Earth SG 10 - Shelby County Schools€¦ · travelbrochure.Youarefreeto usepaperormaterialofyour...

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Lesson 10 Anchor Activity: Space Exploration 130

Inquiry 10.1 Beginning the Anchor Activity 132

Lesson 11 The Solar System: Designing a Scale Model 146

Inquiry 11.1 Designing a Model Solar System 147

Inquiry 11.2 Using a Scale Factor 148

Inquiry 11.3 Building a Scale Model of theSolar System 150

Lesson 12 Impact Craters 160

Inquiry 12.1 Making General ObservationsAbout Impact Craters 163

Inquiry 12.2 Investigating Impact Craters 167

Lesson 13 Surface Features 174

Inquiry 13.1 Investigating Planetary Processes 180

Lesson 14 Surface Gravity 200

Inquiry 14.1 Analyzing Weight on Each Planet 202

Inquiry 14.2 Investigating Mass and Weight 203

Lesson 15 Gravity and Orbital Motion 216

Inquiry 15.1 Gravity’s Effects on Object’sin Motion 218

Inquiry 15.2 Testing Balanced andUnbalanced Forces 219

Inquiry 15.3 Observing Planetary Motion 221

Inquiry 15.4 Investigating the Effect ofPlanetary Mass on a Moon’s Orbit 223

Lesson 16 Gravity and Tides 244

Inquiry 16.1 Analyzing Tidal Data 246

PART2 SolarSystem

130 STC/MS™ EARTH IN SPACE

INTRODUCTIONFor much of human history, our knowledge aboutspace has been limited. Information that weobtained about space came either from our ownobservations or from the observations made byinstruments set up on Earth. Only since the1960s have we been able to leave Earth andexperience space firsthand. Since then, spaceexploration has literally opened up “new worlds.”In this lesson, the first in Part 2: Solar System,

you will begin a research project (called anAnchor Activity) to learn more about the plan-ets. First, you will read the introduction to aseries about some of the missions and spaceprobes that have helped us learn more about ourneighbors in the solar system. Then, after youreview the guidelines for the Anchor Activity,you will use different resources over the next fewweeks to learn more about a particular planetand probes that have observed it. You will recordyour research in a planetary travel brochure.Then, with your team members, you will use theinformation to design a space mission to explore

10Anchor Activity:Space Exploration

LESSON

OBJECTIVES FOR THIS LESSON

Read about the history of the space

program.

Discuss how science and technology

contribute to the advancement of

planetary studies.

Review the Anchor Activity guidelines and

the time line for researching a planet.

Plan to design a space mission for

exploring your planet in the future.

Astronaut Sally Ride communicates with ground controllers

from the flight deck of the Earth-orbiting space shuttle

Challenger. Dr. Ride holds a tape recorder.

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STC/MS™ EARTH IN SPACE 131

Getting Started

1. Read “Mission Introduction: History ofSpace Exploration.”

2. With your group, select one space mission(such as Gemini) or a space probe (suchas Pathfinder) from the reading selection.Report to the class what you learned oralready know about that mission or probe.

3. Discuss the following with your class:

How has space exploration changedsince the 1960s?

What have we learned about the solarsystem from the space program?

What do you think will happen to spaceexploration in the future?

MATERIALS FORLESSON 10

For you1 copy of Student

Sheet 10.1a:Anchor ActivityTime Line

1 copy of StudentSheet 10.1b:Planetar y BrochureOutline

1 copy of StudentSheet 10.1c:Planetar y Char t

1 sheet of white orlight-colored paper,81⁄2″ × 11″Access to acomputer laband the Internetor a classroomresource center

that planet in the future. During Lesson 19, youwill present your brochure to the class and yourteam will share its future mission design.


LESSON 10 ANCHOR ACTIV ITY: SPACE EXPLORATION

Inquiry 10.1Beginning theAnchor Activity

PROCEDURE

1. Your teacher will show you asample travel brochure.Discuss its features.

2. Obtain one white or light-colored sheet of paper andpractice folding it to make abrochure. See Figure 10.1. Youcan use this paper for therough draft of your planetarytravel brochure. You are free touse paper or material of yourown choosing for your finalbrochure.

Figure 10.1 Fold the paper to create a brochure.

