Download Unit 7A Cells

Key Stage 3
Science
Lesson
1
2
3
4
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10
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Title
Earth in Space; Day, Night and Year
Seasons
Moon: Phases and Eclipses
Gravity and Weight
Changing Gravity: Quantitative
Space Travel and its limitations
Changing Ideas about the Solar System
Orbits and Gravity
Solar System Patterns
Satellites; types and uses
Assessment
Name ________________________Tutor Group_______
Science Teacher _________________________________
Unit 9J Workbook
Gravity and Space
My target for this unit is:
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What level am I working at?
Lesson 1
Learning Outcomes
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
Lesson 8
Lesson 7
Lesson 6
Lesson 5
Lesson
4
Lesson 3
Lesson 2

Explain phenomena such as night, day, year and
relate them to the motion of the Earth and Sun
Represent the solar System as a model and
diagram
Use a model to show that the Earth spins at an
angle to the axis of its orbit
Level



6/7
6
6

Relate the angle of spin to the seasons
7

Match weather data to locations on the Earth
7

Classify astronomical objects as luminous and
non-luminous
5

Know the reason for the phases of the Moon
7

Know and predict the phases of the moon
5/7

Know how solar and lunar eclipses occur
7

Know that gravity is an attractive force affected
by size and distance
6

Know how a plumb line/spirit level works
5

Use W=m x g to calculate weight on planets
6

Know how distance and mass affect the size of
gravity

Apply the knowledge of gravity to space
exploration
7

Understand how a space rocket works
6/7

Understand the limits of space travel
6

Understand the needs of a space suit
6
6/7

Know that out ideas about the Solar System have
changed over time

Consider and evaluate conflicting evidence to
arrive at an opinion
7

Use formal language appropriate to impartiality
and objectivity
7

Know that the Sun’s gravitational force keeps the
planets in orbit
5

Relate circular motion to data on the orbits of
planets and satellites
6/7

U/S the moon is a natural satellite and is held in
orbit by the Earth’s gravitational pull
6
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I have
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Lesson 9
Lesson 10
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Relate the objects of the Universe to their size

