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Unit E: Space Exploration
Study Guide
1.
Investigate and describe ways that human understanding of Earth and space has depended on technological
development
SF pp. 356 –
365, 371
SIA pp. 368 376
identify different perspectives on the nature of Earth and space, based on culture and science (e.g.,
describe cosmologies based on an Earth-centered universe [detailed knowledge of epicycles is not
required]; describe aboriginal views of space and those of other cultures; describe the role of
observation in guiding scientific understanding of space)
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The celestial bodies and events, such as eclipses, comets, meteors, aurora borealis, stars,
solstice and equinox, have fuelled the human imagination, marked the passage of time and
foretold changes in seasons. The information was passed from generation to generation and
from culture to culture as legends and folklore.
- Summer solstice (June 21) – the longest period of daylight; the start of summer
- Winter solstice (December 21) – the shortest period of daylight; the start of winter
Soltices are reversed in the southern hemisphere
The Celts created Stonehenge to mark winter and summer solstices.
African cultures made large stone pillars into patterns to predict the timing of the
solstices
Useful to know when to plant and harvest crops
- Equinox: day and night are of equal length (March 21 and September 22)
In 1000 A.D. the Mayans built a cylindrical-shaped tower to celebrate the equinox.
Inuit, in the high Arctic, used the width of a mitt held at arm’s length to gauge the height of
the sun above the horizon. When the sun rose to the height of one mitt width, it meant the
seal pups would be born in two lunar cycles.
The First Nations people of the Pacific Northwest thought the night sky was a pattern on a
great blanket overhead. This blanket was held by a spinning world pole, the bottom of which
rested on the chest of a woman underground named Stone Ribs.
The sun played a prominent role in mythology of several ancient cultures, namely the North
American native, the Aborigines of Australia, the Aztecs, the Chinese, the Inuit, the Greeks,
the Norse, and the Japanese.
The Ancients used rock structures and buildings to align with stars (eg. 2700 BC pyramids
built in Ancient Egypt).
Models of Planetary Motion
2000 years ago Aristotle developed the geocentric model (Earth-centered model) to explain
planetary motion.
- Earth was at the center with concentric spheres encircling it
- The distant stars were fixed on the outermost or celestial sphere
- It correctly predicted the phases of the moon, but little else
- Ptolemy added epicycles, which were smaller spheres attached to the main spheres. This
helped make predictions more accurate.
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In 1530 Copernicus developed the Heliocentric model (sun centered).
- He suggested that the sun be at the center and other planets revolved in orbits around it.
- In the 1600s, Galileo used a telescope to provide observations to back up this model
Mountains on the moon, bumps on either side of Saturn, spots on the sun, moons
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Unit E: Space Exploration
Study Guide
orbiting Jupiter, phases of Venus, starts further away than planets
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A German mathematician, Johannes Kepler, using the observations on movement of the
planets recorded by Danish astronomer Tycho Brahe, discovered that the orbits of the planets
were elliptical.
- Epicycles were no longer needed
- He figured out the shape and scaled the entire solar system from the same observations
- Sir Isaac Newton explained the elliptical orbits by proving that there is a gravitational
attractive force between all objects that pulls them together in an orbit.
Ancestral contributions to today’s knowledge:
stars make unchanging patterns in the sky which looked like objects that they named
they could use the movement of stars to mark months and seasons which led to the
development of the calendar
the Sun, Moon and Planets rise and set at different rates from the stars
SF pp. 366 - 367
SIA pp. 374 378
The Earth’s axis is tilted relative to its orbit around the sun. On Which choice has the correct
two days every year, neither hemisphere leans more towards
scientist with the model he
the sun. These 2 days are at the midpoint between the two
proposed?
solstices and are called:
a. Ptolemy, geocentric model
a. summer
b. Galileo, epicycles
b. equinox
c. Kepler, elliptical orbits
c. mid-solstices
d. Newton, law of gravity
d. daylight savings
investigate and illustrate the contributions of technological advances-including optical telescopes,
spectral analysis and space travel -to a scientific understanding of space
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7000 years ago, sundials were used to measure the passage of time
Egyptians invented a device called a merkhet to chart astronomical positions and to predict the
movement of the stars.
