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Gravity and space
Unit guide
Where this unit fits in
Prior learning
To make good progress, pupils starting
this unit need to understand:
• that the gravitational attraction of the
Earth on a mass causes weight
• about the planets of the Solar System,
how they orbit the Sun, and how
gravity causes an attractive force between any two objects with mass; gravitational attraction depends on
satellites, e.g. moons, orbit them
the mass and the objects and their distance apart; gravitational attraction keeps the Solar System
• that forces affect the motion of bodies.
together; ideas about the Solar System have changed over time.
This unit builds on:
unit 7K Forces and their effects and unit 7L The Solar System and beyond. The historical impact of
discoveries in astronomy is covered in unit 21 Scientific discoveries in the history scheme of work.
The concepts in this unit are:
This unit leads onto:
further work in key stage 4 on theories about the nature and evolution of the Universe.
This unit relates to:
unit 9K Speeding up.
Framework yearly teaching objectives – Forces
• Recognise that gravity is a force of attraction between objects, that this force is greater for large objects like the Earth but gets less the further
an object moves away from the Earth’s surface; use these ideas to explain:
– how weight is different on different planets;
– how stars, planets, and natural and artificial satellites are kept in position in relation to one another.
• Be able to give examples of the uses of artificial satellites.
Expectations from the QCA Scheme of Work
At the end of this unit …
… most pupils will …
… some pupils will not have made so much
progress and will …
… some pupils will have progressed further
and will …
in terms of scientific enquiry NC Programme of Study Sc1 1a, c; 2i, j, m
• use a model of gravitational attraction to
explain orbiting
• describe how ideas of the nature of the Solar
System have changed over time and relate
these to available evidence
• make effective use of secondary sources to
find information from recent space exploration
about the nature of the Solar System.
• describe some early ideas about the Solar
System.
• explain how experimental evidence has led to
changes over time in models of the Solar
System
• evaluate recent information and ideas about
the origin of the Moon.
in terms of physical processes NC Programme of Study Sc3 1b; Sc4 2b, 4c, e
• recognise that gravitational attraction is a
• recognise that weight is less on the Moon
universal force of attraction between objects
• describe gravitational attraction as a force
and that this force depends on their masses
which acts throughout the Solar System
and distance apart
• give examples of the use of artificial
• describe how weight is different on different
satellites.
planets
• give examples of the use of artificial satellites.
• use data to compare gravity on different
planets
• describe how the forces on rockets or
satellites vary as they travel away from the
Earth.
Suggested lesson allocation (see individual lesson planning guides)
Direct route
J1
A massive
problem
J2
Satellites
J3
The Solar System
J4
Birth of the
Moon – Think
about theories
and evidence
Booster 5
Focus on forces –
Forces all around
Extra lessons (not in Pupil book)
J3 The Solar System
Extra lesson for
Activity J3a.
Review and assess
progress
(distributed
appropriately)
Misconceptions
That only planets/moons with an atmosphere have gravity, because weight is caused by the atmosphere pushing down.
Satellites are in a region of zero gravity.
Health and safety (see activity notes to inform risk assessment)
Risk assessments are required for any hazardous activity. In this unit pupils use a fast-moving object to explore orbits.
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A massive problem
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Lesson planning
guide
Learning objectives
i
Gravitational attraction depends on the mass of the two objects attracting each other.
ii
Gravitational attraction depends on the distance apart of the two objects attracting each other.
iii Explain how rockets are launched from Earth into space.
iv The gravitational attraction on an object decreases as it travels away from Earth. (red only)
Scientific enquiry
v
Select and use appropriate methods for communicating qualitative and quantitative data about gravity. (Framework YTO Sc1 9e)
vi Describe patterns in data of gravity on different planets. (Framework YTO Sc1 9f)
Suggested alternative starter activities (5–10 minutes)
Introduce the unit
Share learning objectives
Problem solving
Brainstorming
Capture interest
Unit map for Gravity and
space.
• Recognise that the
gravitational attraction
between two objects depends
on: (i) their masses and
(ii) their distance apart.
• Explain how rockets are
launched from Earth. (Sc1)
Show an animation of the
Solar System to introduce
the idea of gravity keeping
the planets in orbit.
Catalyst Interactive
Presentations 3
Imagine taking a trip from
the Earth to the Moon.
Pupils discuss in groups the
problems likely to be
encountered and ideas of
how they may be overcome.
Show a video clip of a
rocket launch. Repeat it at
a slower speed.
Catalyst Interactive
Presentations 3
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Textbook J1
i, ii, iii and
iv
Teacher-led explanation and questioning OR Pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity J1a Paper
i, v and vi
Gravity on the planets Pupils answer some questions about mass
and weight on the Earth, Moon and planets.
Activity J1b Paper
i, ii, v and vi Investigating gravity Pupils reinforce the concept of gravitational
attraction using a data interpretation exercise. They use information
on the Resource sheet to help them answer some questions.
Activity J1c Practical
Activity J1d
Catalyst Interactive
Presentations 3
Target group
C
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20 min
R/G
G
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15 min
✔
✔
20 min
✔
✔
iii and vi
Rocketing away! Pupils watch some demonstrations of rocket motion 25 min
and then answer some questions.
✔
ii and iv
Support animation showing the effect of gravity on a mass.
(✔)
✔
10 min
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Pupils match the masses of
Pupils discuss their
various objects to their weight responses to
on different planets, given the Activity J1a.
surface gravities of the planets.
Group feedback
Word game
Looking ahead
Groups of pupils discuss
their answers to Activity
J1b and report back to
the class.
Pupils discuss word pairs
(e.g. mass/weight,
rocket/jet, Earth/Jupiter,
Sun/star).
Pupils complete diagrams to show
the forces on a rocket at various
points on its journey from Earth
to the Moon. (red only)
Learning outcomes
Most pupils will ...
Some pupils, making less progress will ...
Some pupils, making more progress will ...