28 cm

9.5 cm 9.5 cm 9 cm

21

.5cm

3. Read the Anchor ActivityGuidelines in this lesson. Thendiscuss them withyour class.

4. Your teacher will give you acopy of Student Sheet 10.1a:Anchor Activity Time Line.Discuss the due dates withyour teacher.

5. Review your copy of StudentSheets 10.1b and 10.1c. Usethese sheets as a way to orga-nize your planet research.Record the due date at the topof Student Sheet 10.1c.



2. On Student Sheet 10.1a, record the namesof one to three other students who will beresearching your planet. You will workwith these team member(s) to design amission to explore the planet in the future.You and your team will share your futuremission design during Lesson 19.

3. Read “Top 10 Scientific Discoveries MadeDuring Apollo Exploration of the Moon.”

6. Discuss with your teacher how your pro-ject will be assessed.

7. Select a specific planet for your AnchorActivity. Record the name of that planetat the top of your student sheets.

REFLECTING ON WHAT YOU’VE DONE

1. Tell the class which planet you haveselected.

You should include the following information inyour brochure (these items are also listed onStudent Sheet 10.1b):

History: The planet’s name, who named it, andwhat the name means

Discovery: When the planet was discovered andwho discovered it

Planet structure: The interior of the planet (whatit looks like inside) and its surface features (if itis a terrestrial planet)

Atmosphere: The composition and conditions ofthe planet’s atmosphere (for example, does ithave storms?), if these are known; if there isno atmosphere, say so

Motion: The planet’s orbit (how long it takes toget around the Sun) and rotation (how long ittakes to turn one time on its axis)

Missions: A description of probes or missions tothe planet; travel times and dates

Data: Complete all of Student Sheet 10.1c. Usethe Mission series in your Student Guide tohelp you. Include each planet’s diameter,average distance from the Sun, mass, surfacegravity, average temperature, length of side-real day, length of year, and number ofobserved moons.

Other: Other interesting information (includepictures and drawings)

D. Create your bibliography.As you conduct your research, remember to useyour school’s guidelines for giving credit to yoursources, including any images you may beincluding in your brochure.

E. Make your planetary brochure.Prepare your planetary travel brochure using theinformation that you outlined on Student Sheets10.1b and 10.1c. Include both pictures and text.Try to be original. See Figure 10.2 for examplesof completed brochures.



Anchor Activity GuidelinesThe Earth in Space Anchor Activity is aresearch project that focuses on space explo-ration and the knowledge gained about theplanets from these explorations.Follow these steps to complete your Anchor

Activity:

A. Fill out your time line.Work with your teacher to decide when eachpart of the project is due. The time line is onStudent Sheet 10.1a.

B. Choose a planet.Go to the library or the computer lab withyour class. Select one planet to research. Yourteacher may assign you a specific planet so thatyour class covers all nine planets.

C. Research the planet.Conduct research to find out more about yourplanet. You should use a variety of resources,including those in the classroom, in your schoollibrary and other libraries, in newspapers, or onthe Internet. You also may conduct personalinterviews or use e-mail to ask questions ofexperts. The Mission reading series in yourStudent Guide is another excellent resource.Your teacher will tell you how many Internetsources, books, magazines, and newspaper arti-cles you need to use in your research.Complete Student Sheets 10.1b and 10.1c as

you conduct your research. Find out as much asyou can about your planet and about spaceprobes and missions that have provided thisinformation. Note that you may not be able tofind answers to all of the questions on StudentSheet 10.1b. With your teacher’s permission,you may substitute other information aboutyour planet. You also might want to find picturesof your planet to put in your finished brochure.



Figure 10.2 Sample brochures

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F. Work with your team to design a futuremission to your planet.Work as a team with other students in your classwho researched the same planet to design a wayto explore your planet in the future. You willconsider all the knowledge you gained aboutyour planet to determine if there are any travelconstraints and to design your exploration toovercome these constraints. Consider questionssuch as the following:

How does the distance to the planet determinethe type of spacecraft you must use to probethe planet firsthand?

Will the probe land on the planet’s surface orobserve it from space? What if your planet isgaseous?

Figure 10.3 Share your travel brochure with your class during Lesson 19.

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Can your probe deal with the planet’s gravita-tional forces?

How will the planet’s surface conditions andatmospheric composition affect the type ofobservations you can make of the planet?