Explore the nature of the Solar System
6

Analyse trends and patterns of the planets in
the Solar System
7

Explain the patterns shown in the Solar System

Know the two types of satellite orbit

Relate satellite orbit to their uses

Know how Scientists work together
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9J Pre-Quiz – What do I know already?
My score:
Traffic Light:
1
An object’s weight:
A
is caused because it is pulled towards the Earth.
B
is caused by the Earth’s magnetic field.
C
is caused by the air pushing down on it.
D
stays the same, even if its mass changes.
2
The direction ‘down’ is:
A
the same everywhere.
B
at right angles to the ground.
C
towards the centre of the Earth.
D
different under water.
3
Which statement is not true?
A
The Earth attracts objects because it has a large mass.
B
You are attracting this Quiz paper with a small force of gravity.
C
Only large objects like the Earth produce a force of gravity.
D
Your body is attracting the Earth.
4
A bag of sugar has a mass of 1 kg. What is its weight?
A1N
B 10 N
C10 kg D0.1 N
5
Gravity is less on the Moon than on the Earth because:
A
the Moon is smaller than the Earth.
B
the Moon has a bigger mass than the Earth.
C
the Moon is bigger than the Earth.
D
the Moon has less mass than the Earth.
6
On Mars, the strength of gravity is 9 N/kg. If your mass is 50 kg, What is your weight on Mars?
A
450 N
B90 N
C50 N
D45 N
7
Gravity...
A
gets less if two objects get closer together.
B
gets bigger if two objects get further apart.
C
gets less if two objects get further apart.
D
does not depend on distance.
8
Which statement is true?
A
Gravity always pulls a spacecraft towards the nearest planet.
B
There is no gravity in space.
C
Gravity is the same at all times during a space journey.
D
Gravity depends on how close a spacecraft is to a planet.
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9
There have been different ideas about the Solar System in the past. Which one of these was not
suggested?
A
The Moon is at the centre with the planets orbiting around it.
B
The planets are fixed to solid spheres that move around the Earth.
C
The planets move in circles around the Earth.
D
The planets move in circles around the Sun.
10
Ptolemy’s model of the Solar System had the Earth in the centre with the Sun and planets moving
in circular orbits around it. Our modern idea about the Solar System is different because we think:
A
that Mars moves around the Earth.
B
the Sun is moving around the Earth.
C
the Earth moves around the Moon.
D
the Sun is at the centre of the Solar System.
11
Which statement best describes our current ideas about the Solar System?
A
The planets all move in circular orbits around the Earth.
B
The planets all move in circular orbits around the Sun.
C
The planets all move in elliptical orbits around the Sun.
D
The planets all move in elliptical orbits around the Earth.
12
Why do we believe our current model of the Solar System?
A
We can see the elliptical orbits.
B
It can accurately predict the movements of the planets.
C
It agrees with religious ideas.
D
We have sent people to visit the Moon.
13
The planets stay in their orbits around the Sun because of:
A
the gravity pull from the Moon.
B
the gravity pull from the Sun.
C
magnetism.
D
the gravity pull from the Earth.
14
A satellite is:
A
anything that orbits a planet.
B
anything that orbits the Sun.
C
something man-made that orbits the Earth.
D
a machine that sends TV programmes.
15
Artificial satellites can be used for:
A
sending telephone calls.
B
taking photos of the stars and other galaxies.
C
helping people to find where they are on the Earth.
D
all of the above.
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Using the internet or a reliable source of information define the following terms.
Elliptical: ………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
Weight: …………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
Mass: ……………………………………………………………………………………..……………….
……………………………………………………………………………………………………………….
Satellite: ………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
Geostationary satellite: ……………………………………………………………………………….
……………………………………………………………………………………………………………….
Polar satellite: ………………………………………………………………………………………….
……………………………………………………………………………………………………………….
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Lesson 1: Earth in space – day, night
1
Fill in the missing words using words from the box.
28
Earth
heat
light
orbits
satellite
The planet we live on is called the ____________________.
It gets its ____________________ and ____________________ from the Sun. The Moon is
the Earth’s natural ____________________ . It ____________________ the Earth once
every ____________________ days.
2
Look at the diagram and fill in the labels. Write the numbers of the correct sentence in boxes
a to e.
1
2
3
4
5
3
On this side it is night time.
The Earth is a sphere.
On this side it is daytime.
Sunlight.
The Earth’s axis.
Fill in the correct answers. The answers you need are in the box.
365 days
1 year
365.25 days
4 years
Sun
24 hours
a
The Earth year has ____________________ .
b
We have a leap year every ____________________ .
c