• recognise that gravity is a universal force
of attraction between objects and that
this force depends on their masses and
their distance apart
• describe how weight is different on
different planets
• make effective use of secondary sources
to find information about the nature of
the Solar System.
• recognise that weight is less on the Moon
• describe gravity as a force which acts
throughout the Solar System
• recognise that gravitational attraction depends
on mass and distance
• use secondary sources for investigations.
• use data to compare gravity on different planets
• describe how the forces on rockets or satellites
vary as they travel away from the Earth.
Key words
thrust
Out-of-lesson learning
Homework J1
Textbook J1 end-of-spread questions
Activity J1b
Use secondary sources to find out more about the nature of the Solar System
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Satellites
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Lesson planning
guide
Learning objectives
i
Uses of artificial satellites.
ii
Keeping satellites in orbit.
Scientific enquiry
iii Use a model of gravitational attraction to explain how satellites stay in orbit.
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Problem solving
Brainstorming
Capture interest
Quick questions for
pupils to answer as they
come in.
• Describe some of the uses
made of artificial satellites.
• Use a model to explain how
satellites stay in orbit. (Sc1)
Demonstration of circular
Group discussion on what a
motion – whirling an object satellite needs to have to
around on a string.
work and to send and
collect data.
Show photos of artificial
satellites (e.g. weather,
communications, space
stations).
Catalyst Interactive
Presentations 3
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Target group
Textbook J2
i, ii and iii
Teacher-led explanation and questioning OR Pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
20 min
Activity J2a Paper
i, ii and iii
Escape from Earth Pupils review several different concepts
first covered in Year 7 work on forces such as weight, mass and
gravity that relate to the work covered in this unit.
20–30 min ✔
Activity J2b
Catalyst Interactive
Presentations 3
i, ii and iii
Animation showing satellite moving tangentially to Earth with force
of gravitational attraction towards Earth all the time.
5–10 min
C
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R/G
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✔
✔
✔
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
True/false quiz on facts
about satellites.
Pupils discuss their
responses to Activity J2a.
Play ‘What am I?’ game. The
winning group is the one
with the most correct answers
in the allotted time.
Invite volunteer pupils to
list as many things as
possible related to the
lesson in 30 seconds.
Ask the question: ‘How do
we know the Earth is
round?’
Learning outcomes
Most pupils will ...
Some pupils, making less progress
will ...
• give examples of the use of artificial
satellites.
• give examples of the use of artificial satellites. • also understand that satellites are constantly
falling in a curve that keeps them in orbit.
Key words
artificial satellite, natural satellite, geostationary orbit, polar orbit
Some pupils, making more progress
will ...
Out-of-lesson learning
Homework J2
Textbook J2 end-of-spread questions
Activity J2a
Research uses of artificial satellites
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The Solar System
J3
Lesson planning
guide
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Learning objectives
i
Learn about the two main models of the Solar System.
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Scientific enquiry
ii
Use models to understand the Solar System.
iii Appreciate that these models have changed over time. (Framework YTO Sc1 9a)
iv Select and use appropriate methods for communicating qualitative and quantitative data about gravity. (Framework YTO Sc1 9e)
^ _
UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning
objectives
Problem solving
Brainstorming
Capture interest
Check progress by playing
bingo to reinforce key
words.
• Describe the two main
models of the Solar
System.
• Explain which model is
correct and use it to
understand the Solar
System. (Sc1)
Use a table of data about
the planets to decide which
ones it might be possible to
live on.
Show an OHT of planets
circling the Sun. Pupils
produce a mnemonic to help
them remember the order of
the planets.
Show photos/video clips of
the telescopes used through
the ages to view the
planets, moons etc., from
Galileo’s to Hubble.
Catalyst Interactive
Presentations 3
Suggested alternative main activities
Learning
objectives
see above
Description
Textbook J3
i, ii and iii
Teacher-led explanation and questioning OR Pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity J3a ICT
i, ii, iii
and iv
Activity J3b Paper
Activity J3c
Catalyst Interactive
Presentations 3
Activity
Approx.
timing
Target group
C
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20 min
R/G
G
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Famous scientists Pupils develop information handling skills and
become familiar with the work of some of the most important
astronomers.
30 min
✔
i, ii and iii
Earth-centred and Sun-centred models Pupils read about the two
models of the Solar System and then answer some questions.
30 min
✔
i, ii and iii
Animation of geocentric model with everything else moving around
Earth on celestial spheres followed by heliocentric model with the
planets orbiting the Sun.
5–10 min
✔
✔
✔
✔
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Pupils play a ‘millionaire’
quiz.
Each group makes a short
presentation to summarise
their research in
Activity J3a.
In groups, pupils write an
Wordsearch using key words
argument for and against
from the unit to check
each of the two models of the progress.
Solar System.
Looking back
Pupils revise and
consolidate knowledge from
the unit.
Learning outcomes
Most pupils will ...
Some pupils, making less progress
will ...
Some pupils, making more progress
will ...
• describe how ideas of the nature of the Solar
System have changed over time and relate
these to available evidence.
• describe some early ideas about the Solar
System.
• explain how experimental evidence has led to
changes over time in models of the Solar
System.
Key words
geocentric, heliocentric
Out-of-lesson learning
Textbook J3 end-of-spread questions
Homework J3
All or part of Activity J3a could be set
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Birth of the Moon – Think about
theories and evidence
J4
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Lesson planning
guide
Learning objectives
i
Study how scientists have explained the unusual size of the Moon over the last two hundred years.
The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from the
concrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, to
negotiate a method to commit to paper and express their ideas verbally to the rest of the class.
Scientific enquiry
ii
Understand that scientific ideas change over time, depending on the evidence available. (Framework YTO Sc1 9a)
Suggested alternative starter activities (5–10 minutes)
Bridging to the unit
Setting the context
Concrete preparation (1)
Concrete preparation (2)
Show a video clip of the first Moon
landing in 1969.