In the second century, Egyptians designed a quadrant to measure a star’s height above the
horizon.
Arabian astronomers used the astrolabe to make accurate charts for star position.
In the 14 century, Levi ben Gurson invented the cross staff to measure angle between the
moon and any given star.
th
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Unit E: Space Exploration
Study Guide
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Hans Lippershey invented the telescope in the late16th century. Galileo Galilei improved the
telescope and it revolutionised astronomy. Galileo could see more in the night sky than had
ever been possible (details about Earth’s planetary neighbours, solar system and galaxy).
Galileo was able to observe planets in some detail but not stars. From this observation he
concluded that the stars are much farther away than planets.
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SF. pp.
SIA pp. 379 390
Kepler developed mathematical models of the universe which allowed more accurate
observations of the celestial bodies. He described the elliptical shape of the planet’s orbits.
Isaac Newton’s using mathematics created law of universal gravitation provided an explanation
for the planets’ elliptical orbits.
The introduction of mathematical approaches (i.e. Kepler and Newton) into describing the
motion of objects within the universe allowed astronomers to make accurate predictions about
the motions of objects in the universe.
Which early astronomer’s tool was used to
What 2 factors combine to create an elliptical
measure a star’s height above the horizon?
orbit?
a. quadrant
a. forward movement and gravity
b. astrolabe
b. gravity and mass
c. cross-staff
c. mass and weight
d. early telescope
d. forward movement and mass
describe, in general terms, the distribution of matter in space (e.g., stars, star systems, galaxies,
nebulae)
Astronomical Units (AU): is used for measuring “local” distances, those inside our solar
system. One AU is equal to the average distance from the center of the earth to the center of
the sun (149 599 000 km). Astronomers use this when describing the positions of the planets
relative to the sun.
Light-year: equals the distance light travels in on e year. Used for measures beyond our solar
system.
Stars: Classification and Life Cycle
Star: a hot glowing ball of gas (mainly hydrogen) that gives off light energy. The number of
stars in the universe is in the billions.
Starts vary greatly in characteristics e.g. the color of a star depends on its temperature. A
very hot star looks blue. A very cool star looks red.
Hertzsprung and Russell: compared the surface temperature with brightness (luminosity).
Star distribution in their diagram is not random – there are several specific groupings.
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Nebulae: area of space where huge accumulations of gas and duct collect and where stars are
formed. Each nebulae is composed of 75% hydrogen and 23% helium. The other 2% is
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Unit E: Space Exploration
Study Guide
oxygen, nitrogen, carbon and silicate dust. Some of this interstellar matter came from
exploding stars.
Two Paths for Star Development
Nebula  sun-like stars (main sequence)  red giant  white dwarf  black dwarf
Or
Nebula  massive stars (main sequence)  red supergiant  supernova  black hole
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Prostar: a contracting mass of gas in the first stage of a star’s formation. Depending on the
mass of the star formed from a particular nebula, the star will be sun-like (in terms of mass) or
massive. Both types of stars spend most of their lives in this main sequence converting
hydrogen to helium in their cores.
Red Giant/Red Supergiant: the stage in the life cycle on a sun-like star during which the star
increases in size and becomes very bright.
White Dwarf: the latter stage in the life-cycle of a sun-like star during which the star collapses:
white dwarfs are very hot but very faint.
Black Dwarf: when a white dwarf fades
Supernova: an enormous explosion that marks the death of a massive star
Black Hole: a super dense remnant of a super nova; an object around which gravity is so
intense even light cannot escape.
Neutron Star: If the explosion does not destroy a star, the core is left as a neutron star or a
black hole.
A black hole – Figure 1.21 Science in Action 9
Constellations: are groupings of stars we see as patterns in the night sky
Asterism: distinctive star grouping that is not one of the 88 constellations (e.g., Big Dipper
which is part of the Ursa major constellation)
Galaxy: is a grouping of billions of stars, gas and dust. It is held together by gravity.