The Earth moves around the ____________________ .
d
The calendar year has ____________________ .
e
The Earth goes around the Sun in ____________________ .
f
The Earth does one complete spin every ____________________ .
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TIME AROUND THE WORLD
Study the map which shows the time zones in the world. Then answer the questions.
1 What is a time zone?
2 How many different time zones are there around the world?
3 What is the dateline?
4 What happens when you travel across the dateline?
5 Why are there time zones?
6 a What happens when you travel across a time zone?
b What is the name of the condition people get when they travel by aeroplane across time
zones?
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7 The table below shows the time differences between Greenwich Mean Time in the UK during
the winter and other countries in the world. GMT is the time in the UK. All other time zones
are either behind or ahead of the time in the UK.
If it is 10:00am in England, what time will it be in:
a Amsterdam, Netherlands?
b Beijing, China?
c Aberdeen, Scotland?
d Cape Town, South Africa?
e Tokyo, Japan?
f New York, USA?
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Lesson 2 - Seasons
1
Label the North and South Poles on the diagram.
2
Write ‘day’ and ‘night’ in the correct boxes on the diagram.
3
Complete the following sentences:
It is ___________________ (summer/winter) in the UK, because the North Pole is tilted
___________________ (towards/away from) the Sun. Days will be ___________________
(long/short) and the Sun will be ___________________ (low/high) in the sky. The Sun
(will/will not) feel very warm because its rays are ___________________(spread
out/concentrated).
It is ___________________ (summer/winter) in South Africa, because the South Pole is tilted
___________________(towards/away from) the Sun. Days will be ___________________
(long/short) and the Sun will be ___________________ (low/high) in the sky. The Sun
___________________(will/will not) feel very warm because its rays are
___________________(spread out/concentrated).
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4
The diagram shows the Earth at different times during the year.
Which season would it be in the UK for each position of the Earth? One has been done for you.
Underneath these write what season it will be Sydney, Australia
Seasons in the tropics
Explain why the length of day barely changes in Jakarta whereas in Scotland, the days are really long in
summer and really short in winter. A diagram may help.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
………………………………………………………………………………...
Explain why shorter days will cause colder temperatures.
…………………………………………
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
Use your answer above to explain why the temperature in Jakarta is pretty even all year round.
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
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Extension: The tilt of the Earth is 23.5o. Describe what our world would be like if there was no tilt.
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
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…………………………………………………………………………………………………………….
HINT: climate? Seasons? Day lengths?
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Lesson 3: Moon Phases
1. Draw the shadows onto these “moons”.
1. Can you name each correctly?
2. EXT: What would they look like from Earth if you were standing at the centre?
Echalk – great resource:
http://subscription.echalk.co.uk/Science/physics/moonPhases/moonphase.htm
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Lesson 4: Gravity and Weight
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Lesson 5: Changing Gravity – Quantitative
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Extension: Imagine the next Olympics are going to be held on the Moon
where gravity is 1/6 as strong as it is on Earth. Describe how this would
change the high jump, the 100m sprint, swimming and football.
…………………………………………………………………..……………………
……………………………………………………………………………………….
……………………………………………………………………………………….
………………………………………………………………………………………..
………………………………………………………………………………………...
…………………………………………………………………………………………
Moonlander game:
http://subscription.echalk.co.uk/Science/physics/solarSystem/moonlander/PlanetsMoonLan
der.html
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Lesson 6: Space Travel – limitations
Getting into space EXT
The Apollo spacecraft that went to the Moon were launched by
Saturn V (Saturn ‘five’) rockets. The rockets were in three stages.
Each stage included rocket engines and fuel tanks. As the fuel in
each stage was used up, the empty tanks and engines were
dropped to make the mass of the spacecraft lighter.
This graph shows how the mass of the rocket changed as it
climbed into orbit and set off towards the Moon.
1
The following statements describe what is happening at each place on the graph.
Match each statement with a letter on the graph, then write in the correct order.
A The mass decreases as the fuel and oxygen in the second stage is used up.