Catalyst Interactive Presentations 3
Show an OHT of scale drawings of
Earth, Jupiter and Neptune with
their moons.
Pupils discuss: (i) What do we
mean by a theory? (ii) Why do we
need theories?
Teacher-led discussion on the need
for evidence to support theories
and models.
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Target group
Textbook J4
i and ii
Teacher-led explanation and questioning OR Pupils work
30 min
individually, in pairs or in small groups through the in-text
questions and then onto the end-of-spread questions if time allows.
Activity J4a ICT
i and ii
Researching Moon birth Pupils use the Internet to find out more
about one of the theories on how the Moon was formed. They then
prepare a poster/fact sheet/presentation for the rest of the class.
45 min (may ✔
include
homework)
Activity J4b Discussion
i and ii
Acting out Moon birth Working as part of a small group, pupils
produce a role play to illustrate one of the theories of how the
Moon formed.
40 min
✔
Activity J4c
Catalyst Interactive
Presentations 3
i and ii
Animations of the main theories of how the Moon was formed.
5 min
✔
C
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R/G
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✔
✔
Suggested alternative plenary activities (5–10 minutes)
Group feedback
Bridging to other topics
Pupils have 5–10 minutes to discuss, write down or display what they have
Ask pupils to think of other areas of science where a model has
learned about a model, the need for evidence to support it and how the model been replaced as further methods of obtaining evidence are
may need to be modified or abandoned as further evidence is obtained.
developed.
Learning outcomes
Most pupils will ...
Some pupils, making less progress
will ...
Some pupils, making more progress
will ...
• use the example of ideas about the origin of
the Moon to follow how scientific ideas
change over time in the light of new
evidence.
• use the example of ideas about the origin of
the Moon to realise that scientific ideas
change over time in the light of new evidence.
• use the example of ideas about the origin of
the Moon to explain how scientific ideas
change over time in the light of new evidence
• evaluate recent information and ideas about
the origin of the Moon.
Key words
red only: volatile
Out-of-lesson learning
Textbook J4 end-of-spread questions
Find out more about another scientific model and list the important
points
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J
Gravity and space
Unit map
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Birth of the Moon
Mass and weight
Gravity and space
The Solar System
Satellites
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
artificial satellite
communications
Earth
geocentric
geostationary
gravitational attraction
gravity
heliocentric
kilogram
mass
Moon
natural satellite
newton
orbit
planet(s)
polar
© Harcourt Education Ltd 2004 Catalyst 3
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rocket
Sun
telephone
television
theory
thrust
weather
weight
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A massive problem
J1
M
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
t
u
Introduce the unit
Share learning objectives
Problem solving
Brainstorming
Capture interest
Unit map for Gravity and
space.
• Recognise the gravitational
attraction between two
objects depends on (i) their
masses and (ii) their
distance apart.
• Explain how rockets are
launched from Earth. (Sc1)
Show an animation of the
Solar System to introduce
the idea of gravity keeping
the planets in orbit.
Catalyst Interactive
Presentations 3
Imagine taking a trip from
the Earth to the Moon.
Pupils discuss in groups the
problems likely to be
encountered and ideas of
how they may be overcome.
Show a video clip of a
rocket launch. Repeat it at
a slower speed.
Catalyst Interactive
Presentations 3
^ _
UG LP
Introduce the unit
●
Either draw the outline of the unit map on the board then
ask pupils to give you words to add, saying where to add
them. Suggest some words yourself when necessary to keep
pupils on the right track.
●
Or give out the unit map and ask pupils to work in groups
deciding how to add the listed words to the diagram. Then
go through it on the board as each group gives suggestions.
➔ Unit map
Share learning objectives
●
Ask pupils to write a list of FAQs they would put on a website
telling people about gravity and space. Collect suggestions as
a whole-class activity, steering pupils towards those related to
the objectives. Conclude by highlighting the questions you
want them to be able to answer at the end of the lesson.
Problem solving
●
Pupils watch an animation of the Solar System. Ask the
class to suggest why the planets orbit the Sun, thus
introducing the idea of the attractive force of gravity.
➔ Catalyst Interactive Presentations 3
Questions
1 What shape is the orbit of a planet?
2 Why do the planets stay close to the
Sun instead of travelling into deep
space?
Brainstorming
●
Ask pupils to imagine taking a trip from the Earth to the
Moon.
●
Working in small groups, they discuss the problems likely to
be encountered and suggest how these problems may be
overcome.
●
One person from each group acts as spokesperson and
reports back to the class.
3 (Extension) Suggest why the planets
orbit the Sun rather than the Sun
orbiting a planet.
Answers
1 (almost) circular; 2 gravitational
attraction; 3 the mass of the Sun is much
greater than the masses of the planets.
Capture interest
●
Pupils watch a video clip of a rocket launch and watch it
again in slow motion.
●
Ask pupils to comment on what they have seen and suggest
how the rocket is able to travel into space. If necessary, lead
pupils towards the idea that the hot gases ejected backwards
provide an equal and opposite force to propel the rocket
forwards.
© Harcourt Education Ltd 2004 Catalyst 3
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➔ Catalyst Interactive Presentations 3
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Satellites
J2
M
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning
objectives
Problem solving
t
u
Quick questions for pupils
to answer as they come in.
• Describe some uses
of artificial satellites.
• Use a model to explain
how satellites stay in
orbit. (Sc1)
Demonstration of circular
Group discussion on what a
motion – whirling an object satellite needs to have to
around on a string.
work and to send and
collect data.
^ _
UG LP
Brainstorming
Capture interest
Show photos of artificial
satellites (e.g. weather,
communications, space
stations).
Catalyst Interactive
Presentations 3
Recap last lesson
●
Pupils answer quick questions on the last lesson shown
as an OHT as they come in.
●
Discussion of answers once everyone has completed the
exercise.