G. Present your brochure and future missiondesign to the class.During Lesson 19, you will present your brochureto the class and teach others about your planet(see Figure 10.3). Then you and your team willpresent your future mission design. Be prepared todebate and discuss any issues or topics that arise.

NOTE Remember that Earth is a planet and isobserved from space just as other planets are.See Lesson 17 for more information aboutmissions to planet Earth.



MISSIONINTRODUCTION:

The story of space exploration begins in theearly 20th century. Before space flight was evenphysically possible, humans imagined beingable to explore space. Human space flight tooka giant leap toward reality during World WarII, when Germany began to manufacture V2rockets. The United States captured many of

HISTORY OF SPACE EXPLORATION

Yuri Gagarin, a Soviet air force pilot and cosmonaut,

was the first human to orbit Earth. His total flight time

was 1 hour and 48 minutes.

these rockets after the war and used them fortesting and further development. In the late1950s, scientists developed winged rocketplanes based on their studies of those earlierV2 rockets. In 1957, the former Soviet Unionsent the first satellite, Sputnik 1, into orbit.In 1961, the Soviet Union’s air force pilot andcosmonaut Yuri Gagarin became the firsthuman to orbit Earth.

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IS Project MercuryThe National Aeronautics and Space Admin-istration (NASA) was formed on October 1,1958. Six days later, NASA announced thatits goal was to place an American in orbit.Building on the groundwork laid by a groupworking at Langley Air Force Base, NASAbegan its first high-profile program—ProjectMercury. At that time, no human had ever goneinto space. No one knew how astronauts wouldreact to weightlessness, the high accelerations oflaunches and landings, radiation from the Sun,or the psychological stresses of being in space. SoNASA first sent chimpanzees, monkeys, andhuman-like dummies into space. Scientiststested the tracking and recovery systems ofvarious spacecraft. NASA announced thatseven astronauts, all military men, would trainintensely to prepare for space travel.Project Mercury flew 13 flights—six of which

were piloted. On May 6, 1961, Alan Shephardrocketed 115 miles above Earth in a flawlessflight to become America’s first man in space,23 days after Yuri Gagarin’s flight. After

Shephard’s flight, President John F. Kennedyannounced NASA’s next space program goal:to land a man on the Moon by the end ofthe decade.



Mercur y-Atlas rocket stands on a launch pad at Cape Canaveral

awaiting a mission in 1963.

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Project Mercury proved that astronauts couldcontrol their spacecraft while in space, andthat a human could remain in space for morethan a day.

Project GeminiProject Gemini built on Project Mercury’ssuccesses and used spacecraft built for twoastronauts. The Gemini Project developed theUnited States’ ability to maintain crews onextended space missions and to maneuver andrendezvous, all of which were critical to thelater Apollo missions. Gemini astronauts alsoconducted several scientific experiments andperformed the first U.S. “space walks.”



The Gemini capsule

Equipment module

Altitude control thruster

Fuel, oxidant, andpressure tanks

Retro rocket

Command pilot

Pilot and extravehicularactivity astronaut

Control panel

Reentry attitude thruster

Landing parachute storage

Rendezvous radar

Deorbiting system

Reentry module

A total of 12 Gemini missions flew, two ofthem unpiloted, carrying 20 astronauts for atotal of more than 40 days in space.

Apollo MissionsThe Apollo missions were among the mostimportant technological feats in U.S. history.They included 11 piloted missions, six of whichended on the Moon. Twelve Americans walkedon the lunar surface, beginning with astronautson Apollo 11 on July 20, 1969. (See the readingselection “Apollo 11” in Lesson 5 for moreinformation.)The scientific investigations conducted during

the Apollo missions changed our understandingof Earth, as well as our understanding of theorigin of the Moon. Astronauts gathered several



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Astronaut Jack Lousma walks in space

outside the Skylab space station during

the Skylab 3 mission. Notice the reflection

of Skylab and Earth in his helmet.

hundred pounds of lunar soil and rock from theMoon and brought them back to Earth. Theserocks and soils showed that the Moon is rich inresources needed to sustain human life—exceptfor water, a vital ingredient for human existence.The triumphs of Apollo were paired with

tragedy, however. During a training accident in1967, the first three Apollo astronauts werekilled. Apollo 13 suffered a near-disaster, butthe program continued with four more success-ful missions.Photographs taken by Apollo astronauts,

which depicted Earth suspended in space, for-ever changed the way we view our home planet.The Apollo project demonstrated that humanscan live and work in space, and even on otherworlds. It also demonstrated that technologiesdeveloped for the space program were capableof changing our lives forever. (See the readingselection “Space Spinoffs” in Lesson 20.)