Spiral: long curved arms radiating out from a bright central core
Elliptical: football or egg-shaped which is made up of old stars
Irregular: no shape and smaller than the other 2; made up of young and old stars
What unit of measurement would be the most appropriate to measure the distance between Mars
and Venus?
a. astronomical unit
b. light year
c. light meter
d. second
What is the fate of our sun?
a. black hole
b. it will explode
c. supernova
d. black dwarf
SF pp. 410 - 418
SIA pp. 392 400
On the H-R diagram, which is the hottest star?
a. white dwarf
b. black dwarf
c. the sun
d. red supergiant
identify evidence for, and describe characteristics of, bodies that make up the solar system;
compare their characteristics with those of Earth
Protoplanet hypothesis (explains the birth of solar systems):
(i)
(ii)
(iii)
A cloud of gas and dust in space begins swirling.
Most of the material (more than 90%) accumulates in the centre, forming the sun.
The remaining material accumulates in smaller clumps circling the centre. These form
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Unit E: Space Exploration
Study Guide
the planets.
Sun: is at the centre of our solar neighbourhood. It is 110 times wider than the Earth. If the sun
were a hollow ball almost a million Earths would be required to fill it.
Solar Wind: streams of electrically charged particles discharged by the sun in every direction.
Solar wind passes the Earth at 400 km/s. These are the result of solar flares, which are explosions
that force particles from the sun into space. Some of these particles spiral down the Earth’s
magnetic field and enter the atmosphere to produce the Northern and Southern lights (Aurora
Borealis and Aurora Australis).
The solar system can be divided into two distinct planetary groups: the innner planets also called
terrestrial or Earth like planets and the outer or Jovian (in reference to Jupiter, planets). The
terrestrial planets tend to be smaller, rockier in composition and closer to the Sun than the Jovian
planets, which are large and gaseous and are located greater distances from the Sun. Jovian planets
tend to have small densities, rings, and many satellites.
For a description of each planet, location, distance from the Sun, etc… see Science in Action pages
394 – 396 OR Science Focus pages 411 to 415.
Asteroids: small, rocky or metallic bodies travelling in space which range in size from a few meters
to several hundred kilometres across and are found between the orbits of Mars and Jupiter
Comets: often called “dirty snowballs” are objects made up of dust and ice that travels through
space. It has a bright center and a long faint tail that always points away from the Sun. Example:
Halley’s comet.
Meteoroids: small pieces of rocks flying through space with no particular path and are as small as a
grain of sand or as large as a car.
 Meteor: (aka shooting stars) When a meteoroid gets pulled into the atmosphere by
Earth’s gravity, the heat of atmospheric friction causes it to give off light.
 Meteorite: a meteor that hits the Earth’s surface
A solar eclipse occurs when the moon passing between the Sun and Earth casts a shadow on Earth.
A lunar eclipse occurs when Earth passes between the Sun and Moon, casting its shadow over the
Moon.
Which of the following is NOT a part of the protoplanet
hypothesis?
a. Gas and dust accumulate to form the sun
b. Smaller particles swirl around the sun to form planets
c. The explosion of a star began the formation of the sun
d. Gas and dust began swirling in space
SF pp. 359 –
363
SIA pp. 401 –
407, 450 - 451
If a new planet was
discovered between the
orbits of Earth and Mars,
what characteristics would it
have?
a. small density, many
satellites, and rings
What term is used to describe an object made of rock that lights up b. large density, many
because of the friction caused by Earth’s gravity?
satellites, rocky surface
a. meteorite
c. small density, few
b. comet
satellites, gaseous
c. meteor
d. large density, few
d. lunar eclipse
satellites, rocky surface
describe and apply techniques for determining the position and motion of objects in space,
including:
constructing and interpreting drawings and physical models that illustrate the motion of objects
in space (e.g., represent the orbit of comets around the Sun, using a looped-string model)
describing techniques used to estimate distances of objects in space and to determine their
motion
describing the position of objects in space, using angular coordinates (e.g., describe the
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Unit E: Space Exploration
Study Guide
location of a spot on a wall, by identifying its angle of elevation and its bearing or azimuth;
describe the location of the Sun and other stars using altitude-azimuth coordinates, also
referred to as horizon coordinates or local coordinates) [ Note: A description of star position
based on right ascension and declination is not required.]
Determining Position and Motion in Space
To locate the position of an object in space two
questions must be answered, “How high in the
sky is it?” and “In which direction?” This
problem can be solved with two measurements.