➔ Pupil sheet
Answers
1 600 N; 2 240 N; 3 60 kg; 4 Neptune;
5 Mercury, Mars or Pluto
Share learning objectives
●
Write the learning objectives on the board and show why
it is important that we know about these ideas.
●
Tell pupils about some of the uses of artificial satellites –
communications, weather forecasting, spying, etc.
●
Tell pupils how important a development it was when
humans discovered how to put a satellite into orbit.
Problem solving
●
Pupils watch a demonstration of circular motion. Whirl
an object attached to a length of string in a horizontal
circle round your head.
●
Pupils observe the effect of increasing the speed of
rotation.
Equipment
length of string (about 1 m); squash ball or
tennis ball (the ball should be firmly
attached to the end of the string preferably
by threading the string through the ball
then knotting it)
Brainstorming
●
Pupils work in small groups to discuss what a satellite
needs in order to work and to send and collect data.
●
A spokesperson from each group reports back to the class.
●
Write the ideas on the board to summarise the
discussion.
Capture interest
●
Show pupils some photos of artificial satellites
(e.g. weather, communications, space stations).
●
Ask pupils to suggest what they think they might be
used for.
© Harcourt Education Ltd 2004 Catalyst 3
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➔ Catalyst Interactive Presentations 3
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Satellites
J2
M
Recap last lesson
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Planet
^ _
UG LP
TN
Starters
Surface gravity in newtons
per kilogram (N/kg)
Mercury
4
Venus
9
Earth
10
Mars
4
Jupiter
26
Saturn
11
Uranus
11
Neptune
12
Pluto
4
Use the table above to help you answer the questions
below.
1
2
3
4
5
Amy has a mass of 60 kg. What does she weigh on
Earth?
What would she weigh on Mars?
What would her mass be on Jupiter?
A sled has a mass of 25 kg and weighs 300 N.
Where is it?
Where could it be if it weighed 100 N?
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The Solar System
J3
M
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning objectives
Problem solving
Brainstorming
Capture interest
t
u
Check progress by playing
bingo to reinforce key
words.
• Find out about the two main
models of the Solar System.
• Be able to explain which
model is correct and use it
to understand the Solar
System. (Sc1)
Pupils use a table of data
about the planets to
decide which ones it might
be possible to live on.
Show an OHT of planets
circling the Sun. Pupils
produce a mnemonic to
help them remember the
order of the planets.
Show photos/video clips of
the telescopes used through
the ages to view the
planets, moons etc., from
Galileo’s to Hubble.
Catalyst Interactive
Presentations 3
^ _
UG LP
Recap last lesson
●
Pupils select nine words from the list to write into their
bingo grid.
➔ Pupil sheet
●
Read out definitions from the teacher sheet in any
order. Pupils match these to their chosen words. The
game is over when a pupil can strike out a line.
➔ Teacher sheet
●
The ‘winning’ pupil has to recall the definitions of the
words as they read each one in the winning line to the
class.
Share learning objectives
●
Write the learning objectives on the board and show
why it is important that we know about these ideas.
●
Tell pupils that there are two main models of the Solar
System – the geocentric model and the heliocentric
model.
●
Tell pupils that they are going to find out about the two
models, and learn which one is thought to be correct.
●
Talk about day and night, the seasons, a year, etc., and
how they can be explained by this model of the Solar
System.
Problem solving
●
Pupils use a table of data about the planets to decide
which ones it might be possible to live on. (This recaps
a similar activity from Year 7.)
●
Ask pupils to justify their choices in a class discussion.
➔ Pupil sheet
Brainstorming
●
Pupils look at an OHT of planets circling the Sun with
their names clearly marked.
●
Pupils produce a mnemonic to help them remember the
order of the planets.
●
Now ask pupils questions to test the effectiveness of the
mnemonic.
➔ Pupil sheet
Capture interest
●
Pupils look at photos or video clips of the telescopes
used through the ages to view the planets, moons, etc.,
from Galileo’s telescope to the Hubble telescope.
●
Now ask pupils to comment on the differences between
the telescopes and explain the advantages of more
recent ones, such as Hubble.
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➔ Catalyst Interactive Presentations 3
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J3
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The Solar System
Starters
Recap last lesson
p
?
Bingo!
t
u
Choose nine words from the ones below and write them in the empty grid.
^ _
UG LP
Earth
Mars
n
Moo
planet
satellite
thrust
orbit
rocke
t
Sun
weight
TN TS
gravity
mass
Cross out each word when you hear the teacher read out its definition.
Shout BINGO! when you have crossed out a line of three words on the card.
The line can be across, down or diagonally.
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XX
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6
The Solar System
Starters
Recap last lesson
p
?
Teacher sheet
t
u
Read out the definitions below in any order.
^ _
1
The planet we live on.
[Earth]
UG LP 2
This keeps the planets in orbit around the Sun.
TN PS 3
The nearest planet to us.
[Mars]
4
The amount of material in an object.
[mass]
5
It goes around the Earth once a month.
[Moon]
6
The curved path of a planet or satellite.
[orbit]
7
An object that goes around the Sun.
[planet]
8
This travels into space.
[rocket]
9
An object that goes around another object.
10 The star at the centre of the Solar System.
[gravity]
[satellite]
[Sun]
11 The push from a rocket.
[thrust]
12 The force of gravity on a mass.
[weight]
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The Solar System
J3
M
p
t
Starters
Problem solving
?
Look at the table of data about the planets of the Solar System.
u Decide which planets, if any, it might be possible to live on.
Give reasons to support your answer.