Skylab ProjectSkylab was America’s first space station. Thelab measured about 36 meters long. In buildingit, scientists adapted elements from the Apolloprogram. The “lower” level housed the crew’squarters, the toilet, galley and dining area, aswell as an experiment area with devices suchas a rotating chair and a bicycle ergometer. The“upper” level, or forward compartment, wasthe storage area for food, water, experimentalequipment, and spacesuits. The station had twolarge solar panels and an unattached airlock atone end. It also had a large, X–shaped structurethat consisted of four solar arrays radiatingfrom a central structure known as the ApolloTelescope Mount.



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Space shuttle Challenger lifting off

Skylab was launched on May 14, 1973, andthe first crews arrived at the station on May 25.At the lab, astronauts studied and photographedEarth, and conducted experiments such as how

extended stays in space affected the humanbody. In 1979, the space laboratory, emptied ofequipment and passengers, burned up in theatmosphere over Australia.



The Apollo–Soyuz Test ProjectThe Apollo–Soyuz Project demonstrated that theUnited States and the then-Soviet Union couldwork together in space. On July 15, 1975, AlexeiLeonov—the first human to walk in space—andValery Kubasov were launched into orbit aboardthe Soyuz 19. The U.S. Apollo team—DonaldSlayton, Vance Brand, and Thomas Stafford—lift-ed off 7 hours later from the Kennedy SpaceCenter in Florida. The Apollo crew docked withthe Soviet craft. On July 17, the two teams shookhands and the crews spoke to the people onEarth via live television. On July 19, the teamswent their separate ways. Two days later, theSoviets landed in Siberia. The American crewstayed in orbit until July 24, conducting addi-tional experiments before splashing downin the Pacific Ocean.

Space Shuttle to Space StationIt wasn’t until 1981 that NASA resumed its spaceflight efforts. At that time, it proposed building aspace station and space shuttles to service it.The goal was to use the shuttles like airplanes,which could be flown again and again, ratherthan like rockets, which would be used once andthrown away. NASA built the first shuttle usingunmanned solid rocket boosters that fell into theAtlantic Ocean. The boosters were towed back toshore, where they were loaded onto rail cars for atrip back to the factory for rebuilding. The orbiterwas completely reusable, but its engines were fedfrom a huge external tank that had to be thrownaway on every mission. In 1993, a completelyreusable shuttle was developed.

The shuttle is used to lift heavy payloads intoorbit, provide a lab for astronauts to carry outscientific research in space, and provide a plat-form for retrieving satellites. It has also broughtand returned astronauts to the InternationalSpace Station—the largest space project in his-tory to date. Through the space station, over15 nations led by the United States worked tobuild a laboratory in space. Research on thestation will answer basic questions abouthumans living and working beyond the planet.

Scientific ProbesNASA has launched a number of other signifi-cant scientific probes, including Pioneer,Galileo, Mariner, and Voyager. These space-craft have explored the moons, planets, andother places in our solar system. NASA sentseveral spacecraft, including Viking and MarsPathfinder, to investigate Mars. The HubbleSpace Telescope and other science spacecrafthave enabled scientists to make a number ofsignificant astronomy discoveries about ourfurthest planet, Pluto, and “deep space.” (Youwill read about the discoveries made by thesescientific probes in the Mission reading seriesover the next seven lessons.)Space exploration has changed the way we

live our lives. In addition to the pioneeringwork that NASA has done on aerodynamicsand space applications, satellites have helpedchange the way we communicate. The historyof space exploration has been relatively brief—but the number of changes that it has broughtto the way we live on Earth are endless. �



3. The youngest Moon rocks are as old asthe oldest Earth rocks. Evidence of geologicactions and events that probably affectedboth planetary bodies can now be found onlyon the Moon.Moon rock ranges in age from about 3.2 billionyears in the maria (dark, low basins) to nearly4.6 billion years in the terrae (light, ruggedhighlands). Geologic forces, including platetectonics and erosion, continuously change theoldest surfaces on Earth. The old surfaces onthe Moon, by contrast, are mostly undisturbed.

