insert Lesson Introduction Video Here Remin ders  Life In Space 1. Space Is Trying To Kill You a. Microgravity - body does not have to work against Earth’s gravity b. Pressure - much lower in space (or Mars). Affects breathing and all cells. Space is a vacuum c. Oxygen - We need it to live. Also need to get rid of CO2 d. Temperature - wide ranges of temperatures depending on the sun (-150oC to 200oC) e. Radiation!!! - Gamma rays and other radiation (cancer, cataracts, etc?) 29  Life In Space 2. Life Support (we win!) The Environmental Control and Life Support System (ECLSS) is a system of regenerative life support hardware that provides clean air and water to the International Space Station (ISS) crew and laboratory animals through artificial means. The creation of the ECLSS allows for the accommodation of more crew on the Space Station, extends the time crew can stay in space, and significantly reduces the cost of operating the Space Station. The ECLSS consists of two key components, the Water Recovery System (WRS) and the Oxygen Generation System (OGS). 29 29 3. What Happens if Your Body is Exposed to the Vacuum of Space? 4. What happens to the body after long durations in space? A. Brain: ________________________________________________________________________________ B. Heart: _________________________________________________________________________________ C. Blood: ________________________________________________________________________________ D. Muscles: ______________________________________________________________________________ E. Bones: ________________________________________________________________________________ F. Lymphatic System: _______________________________________________________________________ G. Radiation: _____________________________________________________________________________ H. Extra time? See this video about the Kelly Twins https://www.asc-csa.gc.ca/eng/multi media/search/image/Watch/11706 5. Space Suits What do each of the following do to protect astronauts? Place the letter on the diagram A. Tethers: Keep astronaut from drifting into space B. Layers: 14 layers of protection C. SAFER: jet pack - helps return astronauts if untethered D. MAG: Maximum absorption garment E. LCVG: Liquid cooling ventilation garment F. CCA: communication carrier assembly G. Helmet + Visor: thin gold layer to protect from sun H. IDB: In-suit Drink Bag I. PLSS: Primary Life Support System 6. Artemis and Beyond 30 30 2413  Catch up and Gimkit You will need: Insert Lesson Introduction Video Here Remin ders UNIT PROJ E AND T CT ES COMIN T G!  P. 31-32 - Hazards in Space You will need: Insert Lesson Introduction Video Here Remin d ers UNIT PROJ E AND T CT ES COMIN T G!  Hazards in Space Watch the video “ What Happens to Your Body in Space ” and complete the chart below. Earth Hazard Space Impact on Humans Gravity pulls humans toward Earth’s surface giving them weight. Weightless in orbit Gases that make up Earth’s atmosphere distribute heat from the sun creating a balance in global temperatures. Temperature Atmospheric gases push on our bodies from all directions. Fluids inside our bodies push outwards creating a counter Air pressure balance. Space Junk 31  Distance From Earth We are able to move about and travel freely, interacting with friends and family. Isolation and Confinement Earth’s atmosphere and magnetic field prevent cosmic radiation from Radiation causing damage to life on Earth. High supply on Earth. Food and Water Our atmosphere provides sufficient oxygen to survive. Oxygen I think the most important space hazard from above to consider is ___________________________ because… 32  5 z a r d s Ha e p a c of s  P. 0 - Title You will need: Insert Lesson Introduction Video Here Remin ders  REVIEW FOR TEST You will need: Insert Lesson Introduction Video Here Remin ders TEST O MOND N AY  Unit test review - space exploration Complete the following FOR the DAY OF YOUR TEST for a 5% bonus STUDY TIPS ❏ Finish your duotang (see 1. Fill out the self-evaluation below honestly and list tohe left) thoughtfully ❏ Go through the slideshow 2. Tomatosphere lab A+B - completed ❏ Quiz yourself with PAT review questions 3. Class notes - completed w colour & drawings ❏ Review the Mid-Unit Quiz 4. Completion of labs, projects & evaluations (release) ❏ Get a good sleep, eat a 5. PICK 1: good breakfast a. Define all of the vocabulary ❏ Study in 30 min intervals b. answer 20 questions from pages 434-437 spread out over a few c. complete review QUIZZIZ (min 60% or 4 attempts) days  Name:________________________ Class:_____ Unit 1: Space Exploration Complete the following review booklet and place IN ORDER in a duotang due the DAY OF YOUR TEST and receive a 5% bonus on your test! This page should be in the beginning of the duotang. 1. Fill out the self-evaluation below honestly and thoughtfully 2. Tomatosphere lab - completed 3. 4. Class notes - completed, in order, with some effort to use colour and drawing Completion of labs, projects and evaluation questions throughout the unit /5 5. Define all of the vocabulary or answer 20 questions from pages 434-437 or complete review QUIZZIZ SELF EVALUATION E P S L I Scientific Inquiry – I can work on a problem through an activity or experiment and come up with ways to test or solve the problem with my class or group. I worked well in groups when collaborating on labs and assignments. I do my fair share of the work and help create and evaluate ideas. When collaborating I am positive, focused on the task at hand, and respectful to my peers. I use appropriate language to communicate ideas, procedures and results I was safe in the science lab; on task, following safety guidelines and expectations. I show concern for safety in planning, carrying out and reviewing activities. I keep my work organized and in my binder and/or duotang in order. I don’t lose my work. I am well prepared for my tests and quizzes having made a complete review book and studied ahead of time. I ask questions about concepts covered, labs, homework, and other things that I am unsure or want to learn more about. I actively participate in class discussions, raising my hand to contribute. I take risks even if I could be wrong. I show an interest in science-related questions and issues, and think about my own interests and career possibilities in science. CURRICULUM CHECKLIST E P S L I I can describe the components of the universe and explain how understanding has changed over time I can describe different kinds of telescopes and explain how each helps shape our understanding of space. I can describe and measure location, distance, motion & composition of bodies in space. I can explain scientific principles involved when solving problems and developing technologies for space travel. I can analyze risks versus rewards when developing and applying space technologies. Excellence Proficient Satisfactory Limited Insufficient Exemplary and Skillful and mostly Acceptable and generally Partial and inconsistent Insufficient evidence to consistent achievement consistent achievement of consistent achievement of achievement of outcomes assess. of outcomes and goals. outcomes and goals outcomes and goals and goals Teacher comments or observations: 0  VOCABULARY Frame of reference Spectrum Celestial bodies Spectroscope Constellations Spectral lines Planet Spectroscopy Azimuth Diffraction grating Altitude Spectral analysis Coordinates Doppler Effect Astrolabe Red shifted Compass Adaptive optics Geocentric Triangulation Heliocentric Parallax Frame of reference Astronomical unit Celestial bodies Light-year Constellations Inner planets Planet Astrolabe Outer planets Compass Radio astronomy Geocentric Radio objects Heliocentric Interferometry Telescope Rocket Objective lens Payload Ocular lens Exhaust velocity Resolving power Staged rocket Refracting Ballistic missile Reflecting Artificial satellite Azimuth Low earth orbit Altitude Geosynchronous Universal Gravitation GPS Electromagnetic radiation Suborbital Gravitational assist Microgravity Ellipse 00