B The fuel in the third stage has now been used up to send the spacecraft towards the Moon.
C The mass is decreasing as the fuel and oxygen in the first stage is used up.
D Some of the fuel in the third stage has been used up to get the spacecraft into orbit.
E The mass changes suddenly when the first stage is dropped.
F This is the mass of the rocket before it is launched.
G The mass changes suddenly when the second stage is dropped.
H The mass is less here because the third stage has been dropped. The mass is not changing because
the spacecraft does not need to use any more fuel until it reaches the Moon.
I The spacecraft does not need fuel to stay in orbit, so its mass is still the same three orbits later.
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2
3
a
What is the mass of the rocket and Apollo at launch?
b
What is its weight at launch? (Hint: Gravity = 10 N/kg; there are 1000 kg in 1 tonne.)
a
What is the mass of the spacecraft when it is in orbit around the Moon?
b
What would its weight be if gravity was still 10 N/kg?
c
Will its weight be more or less than the answer you gave to part b? Explain your answer.
4
Why doesn’t the spacecraft need to use its engines while it is in orbit?
5
The first stage of the Saturn V produces more than seven times the thrust of the second stage.
a
Why do you think that it was designed this way?
b
How could you tell from the graph that the first stage produces the most force?
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Lesson 7: Changing Ideas about the Solar System . . . on poster paper?
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The Solar System
Position
Object
1
Sun
Astronomical
Symbol
Description
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Objects in the solar System: Research each BOLD object and fill in the table above.
(Ext: the remainder)
Mercury, Pluto, Mars, Eris, Uranus, Earth, Ceres, Saturn, Asteroid Belt, Sun, Neptune, Haumea,
Jupiter, Makemake, Kuiper Belt, Venus
http://space.jpl.nasa.gov/
http://www.faustweb.net/solaris/
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Lesson 8: Orbits and Gravity
D Draw an arrow to show the direction of the FORCE keeping the Moon in a circle.
E
What direction would the Moon travel in if the Earth’s gravity disappeared?
Add an arrow to show this.
Add arrows to each “planet” to show the direction and size of attraction.
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‘average temperature’ against ‘average distance from the Sun’.
Explain what your graphs show, and why.
b.
c.
6. EXT: Pluto has been reclassified as a Dwarf Planet. Do you know why? Do you agree with this?
5. Why does Venus not fit the pattern for Graph ( b).
‘time for 1 orbit’ against ‘average distance from the Sun’
a.
4. Plot the following graphs and paste them into Publisher:
3. Looking down each column, in which columns do you see a pattern?
2. Asteroids orbit at a distance of about 400 million km from the Sun.
Complete columns A, B, E, H for asteroids, as accurately as you can.
1. Make a list of the differences between Jupiter and Earth.
Questions
Lesson 9: Solar System patterns
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Lesson 10: Satellites – Types and Uses
9J10 Gravity revision – read and finish accordingly.
All objects produce a force of gravity. Small objects produce a (large/small)
force, and large objects produce a (large/small) force.
The Earth is very big, so it has a (small/large) gravity force. This force pulls
you (away from/towards) the Earth. The force of gravity pulling on you is
your (mass/weight). The units for weight are (Newtons/degrees).
The Moon is (bigger/smaller) than the Earth, so the Moon’s
(weight/gravity) is not as strong. If you could go to the Moon, you would
weigh (more/less) than you do on the Earth.
The Sun is much (smaller/bigger) than the Earth. All the (planets/stars)
are moving very fast around the Sun. The Sun’s gravity stops them flying off
into space.
The force of gravity on two things depends on how far apart they are. If two
things are close together, they will have a (stronger/weaker) force between
them than they would if they were a long way apart.
Mercury is the closest planet to the Sun, so the Sun is pulling on Mercury with
a (weak/strong) force of gravity. Pluto is the dwarf planet that is (closest
to/furthest from) the Sun, so the Sun’s pull on Pluto is much
(stronger/weaker).
The force of gravity between the different (planets/stars) in our galaxy
keeps them all together.
Summarise this page in a drawing/mind map.
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Mindmap:
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DIFFERENT SATELLITES
A satellite needs to be moving at a certain speed to
stay in its orbit. If it is going too fast it will fly off into
space. If it is going too slowly it will fall to Earth. The
force of gravity is greatest close to a planet, so
satellites that are in low orbits need to move faster
than satellites in high orbits. Closer satellites also do
not have as far to go, so the time they take to
complete one orbit is much shorter than for satellites
orbiting further out.
A satellite in a low orbit will take only a few hours to