The first is the compass direction called
azimuth, with north as 0. The second is how in
the sky called altitude, which ranges from 0 to
90 degrees. Zenith refers to highest point
directly overhead.
Figure 1.35 Science in Action 9
1. Spectroscopes or spectrometers can tell us how fast a celestial body, such as a star, is moving
toward or away from us using the Doppler Effect.
 Light refracted from stars creates a ‘fingerprint’ for each star. Astronomers compare the
spectra of a star with known spectra of elements (H, He, Na, Ca) to determine the star’s
composition
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Example: The Doppler Effect occurs when sound waves are compressed in front of a
vehicle as it speeds along. This results in shorter wavelength and higher pitch. Behind
the vehicle sound waves stretch out, creating a longer wavelength and lower pitch. Also, it
is used in radar guns to show how fast a vehicle is moving.
The Doppler effect can be used to apply to light-emitting objects such as stars.
 When a star is approaching you, its wavelengths of light become compressed. As a result,
the dark lines in the star’s spectrum shift toward the shorter-wavelength end of the
spectrum – the blue end.
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Unit E: Space Exploration
Study Guide

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If a star is moving away from you, its spectral lines will be red shifted (moving toward the
longer-wavelength part – red end- of the spectrum).
The amount of shift showing up in observations indicates the speed at which the star is
approaching or receding.
2. Another method to determine position and movement of celestial bodies (such as the Sun,
Moon and planets) involves using the stars as the frame of reference instead of the Earth.
Example: Note which bright stars are around Venus and take note of the location of Venus
relative to these bright stars. The next night, repeat the above procedure. Where is Venus in
relation to these bright stars? If you continue to take note of the location of Venus in relation to
the same bright stars, you will find that it is moving.
3. Triangulation: based on the geometry of a triangle. Measuring the angle between the baseline
and the target object allows you to determine the distance to that object.
Figure 3.18 Science in Action 9
4. Adaptive Optics
- Stars twinkle because their light is refracted
randomly by the motion of the Earth, which
makes it difficult for astronomers to see them.
Computers hooked up to modern telescopes
correct this problem.
5. Parallax
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apparent shift in position of a nearby object when the object is viewed from 2 different places
(e.g., passenger versus driver view of the speedometer)
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Unit E: Space Exploration
Study Guide
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a star’s parallax is used to determine what angles to use when they triangulate the star’s
distance from Earth
we use the diameter of Earth’s orbit as a baseline which means measurements are taken 6
months apart
Ecliptic: The apparent path of the sun through the sky during the year. It crosses the celestial
equator at the vernal (spring) and autumn (fall) equinoxes. The Sun’s northerly position on the
ecliptic marks summer solstice. Its most southerly position marks winter solstice.
When a car is speeding towards you and then gets further away
from you, it’s an example of the Doppler effect. When the car
gets further away from you, what will you hear?
a. A higher pitch and a longer wavelength
b. A higher pitch and a shorter wavelength
c. A lower pitch and a shorter wavelength
d. A lower pitch and a longer wavelength
Sometimes, we see a rainbow in
the sky after it rains. What type
of spectrum is this?
a. Absorption spectrum
b. Dark line spectrum
c. Bright line spectrum
d. Continuous spectrum
When we say a star is ‘red-shifted’, what does that tell you
about its movement?
a. It is stationary.
b. It is getting closer to the sun.
c. It is getting further away from the sun.
d. It is getting further away from the Earth.
Investigate predictions about the motion, alignment and collision of bodies in space; and critically
examine the evidence on which they are based (e.g., investigate predictions about eclipses; identify
uncertainties in predicting and tracking meteor showers)
Because astronomers understand the geometry behind the movement of planets and their moons
and the fact that they travel in ellipses, they can accurately predict lunar eclipses and solar eclipses
via observation and mathematics.
Identify problems in developing technologies for space exploration, describe technologies developed for life in
space, and explain the scientific principles involved
SF pp. 420, 423 analyze space environments, and identify challenges that must be met in developing life-supporting
SIA pp. 408,
systems (e.g., analyze implications of variations in gravity, temperature, availability of water,
419 – 420
atmospheric pressure and atmospheric composition)
2.