^ _
UG LP
Planet
TN
Mercury
Diameter in
kilometres (km)
Approx. distance
from the Sun in
millions of
kilometres
(million km)
Average
temperature
in degrees
Celsius
(ºC)
Density in
kilograms per
cubic metre
(kg/m3)
5000
60
430
5500
Venus
12 000
110
470
5200
Earth
12 800
150
15
5500
Mars
7000
230
–30
4000
Jupiter
140 000
780
–150
1300
Saturn
120 000
1400
–180
700
Uranus
52 000
2900
–210
1300
Neptune
50 000
4500
–220
1700
3000
6000
–230
500
Pluto
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XX
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The Solar System
Starters
Brainstorming
p
?
t
u
^ _
UG LP
TN
Pluto
Earth
Mercury
Jupiter
Sun
Neptune
Venus
Saturn
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Mars
Uranus
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Birth of the Moon – Think about
J4
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Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Bridging to the unit
t
u
Show a video clip of the first
Show an OHT of scale drawings of
Moon landing in 1969.
Earth, Jupiter and Neptune with
Catalyst Interactive Presentations 3 their moons.
^ _
UG LP
Setting the context
Concrete preparation (1)
Concrete preparation (2)
Pupils discuss: (i) What do we mean Teacher-led discussion on the need
by a theory? (ii) Why do we need
for evidence to support theories and
theories?
models.
Bridging to the unit
●
Show a video clip of the first Moon landing in 1969.
●
When he first stepped onto the Moon, Neil Armstrong said, ‘One small
step for man, one giant leap for mankind.’ Ask pupils what they think
he meant.
➔ Catalyst Interactive
Presentations 3
Setting the context
●
Pupils look at an OHT showing Earth, Jupiter and Neptune with their
moons, all drawn to a suitable scale. This will show how large Earth’s
Moon is in comparison with other moons.
●
Ask pupils what this suggests about the way Earth’s Moon was formed.
➔ Pupil sheet
Concrete preparation (1)
●
Pupils discuss the following questions in small groups:
– What do we mean by a theory?
– Why do we need theories?
●
Write the views of each group on the board and lead the pupils towards
sensible answers. Comments might include:
– A theory is an idea, or model, that explains an observed effect. It may
be modified or replaced by a new theory if evidence is found that
proves it to be incorrect. A relevant example to mention is the
theories of the Solar System.
– We need theories to help us to understand effects that we cannot see
(because they are too small, such as atoms) or cannot experiment on
directly (because we cannot reach them, such as the Solar System).
Concrete preparation (2)
●
Lead a discussion on the need for evidence to support theories and
models. Refer to the particle model in solids, liquids and gases, asking
pupils to suggest pieces of evidence that support the particle model.
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Birth of the Moon
J4
M
p
Starters
Setting the context
?
The data in the table has been used
t u to draw the planets and their moons
to the scale: 1 cm = 10 000 km
^ _ (0.0001 cm per km).
UG LP
TN
Planet
Moon
Earth
Moon
Jupiter
Earth and Moon
Earth
Moon
Actual
Scale diameter
diameter in
in centimetres
kilometres (km)
(cm)
12 800
1.28
3500
0.35
143 000
14.3
Io
3600
0.36
Europa
3100
0.31
Ganymede
5300
0.53
Callisto
4800
0.48
49 400
4.94
2700
0.27
Neptune
Triton
Jupiter and some of its moons
Io
Jupiter
Callisto
Ganymede
Europa
Neptune and its moon
Neptune
Triton
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Gravity on the planets
J1a
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^ _
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils answer some questions about mass and weight on the Earth, Moon and planets.
Core, Help
Running the activity
Pupils complete the questions on the Pupil sheets.
Core: Pupils complete a table connecting mass, weight and surface gravity on each of the planets and
UG LP then answer questions about going to the Moon.
Help: Questions are restricted to mass and weight on the Earth and the Moon.
Pitfalls
It is probably worth emphasising that mass (in kilograms) is the same everywhere but weight (in
newtons) varies from place to place.
ICT opportunities
It would be possible to set up a spreadsheet for the table in Question 1 on the Core sheet.
Answers
Core:
1
Planet
Surface gravity
in newtons per
kilogram (N/kg)
Weight in
newtons (N)
Mass in
kilograms (kg)
Mercury
4
8
2
Venus
9
45
5
Earth
10
6
Mars
4
20
5
Jupiter
26
520
20
Saturn
11
132
12
Uranus
11
Neptune
12
Pluto
5.5
6000
4
2 a 3600 N
b 360 kg
3 a 240 N
b 40 N
0.005
0.6
0.5
500
0.00125
Help:
1 600 g
2 6N
3 6 kg (or 6000 g)
4 6 kg (or 6000 g)
5 10 N
6 3600 N
7 360 kg
8 240 N
9 40 N
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J1a
J1
M
Activity
Core
Gravity on the planets
p
W You are going to answer some questions about mass
and weight on different planets.
?
t
u
On different planets
^ _ 1 The table shows the force of gravity on an object of
UG LP
TN
mass 1 kg due to gravitational attraction. This is
called surface gravity.
Complete the table by filling in the missing values.
The first one has been done for you.
Planet
Surface gravity
in newtons per
kilogram (N/kg)
Weight in
newtons (N)
Mercury
4
8
Venus
9
45
Earth
10
Mars
26
Saturn
11
Uranus
Pluto
2
5
20
132
5.5
12
4
Mass in
kilograms (kg)
0.6
20
Jupiter
Neptune
Remember
On Earth, 1 kg weighs 10 N.
weight
Surface gravity =
mass
0.5
500
0.005
On the Moon
Remember
On the Moon, the
2 An astronaut uses a space buggy to explore the surface gravitational attraction is
of the Moon.
about one-sixth that on
a If the space buggy weighs 600 N on the Moon,
Earth.
what did it weigh on Earth?
b What is the mass of the space buggy?
3 The astronaut collects 24 kg of Moon rocks to
bring back to Earth for analysis.
a What will the rocks weigh when they reach
Earth?
b What is the weight of these rocks on the
Moon?
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J1a
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6
Activity
Help
Gravity on the planets
p
W You are going to answer some questions about
mass and weight on the Earth and the Moon.
?
Remember
1 kg = 1000 g
t
u
On Earth, 1 kg weighs 10 N.