orbit the Earth. If its orbit is tilted relative to the
Equator, it will move over different parts of the Earth.
*
When the satellite reaches this point on its next orbit, the
Earth will have spun round and a different part of the
Earth will be under it.
The satellite flies over different parts of the Earth on each orbit.
If the satellite is in an orbit that takes it over
the North and South Poles, it will eventually
cover all parts of the Earth as the Earth spins
beneath it. This kind of orbit is called a
polar orbit.
Some satellites are far enough from the
Earth to take exactly 24 hours to complete
one orbit. This means that these satellites
will stay over the same place on the Earth all
the time. This kind of orbit is called a
geostationary orbit. Satellites in
geostationary orbits are usually over the
equator.
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A satellite in polar orbit.
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1
2
Look at the path of the satellite in the diagram on page 28
a
Explain why the satellite travels over different parts of the Earth on each orbit.
b
What would happen to the path of the satellite if its orbit was tilted more?
The list below shows some different uses for satellites. For each use, say which type of orbit
would be best, and explain why.
a
investigating the ozone holes over the Arctic and Antarctic
b
transmitting satellite TV pictures to one country
c
investigating sea temperatures in the world’s oceans
d
making maps of Africa and Asia
e
helping to make weather forecasts for Europe
f
Global Positioning Systems (GPS)
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EXT: Where did the Moon come from?
The Moon is very close to the Earth, but looks very different. For centuries, astronomers have been
interested in how the Moon was formed. There have been lots of theories to try to explain the origin of
the Moon.
A
The Moon could have been a passing
asteroid that was captured by the Earth’s
gravity. In this case, the composition of the
Moon and the Earth could be quite different.
B
The Earth and Moon could have formed
together from the same cloud of dust and
gas. If this is what happened, the Earth and
Moon would have similar compositions.
C
While the Earth was forming there were a
lot of other bodies flying around the Solar
System. One of these could have hit the
Earth and thrown up a lot of material. If this
material stayed in orbit instead of falling back
to Earth, it could have joined up to form the
Moon. The Moon would consist of similar
materials to the Earth’s mantle.
It was difficult for astronomers to work out which theory was the most likely explanation until the
Apollo missions in the 1970s. The Apollo astronauts brought back samples of moon rock, which showed
that the Moon contained very similar materials to the Earth’s mantle. The astronauts also set up
instruments to measure moonquakes, which told scientists that the Moon has a very small iron core. Its
core would be smaller than the Earth’s anyway, because the Moon’s diameter is only 27% of the Earth’s,
but scientists found that the Moon’s core is much smaller than they expected.
1
What two pieces of evidence could help scientists decide which theory is correct?
2
a
Draw scale diagrams to show the Earth and the Moon at their correct relative sizes.
b
The Earth’s core has a radius approximately 50% of the Earth’s radius. Draw the core on
your diagram of the Earth. Roughly estimate the size of the Moon’s core, and add it to your
Moon diagram. (EXT: What is the % difference in volume?)
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3
Describe each of the three different theories put forward to explain the origin of the Moon. For
each theory describe the evidence for and against it. Present your answer as a table.
Theory
4
Description
Evidence For
Evidence Against
Scientists think that asteroids or comets may have hit the Earth several times in the past.
a
Find out and describe three different effects a large impact could have.
b
Find out how Jupiter has helped to protect the Earth against impacts.
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My mark
Qu. Level
Qu Total
My %
total
Traffic
light
Type
Subject Areas
(KN, AP,
NM, HSW)
Overall Grade:
Target 1
KN – Knowledge, AP –Application,
NM – Numeracy HSW – How Science Works
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Unit 9J Review
My target grade for this term is ________
My grade for this unit was ________
Which parts of this unit do you think you did very well at?
Which parts of this unit did you find difficult to understand?
Aspect
  
Recalling key facts
Understanding keywords
Using key words in my written work
Using correct conventions for drawing diagrams
Actively reading questions
Writing clear and concise answers
Understanding key concepts
Catching up on missed work
Reviewing my work between lessons
Actively revising
Sharing my ideas in group/pair/class work
Completing tasks in lesson time
Asking for help when I need it
Using my checklist to assess my learning
Trying my hardest with problems before asking for help
My Target for next unit:
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