Challenges of Space Exploration:
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Unit E: Space Exploration
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go fast enough to achieve orbit around Earth or break free of Earth’s gravity and travel to other
planets
keep equipment operating in extreme environment of space
to transport people out and back safely
Environmental Hazards:
space is a vacuum, with no air or H O
damaging effects of cosmic rays and solar radiation
risk of being hit by debris or meteoroids
no air pressure
massive temperature variations
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Psychological Challenges
long trips in a confined living space
Body and Microgravity
(a) microgravity is a condition in which the gravitational forces that act on mass are extremely
reduced :
- bones expand
- loss of bone mass and density
- loss of body mass
(b) heart does not have to pump as hard to circulate blood which decreases the production of red
blood cells
(c) muscles become weaker as less walking and lifting occurs:
- loss of calcium, electrolytes and plasma with excretion of body fluids
Which of the following is a risk or danger of space exploration and travel?
a. bones become smaller
b. there is no water or air in space
c. the heart must pump harder
d. the temperature does not vary much
SF pp. 423
SIA pp. 420 426
describe technologies for life-support systems, and interpret the scientific principles on which they
are based (e.g., investigate systems that involve the recycling of water and air)
Space Suit:
self-contained living system of air, water, a heating system, a cooling system … a portable toilet
flexible enough to allow fine motor control
Water:
water will need to be recycled over and over because they can only bring a limited supply of
water
technology to filter, purify and recycle the same water (this same technology is used on Earth
to provide environmentally safe sewage treatment for houses)
Life Support System functions
recycle wastewater to produce drinking water
use recycled water to produce oxygen
remove carbon dioxide from air
filter micro-organisms and dust from air
keep air pressure, temperature and humidity stable
Oxygen
process of electrolysis uses electricity to split water molecules into their component elements
H and O -> hydrogen is vented into space
Which characteristics must a space suit have?
a. flexibility, food, filtration
b. heating, flexibility, electrolysis
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Unit E: Space Exploration
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c. heating, cooling, flexibility
d. filtration, purification, recycling
SF pp. 399 - 402
SIA pp. 409 412
describe technologies for space transport, and interpret the scientific principles involved (e.g.,
describe the development of multistage rockets, shuttles and space stations; build a model vehicle
to explore a planet or moon)
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to get an object into space, scientists needed to determine at what speed an object could
overcome the force of gravity which was 28 000 km/h
a rocket is a tube that contains combustible material in on end. The other end is the payload
or the device or material that the rocket carries.
Robert Goddard, an American physics professor, was the first scientist to successfully launch a
liquid fuel rocket in 1926. He also discovered that if a rocket had more than one stage (a
staged rocked) would fly higher and faster. A stage is a section of a rocket that drops off once
the fuel is used up.
1942 Werner von Braun (a German scientist) developed the first ballistic missile (V-R rocket)
during World War II – a bomb powered by a rocket engine. It had the ability to hit a target
200 km away from the launch site.
Oct. 4, 1957 – Soviet union launched the
first artificial satellite called Sputnik
1960’s – Werner von Braun’s team
developed the rockets that took the first U.S.
astronauts into space
Sept. 29, 1962 – Canada became the third
Sputnik (the size of a basketball) and Alouette
nation to launch its satellite – Alouette 1
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Figure 2.4 and 2.5 Science in Action 9
Rocketry relies on a fundamental law of
physics: for every action there is an equal
and opposite reaction. An opening in the
chamber allows gas to be released producing
thrust (push) and causing the rocket to be
propelled in the opposite direction. The
speed at which the exhaust leaves the rocket
is called exhaust velocity.
There are three basic parts to a rocket:
the machinery, the fuel and the payload
The machinery is everything from the
rocket itself to the engines, storage,
tanks and fins.
Computers in the air and on the ground
work together to control the flight of
spacecraft. They calculate orbits, keep
track of other satellites (and pieces of
space junk from other flights so the
satellites don’t hit each other in space),
collect, store, and analyze data, and to
execute orbital maneuvers of the
satellites.