^ _ Apples on Earth
To calculate the weight on
Earth, multiply the mass by 10.
UG LP An apple has a mass of about 100 g. On Earth
it will weigh about 1 N.
TN
1 What is the mass of six apples?
2 How much do six apples weigh?
3 What is the mass of a box of apples that
weighs 60 N?
Apples on the Moon
4 A box of apples has a mass of 6 kg on
Earth. What would the mass of the apples
be on the Moon?
5 How much would the box of apples weigh
on the Moon?
Remember
On the Moon, the pull of gravity is
about one-sixth that on Earth.
To calculate the weight of an object
on the Moon, you divide its weight
on Earth by 6.
Exploring the Moon
6 The astronaut uses a space buggy
to explore the surface of the Moon.
If the buggy weighs 600 N on
the Moon, what did it weigh on
Earth?
7 What is the mass of the space
buggy?
8 The astronaut collects 24 kg of
Moon rocks to bring back to Earth
for analysis. What will the rocks
weigh when they reach Earth?
9 What is the weight of these rocks
on the Moon?
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J1b
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p
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t
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^ _
UG LP
Investigating gravity
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils reinforce the concept of gravitational attraction using a data interpretation exercise. Core (Extension), Help
They use the information on the Resource sheet to help them to answer some questions.
Resource
Running the activity
Pupils complete the questions on the Pupil sheet using data from the Resource sheet. The Core or
Help activity should take 15–20 minutes, and the Extension activity about a further 5 minutes.
Core: Pupils answer questions including data analysis and graphical work (Question 6) to relate
the diameter of a planet and its surface gravity.
Help: The questions include data analysis but no graphical work.
Extension: The questions include data analysis and graphical work to relate the diameter of a
planet and its surface gravity, as on the Core sheet, but pupils are required to use what they have
found out to make sensible estimates. The graph from Question 6 is used to answer Question 10.
Other relevant material
Skill sheet 5: Drawing charts and graphs
Graph paper and ruler for each pupil
Pitfalls
You may want to discuss the general relationships of Questions 6 and 7 to clarify understanding.
ICT opportunities
Pupils could produce their graphs using a spreadsheet such as Microsoft® Excel.
Pupils could search the Internet for more information on gravity.
Answers
Core:
1 Jupiter; 2 Jupiter; 3 Yes/no – there is a general trend suggesting this but there are exceptions
such as Saturn, which has a higher mass than Neptune but a lower surface gravity;
4 Pluto/Mercury/Mars; 5 Pluto; 6 There is no definite relationship, but there is a general trend
suggesting that there is a relationship between the diameter of a planet and its surface gravity.
There are exceptions such as Saturn, which has a bigger diameter than Neptune but a lower
surface gravity. There are other exceptions. 7 Yes. Generally most of the smaller planets (those
before the asteroid belt) except Pluto are nearer the Sun. However, there is no size order within
these two groups.
Extension:
8 They are not made of the same substances. 9 20 000 km; (estimate: accept calculated value of
(4 × 12 8003)1/3 = 20 300 km). 10 Teacher interpretation from graph – could be a wide range.
Help:
1 Jupiter; 2 Jupiter; 3 Pluto; 4 Pluto, Mars/Mercury, Venus, Earth, Uranus, Neptune, Saturn,
Jupiter. No – there is a general trend suggesting that the surface gravity increases with mass, but
there are large differences in relative mass for planets, such as Saturn and Uranus, which have
the same surface gravity. 5 Pluto; 6 Jupiter; 7 Pluto, Mercury, Mars, Venus, Earth, Neptune,
Uranus, Saturn, Jupiter. No – there is a general trend suggesting that surface gravity increases
with diameter, but there are large differences in diameter for planets, such as Saturn and Uranus,
which have the same surface gravity. 8 Yes, generally most of the smaller planets (those before
the asteroid belt) except Pluto are nearer the Sun. However, there is no size order within these
two groups.
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J1b
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p
t
6
Investigating gravity
Activity
Core
W Planets are held in orbit around the Sun because of the
gravitational attraction of the Sun on them.
?
You are going to find out about gravitational attraction by
u
examining some data about the planets in the Solar System.
^ _
Use the information on the Resource sheet to help you answer
UG LP the following questions.
TN
1 Which planet has the greatest surface gravity?
2 Which planet has the greatest mass relative to Earth?
3 Do you agree with the statement ‘Planets with the greatest
4
5
6
7
mass have the greatest surface area’? Explain your answer.
Which planet has the lowest surface gravity?
Which planet has the smallest diameter?
Draw a graph to find out whether there is a relationship
between the diameter of a planet and its surface gravity.
Explain your answer.
Do you agree with the statement ‘The planets in the Solar
System can be sorted into two groups, smaller planets nearer
the Sun and larger planets further from the Sun’? Explain your
answer.
Extension
8 Explain why planets of the same size may have different
surface gravity.
9 Estimate the diameter of a planet that has a relative mass of 4
(Earth having a mass of 1) and is made of similar substances to
Earth.
10 Use the graph you drew in Question 6 to estimate the
diameter of a planet that has a surface gravity twice as great as
that of Earth.
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J1b
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p
t
6
Investigating gravity
Activity
Help
W Planets are held in orbit around the Sun because of the
gravitational attraction of the Sun on them. You are going to
?
find out about gravitational attraction by examining some
u data about the planets in the Solar System.
^ _ Use the information on the Resource sheet to help you answer the
UG LP following questions.
TN
1 Which planet has the greatest surface gravity?
2 Which planet has the greatest mass relative to Earth?
3 Which planet has the smallest mass relative to Earth?
4 List the planets in order of increasing mass (smallest mass first).
Tom suggests that the greater the mass of a planet, the greater
its surface gravity. Do you agree with him completely? Explain
your answer.
5 Which planet has the smallest diameter?
6 Which planet has the largest diameter?
7 List the planets in order of increasing diameter. Meera suggests
that the greater the diameter of a planet, the greater its
surface gravity. Do you agree with her completely? Explain
your answer.