4. The Moon and Earth are geneticallyrelated. They were formed from differentamounts of the same materials.Similar compositions of Moon rocks and Earthrocks clearly show that they have a commonancestry. Compared with Earth, however, theMoon has little iron and few of the elementsneeded to form atmospheric gases and water.

5. The Moon is lifeless; it contains noliving organisms, fossils, or native organiccompounds.Extensive tests show no evidence for life, pastor present, among the lunar samples. Evennonbiological organic compounds are absent.Traces of any organic compounds on the Moonprobably came from meteorites hitting thelunar surface.

Top 10 Scientific DiscoveriesMade During ApolloExploration of the Moon

1. The Moon is not in its original state; ithas evolved over time and has an internalstructure like that of Earth.Before Apollo, the Moon was a subject of wildspeculation. We now know that the Moon ismade of rocky material that has been melted,erupted through volcanoes, and crushed bymeteorite impacts. The Moon has a thick crust(60 kilometers), a fairly uniform lithosphere(60–1000 kilometers), and a partly liquid uppermantle (1000–1740 kilometers). A small ironcore may exist at the bottom of the mantle.Some Moon rocks suggest that there were onceancient magnetic fields, but no magnetic fieldexists today.

2. The Moon is ancient and preserves anearly history (the first billion years) that maybe common to all terrestrial planets.The many meteorite craters on the Moon helpscientists understand more about the geologicevolution of Mercury, Venus, and Mars, on thebasis of their individual crater records. Ourgeological understanding of other planets isbased mostly on what we have learned from theMoon. Before Apollo, scientists were not surewhat caused lunar impact craters, and they didnot agree on what caused similar craterson Earth.



8. After the lunar magma ocean was formed,a series of huge asteroid impacts createdbasins that were later filled by lava flows.The large, dark basins on the Moon are giganticimpact craters, formed early in lunar history.These craters were filled by lava flows around3.5 billion years ago. Volcanism on the Moonoccurred mostly as lava spread horizontally.Volcanic fire fountains produced deposits oforange and emerald-green glass beads.

9. The Moon is not symmetrical.The mass of the Moon is not distributed evenly,probably because it evolved under Earth’s gravi-tational influence. The Moon’s crust is thickerand less dense on the far side, away from Earth,and most dense volcanic basins occur on thenear side, closest to Earth. The Moon’s core isalso leaning, or displaced, toward Earth byseveral kilometers.

10. The Moon’s surface is covered withrock fragments and dust called the “lunarregolith.” This regolith (soil without dead orliving organisms) contains a unique radiationhistory of the Sun that helps us understandclimate changes on Earth.The regolith was produced by many meteoriteimpacts through geologic time. Surface rocksand mineral grains on the Moon are marked bychemical elements that come from solar radia-tion. The Moon has recorded 4 billion years ofthe Sun’s history. �

Adapted courtesy of NASA’s Apollo Manned Space Program

6. All Moon rocks originated through high-temperature processes (similar to igneousand metamorphic rocks on Earth) with littleor no involvement with water. They can beput into three categories: basalts, anor-thosites, and breccias.Basalts are dark lava rocks that fill bowl-shapedholes on the Moon. These basalts resemblelavas in the oceanic crust of Earth, but they aremuch older. Anorthosites are light rocks thatform the ancient highlands. They look like themost ancient rocks on Earth, but the Moon’srocks are much older. Even though the Moon isnot older than Earth, its surface has not beenrecycled through plate tectonics, like Earth’ssurface. Breccias are composite rocks that wereformed by crushing and mixing all other rocktypes during meteorite impacts. The Moon hasno sandstone, shale, or limestone, which provesthat little or no water was—or is—present onthe Moon.

7. Early in its history, much of the Moonmelted to form a “magma ocean.” The lunarhighlands contain some early, low-densityrocks that floated to the surface of themagma ocean.The lunar highlands were formed around 4.5 bil-lion years ago. The Moon’s early crust floated onan ocean of magma that covered the Moon manykilometers deep. Numerous meteorite impactsthrough time reduced much of the ancient crustto mountain ranges between basins.

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