Figure 2.8 Science in Action 9
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Unit E: Space Exploration
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What was Robert Goddard’s contribution to
space exploration?
a. V-R rocket
b. staged rocket
c. Sputnik
d. Alouette I
What are the three elements all rockets have in
common?
a. machinery, nozzle, oxidizer
b. payload, nozzle, fuel
c. fuel, payload, machinery
d. thrust, exhaust, computer
Gravitational assist: a method of acceleration which enables a spacecraft to gain extra speed by
using the gravity of a planet. The planet’s gravity attracts the craft, causing it to speed up and
change direction. The craft “slingshots” away from the planet at a higher or lower speed than it
had before its encounter with the planet.
SF. pp. N/A
SIA. pp. 431
identify materials and processes developed to meet needs in space, and identify related
applications (e.g., medicines, remote sensing, microelectronics, polymers, medical imaging,
wireless communication technologies, synthesis of fuels)
SEE PAGE 431 in Science in Action textbook (the chart)
Which of the following space technologies is correctly associated with its use on Earth?
a. Simulation of space environment, analysis of buildings and bridges
b. parachute material, motion sickness medicine
c. communication lasers, cutting and melting material
d. electronic systems for telescopes, traction for winter tires
SF. pp. 403 405
SIA. pp. 427 430
describe the development of artificial satellites, and explain the major purposes for which they are
used (e.g., communication, GPS – global positioning system, weather observation)
Artificial Satellites
objects built and sent into Earth’s orbit by humans
Natural Satellites
small body orbiting a larger body (i.e., moon orbiting a planet)
Functions of Satellites
a) help us communicate, observe and forecast weather, predict magnetic storms and even find
our location on the planet
weather satellites stay in one position above Earth (geosynchronous orbit means it moves at
the same rate as the Earth spins and therefore the same area is observed at all times)
result is a 24 hour per day monitoring of weather conditions
observation satellites
(i) take photographs
(ii) monitor weather
(iii)LANDSAT and RADARSAT follows ships at sea, monitor soil quality, tracks forest fires,
reports on environmental change and searches for natural resources (not in geosynchronous
orbit)
(iv)REMOTE SENSING
- process in which imaging devices in a satellite make observations of Earth’s surface
and send this information back to Earth (information can be in the form of photographs
or data from sensing energy waves)
provides information on the condition of the environment on Earth, natural
resources and effects of urbanization
(v) Global Positioning System (GPS)
24 GPS satellites are in orbit around Earth, which means there are at least 3 above
any given location in the world at any given moment
radio signals from satellites are picked up by a hand-held receivers
signals are translated by a computer in the receiver, which shows on a digital displace
the operator’s position in relation to the satellites
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Unit E: Space Exploration
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b) another function of a satellite is to watch TV and make long distance phone calls
(communication satellites use digital systems for clearer transmitters and allow a large number
of uses at one time)
c) satellites help drivers in unfamiliar areas find their way around
What does the term geosynchronous mean?
a. the Earth moves at the same speed all the time
b. a satellite moves quickly around the Earth
c. two satellites are in sync
d. a satellite moves at the same speed as the Earth
3.
Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies
SF pp. 366 –
370/ 385 – 386
SIA pp. 435 439
explain, in general terms, the operation of optical telescopes, including telescopes that are
positioned in space environments
Optical telescopes
gather and focus light from stars so that we can see it
the larger the area of the lenses or mirrors in a telescope, the greater the ability of the
telescope to see the faint light of objects that are very distant
a)
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Refracting telescope:
uses 2 lenses to gather and focus starlight
limited size as any diameter over 1 metre will cause the glass to warp
b) Reflecting telescope:
use mirrors to gather and focus starlight
newer models use segmented mirrors ( segments to form one large mirror) because they have
enormous light-gathering ability and resolving power
c)
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Combination telescope:
interferometry is the technique of using telescopes in combination
detect objects in space more clearly and at greater distances
d) Hubble Space Telescope
reflecting telescope, orbiting 600 km above Earth, uses a series of mirrors to focus light from
extremely distance objects
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Unit E: Space Exploration
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* Earth-based telescopes are limited in their viewing ability by interference from moisture, clouds,
air pollution and light pollution
e)
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Adaptive Optics
stars twinkle because the motion of the Earth’s atmosphere refracts their light randomly
due to this twinkling or blurring effect, computers have been attached to telescopes in order to
sense when the Earth’s atmosphere moves; the computers communicate with devices under
the objective mirror so that the mirror is distorted to cancel out this effect
What is an advantage of adaptive optics?