8 Alex says ‘The planets in the Solar System can be sorted into
two groups, smaller planets nearer the Sun and larger planets
further from the Sun’. Look at the third column in the table on
the Resource sheet. It gives the planets listed in order of
distance from the Sun (nearest planet first). By comparing this
with the list you made for Question 7, decide whether you
agree with Alex. Explain your answer.
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Investigating gravity
J1b
M
W
p
?
t
u
Planet
Mercury
^ _
UG LP
TN
Activity
Resource
Diameter in
kilometres
(km)
Approx. distance
from the Sun in
millions of kilometres
(million km)
Surface gravity
in newtons
per kilogram
(N/kg)
Relative mass
(Earth = 1)
5000
60
4
0.1
Venus
12 000
110
9
0.8
Earth
12 800
150
10
Mars
7000
230
4
Jupiter
140 000
780
26
320
Saturn
120 000
1400
11
95
Uranus
52 000
2900
11
15
Neptune
50 000
4500
12
17
3000
6000
4
Pluto
© Harcourt Education Ltd 2004 Catalyst 3
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Planet
Mercury
Diameter in
kilometres
(km)
0.1
0.0002
Sheet 1 of 1
Activity
Resource
Investigating gravity
J1b
1
Approx. distance
from the Sun in
millions of kilometres
(million km)
Surface gravity
in newtons
per kilogram
(N/kg)
Relative mass
(Earth = 1)
5000
60
4
0.1
Venus
12 000
110
9
0.8
Earth
12 800
150
10
Mars
7000
230
4
Jupiter
140 000
780
26
320
Saturn
120 000
1400
11
95
Uranus
52 000
2900
11
15
Neptune
50 000
4500
12
17
3000
6000
4
Pluto
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1
0.1
0.0002
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Rocketing away!
J1c
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^ _
UG LP
TC
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils watch some demonstrations of rocket motion and then answer some questions.
Core
Running the activity
Demonstrate some examples of rocket motion such as a car powered by a small
carbon dioxide cylinder, a water rocket, a Stomp rocket or a model rocket from
a kit. Pupils then answer the questions on the Pupil sheet to reinforce their
understanding of rocket motion.
Expected outcomes
Pupils acquire a good understanding of rocket motion.
Safety notes
The rocket car can be demonstrated in a laboratory but other demonstrations
must be carried out outside in a large open space well away from buildings,
cars, etc. Firework rockets should not be used.
Pupils must be kept at a safe distance from the demonstration.
Eye protection should be worn, except for the rocket car demonstration.
ICT opportunities
Pupils could search the Internet for information on the rockets used to launch
spacecraft such as communications satellites and the space shuttle.
Answers
1 a Arrow labelled M pointing to the right.
b Arrow labelled G pointing to the left.
c Force of rocket car on the carbon dioxide gas to left equals force of
carbon dioxide gas on rocket car to right. (Newton’s Third Law says that
the force on an object A due to an object B is equal and opposite to the
force on B due to A; force on rocket car to right makes car move to
right.)
2 a To increase the pressure.
b A downward force pushes the water out.
c The force on the water pushing downwards equals the force on the water
rocket upwards (Newton’s Third Law). The upwards force on the rocket
makes it move upwards.
3 a Arrow downwards labelled weight; arrow upwards labelled thrust/force
due to rocket engine.
b Thrust greater than weight so resultant/net force upwards; therefore
rocket moves upwards.
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Rocketing away!
J1c
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^ _
UG LP
TN
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils watch some demonstrations of rocket motion and then answer some questions.
Core
Equipment
Rocket car
● light model car chassis (obtainable from educational apparatus suppliers)
● small carbon dioxide cylinder (e.g. as used for Sparklets soda siphons or in shooting)
● sharp pointed tool (to pierce gas cylinder)
● hammer
Water rocket
2 litre plastic drinks bottle (as used for cola, lemonade, etc.)
● water rocket kit (obtainable from educational apparatus suppliers)
● bicycle pump
● water
●
Model rocket
model rocket (from model shop)
● firing mechanism (from model shop)
● stand for rocket
●
Stomp rocket
Stomp rocket kit (from good toy shops)
●
For your information
Running the activity
Demonstrate some examples of rocket motion such as a car powered by a small carbon
dioxide cylinder, a water rocket, a Stomp rocket or a model rocket from a kit. Two or
three demonstrations should be provided.
Rocket car
Attach the carbon dioxide cylinder to the car chassis. When the carbon dioxide
cylinder is pierced the car moves very quickly across the floor in the opposite direction
to the carbon dioxide gas. A clear floor area should be used for the best effect.
Water rocket
This demonstration should be done outside, on the school field or playground, well
away from cars, etc. As air is pumped into the plastic drinks bottle it will lift off the base
and can rise to a height of 10 m or so.
Model rocket
This demonstration should be done outside, on the school field. The model rocket
purchased should be suitable for the area available for launching.
Stomp rocket
This demonstration should be done outside, on the school field or playground, well
away from cars, etc. Full instructions are provided with the kit.
Expected outcomes
Pupils acquire a good understanding of rocket motion.
Safety notes
The rocket car can be demonstrated in a laboratory, but other demonstrations must be
carried out outside in a large open space well away from buildings, cars, etc.
Pupils must be kept at a safe distance from the demonstration.
Eye protection should be worn, except for the rocket car demonstration.
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J1c
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t
Activity
Core
Rocketing away!
W You are going to watch some demonstrations of rocket motion
and then answer the questions below.
?