a. reduces atmospheric distortion
b. bigger magnification
c. stronger computers
d. gives a larger base for triangulation
SF pp. 393 - 396
SIA pp. 440 –
445, 452 - 454
Which of the following statements about telescopes is
correct?
a. A reflecting telescope uses only lenses to focus light
b. A refracting telescope uses several mirrors to gather
light
c. A combination telescope uses several mirrors to
gather light
d. A combination telescope uses only lenses to focus
light
explain the role of radio and optical telescopes in determining characteristics of stars and star
systems
Electromagnetic energy:
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energy travelling at the speed of light but having different wavelengths (measurement of
distance from one point on a wave to the same point on next wave) and frequencies (equals
the number of waves that pass a single point in 1 second) than those of light
Radio telescopes:
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study radio waves emitted by objects in space  millions of times longer than light waves
advantages over optical telescopes – not affected by weather and can be detected day and night
not distorted by clouds, pollution or atmosphere
map the distribution of neutral H in the Milky Way Galaxy which led to learning that our
galaxy is a spiral
interferometry is used to enhance the performance, measurement of position, accuracy and
detail of the radio images
because radio waves cannot be seen, computers are attached to the radio telescopes to
produce color-coded images that correspond to the strength or intensity of the signal (from
low intensity to high intensity, the colors are blue, green, yellow, red, white)
Very long baseline interferometry is when 2 or more radio telescopes are connected without
wires to produce images 100 times as detailed as the largest optical telescopes (each
telescope’s signal is recorded with timing marks; signals are transferred to computer disks,
loaded onto a central computer, and combined to form one image)
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Variety of radiation
fluctuations in microwave energy that remains after the formation of the universe
X-rays emitted from black holes and pulsating stars
huge bursts of gamma rays that appear without warning and then fade
Space Probes: unmanned satellites or remote-controlled landers that put equipment on or close to
planets too difficult or dangerous to send humans to. Space probes:
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sample soil
nature of rings and moons
atmospheric composition
geological tests
how planets form in the solar system and how characteristics of other planets compare with
Earth’s
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Unit E: Space Exploration
Study Guide
Spectroscope – See previous section!
What distinguishes radio waves from light
waves?
a. light waves can be thousands of times longer
b. both types of waves have similar frequencies
c. radio waves can be millions of times longer
d. radio waves are much shorter
SF. pp. 446/405
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SIA. pp. 446 451
Which of the following is not a function of a
space probe?
a. studying rings and moons
b. accomplishing tasks too dangerous for
humans
c. studying other planets
d. predicting the weather
describe and interpret, in general terms, the technologies used in global positioning systems and in
remote sensing (e.g., use triangulation to determine the position of an object, given information on
the distance from three different points) [Note: This example involves the use of geometric
approaches rather than mathematical calculations.]
Triangulation: See previous section!
Remote Sensing:
the science of taking measurements of Earth (and other planets) from space
applications are:
satellite images can be computer processed to show healthy versus unhealthy
vegetation
clear-cut and burned forests can be mapped to show the rates of their degradation
water pollution can be imaged
erosion can be tracked
land use in cities can be observed
tracking weather patterns
Global Positioning System (GPS):
Using a small hand-held GPS unit, you can use satellite technology to find out where you are on
Earth. The satellites send out radio signals announcing their position and the exact time. Each
hand-held GPS unit contains a receiver and a computer. It detects the ratio signals and measures
the distance to each satellite by comparing how long the signals take to receive. The unit then
calculates your location on Earth, using the triangulation method that is programmed into the
system. Most units can pinpoint your location to within about 30m.
Today, GPS receivers are used by fishers to mark good fishing spots, by pilots to track their
airplane’s position, and by paleontologists to mark dinosaur sites.
Which statement about GPS is false?
a. GPS uses triangulation to determine location
b. Accuracy is a bout 30m
c. Pilots use GPS to plan their route
d. GPS is based on the science of telescopes
4.
Identify issues and opportunities arising from the application of space technology, identify alternatives involved,
and analyze implications
SF pp. N/A
SIA pp. 456 460
recognise risks and dangers associated with space exploration (e.g., space junk, fuel expenditure,
satellites burning up in the atmosphere, solar radiation)
-
destructive effects of solar radiation on life and equipment
danger of possible collision with comets and asteroids
loss of life
immense economic loss
loss of time spent on work
2003 Challenger destroyed due to faulty ceramic tiles
1967 Apollo I crew died due to fire on board the spacecraft
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Unit E: Space Exploration
Study Guide
-
1986 Challenger exploded shortly after takeoff
loss of Mars probes (Russian and American)
2001 – only 1/3 of the 2700 satellites are actually working; the rest are “space junk”
early 2001 – Russian space station burned up on re-entry into Earth’s atmosphere
cosmic radiation causes extreme damage to human cells
Space Junk: pieces of debris that have fallen off rockets, satellites, space shuttles and space stations
and remain floating in space
threat to orbiting space craft satellites, etc as the impact could cause severe damage to their
structural integrity
threat to Earth as junk can re-enter Earth’s atmosphere and destroy lives and geographical
damage
Why is space junk a hazard?
a. space gets messy
b. they could explode
c. they could hit an orbiting spacecraft
d. they cannot re-enter the Earth
SF pp. 424 - 425
SIA pp. 460 463
describe Canadian contributions to space research and development and to the astronaut program
(e.g., Canadarm)
Canadian Contributions:
a)
-
Magnetic observatory
1839 Sir Edward Sabine established the first magnetic observatory
- discovered the aurora borealis and was related to sunspot activity
b) Alouette 1
1962 Canada launched Alouette 1, a satellite for non-military use
c)
Anik 1 Satellite
-
1972 Anik 1 satellite gave the entire country telecommunications coverage for the first time
d) Satellite TV
1973 Canada is the first country in the world to use satellites to broadcast television
e) Canadarm 1
Canadarm 1 debuted on space shuttle Columbia in 1981
robotic arm manipulated by remote control
launched and retrieved satellites/ fixed optical apparatus on Hubble Space Telescope/ put together
modules of International Space Station
d) Canadarm 2 (also called Canadian Space Station remote manipulator system SSRMS)
-
2001 – bigger, stronger and smarter than its predecessor Canadarm 1
attached to the end of the arm is the Canada Hand (also called the special purpose dexterous
manipulator SPDM)
How are Canadarm I and II different?
a. Canadarm I has a robotic arm
b. Canadarm I is manipulated by remote control
c. Canadrm II is no different than Canadarm I
d. Canadarm II has the ability to grasp objects
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Unit E: Space Exploration
Study Guide
SF. pp. N/A
SIA. pp. 464 468
identify and analyze factors that are important to decisions regarding space exploration and
development (e.g., identify examples of costs and potential benefits that may be considered;
investigate and describe political, environmental and ethical issues related to the ownership and use
of resources in space)
a)
-
Who owns space?
property of the first nation to land on it
eco-tourists who observe or pioneers who settle and change the planet
owned only be rich nations who can afford the costs to reach the site
b) Who is entitled to use its resources?
space resources could satisfy our energy needs on Earth for a long time
minerals from asteroids
capturing solar energy and beaming it to Earth
cost of space travel could be cut substantially by creating space vehicles, supplies, etc
directly in space
the Moon can supply hydrogen as fuel for lunar bases and space travel/oxygen for life
support/both hydrogen and oxygen used for water supply
c)
-
Is a space treaty needed?
use space exclusively for peaceful purposes
not used as the scene or object of international discord
maybe have nations collaborating similar to the Antarctica Treaty System
d) Who is responsible for cleaning up the space environment?
e)
-
How can we justify spending billions of dollars to send a few people into space when millions
of people on Earth do not have clean drinking water?
looking for extra space to home people as the population keeps growing
increase in employment available as other planets are colonized
send robots instead of humans as less danger and cost are involved (lose first-hand experience
of humans if we do this)
What point of view does the following statement express?
There are concerns about the quality and cleanliness of space and its surroundings.
a.
b.
c.
d.
environmental
political
astronomical
social
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