1 The diagram shows a model of a rocket car.
u
^ _
CO2
UG LP
TN TC
a Copy the diagram and add an arrow to show the direction in
which the car moved. Label it M.
b Add an arrow to show the direction in which the carbon dioxide
gas was emitted. Label it G.
c Explain why the car moved in the direction you have shown.
compressed air
2 The diagram shows a water rocket.
a Why is air pumped into the bottle of the water
rocket?
b What effect does this have on the water in the
bottle?
c Why does this make the rocket move upwards?
water
rubber
bung
air from
pump
3 The diagram shows a rocket used to launch a satellite
into space.
a Draw a sketch of the rocket and add labelled arrows
to show the two forces acting on the rocket.
b Explain how these forces make the rocket move
upwards.
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Escape from Earth
J2a
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t
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^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils review several different concepts first covered in Year 7 work on forces such as
weight, mass and gravity that relate to the work covered in this unit.
Core
Running the activity
Pupils work through the questions on the Pupil sheet individually or in pairs,
which should take them 20–30 minutes. The final question requires pupils to
complete the story using given key words (if ICT is used the activity will take
longer to complete); this is best done individually.
You may like to review weight, mass and gravity before the start of the lesson.
Other relevant material
Catalyst 1 unit K7.
ICT opportunities
Pupils could use ICT for Question 8, e.g. word processing, DTP or presentation
software.
Answers
1
force from engines
weight (gravitational pull of Earth
and friction (air resistance)
2 It is an orbit in which a satellite appears to stay still because it orbits the
Earth above the equator every 24 hours, and so remains in the same place
above the Earth’s surface. Geostationary orbits are often used for
telecommunications satellites (for example, Sky).
3 Another type of orbit is the polar orbit, usually lower, in which the
satellite’s path goes over the Earth’s poles. Weather satellites are in polar
orbits so they can scan the Earth’s surface.
4 Most likely for space observation or communication. Possibly for
monitoring weather patterns on the planet or for looking for geological
deposits.
5 There will be less gravitational attraction on the artificial satellite if it is
compared at the same orbiting height.
6 It will take longer.
7 It has less gravitational attraction on Mars as it is further away.
8 Pupils’ stories.
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Escape from Earth
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Activity
Core
Space
alley mme you
H
e
h
t
gra
rt of ning Pro
As pa
ai
e
r
h
T
t
y
s
m
s
se
Acade ve to pa g exerci
a
n
h
i
your
n
will
trai
take
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e
n
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i
n
w
u
follo you can
pace.
e
nto s
befor ission i
m
first
e
te th
.
omple er below
c
e
s
p
a
p
Plea
n
natio
exami
luck!
Good
s,
Cadet
^ _
UG LP
TN
arley
der C. F
n
a
m
m
o
C
ining
l Tra
e
v
a
r
ace T
of Sp
Head
1 Omega 1 weighs 20 000 N. Draw a diagram
2
3
4
5
6
7
8
The story so far …
to explain what forces Biff’s spacecraft has
Biff is on the launch pad at Mission Control
to overcome to leave the ground.
on Earth, sitting in the control module of the
Explain what a geostationary orbit is. Say why
spacecraft Omega 1. The countdown starts…
such an orbit is useful and describe one use
10–9–8–7–6 initiate engines 5–4–3 release
stabilisers 2–1 blast off!
for a satellite in a geostationary orbit.
Name another type of orbit that a satellite
might use and describe the path it takes
After take-off Biff is told to leave the Earth’s
round the Earth.
atmosphere and go around the Earth in a
geostationary orbit.
In what ways could the artificial satellite
orbiting Mars be used?
A message comes through: ‘Omega 1,
Mars is a smaller planet and has less mass than
progress to Moon Base Scorpio, land, pick up
Earth. Explain how this affects the gravitational
your cargo of an artificial satellite and take it
attraction on the artificial satellite.
to the Tracking Station on Mars.’
Mars is further away from the Sun than Earth.
How does this affect the time it takes to orbit the Sun?
Does the Sun have more or less gravitational attraction on the
Earth than on Mars? Explain your answer.
Use the following words and phrases to finish off the story.
…
nce more and
Biff takes off o
artificial satell
ite
Moon
Jupiter
launch
natural satellit
e
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gravitational a
ttraction
force
orbit
h
g
i
h
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Famous scientists
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^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
ICT
Pupils develop information handling skills and become familiar with the work of some of
the most important astronomers.
Core
Running the activity
Pupils use the Internet to answer the questions on the Pupil sheet. The activity
may be used to support pupils in their independent research.
The actual activity should last about 15–20 minutes, but pupils could spend
longer researching other aspects.
Other relevant material
This is a useful website, but you may prefer to add others. Follow the
‘Biographies’ links. Different scientists can be selected by following the
instructions given on the website once pupils have logged on to research one of
the scientists – blupete (Peter Landry’s website).
Answers
1 Copernicus
2 Galileo
3 Kepler
4 Hawking
5 Newton
6 a Galileo
b Newton
c Hawking
7
Kepler
1400
1500
1600
Copernicus
1700
1800
Newton
1900
2000AD
Hawking
Galileo
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Famous scientists
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Activity
Core
W Our understanding of space has been helped by the work of many
famous scientists. Some came up with very important ideas and
?
models that totally changed the way people thought about the
u Solar System and outer space.
^ _ You are going to use the Internet to find out about six famous scientists.
UG LP
Copern
icus
TN
Kepler
Galileo
Newton
Hawkin
g
my
Ptole
Here is a website to get you started, though you may want to research
your own sites. Follow the ‘Biographies’ links. Different scientists can be
selected by following the instructions given on the website once you
have logged on to research one of the scientists – blupete (Peter Landry’s
website).
1 Read about each scientist.
2 Use the information on the websites to answer these questions.
1 Who came up with the idea that the Earth spins and also orbits
2
3
4
5
6
around the Sun?
Who used telescopes to make important discoveries about planets?
Who discovered that it was the pull of the Sun’s gravitational
attraction that kept the planets in their orbits?
Who explained how the Universe began and what black holes are?
Who developed the laws of gravity and also designed a reflecting
telescope?
Which of the scientists listed above also did the following:
a found that the rate at which an object falls is not related to its
mass?
b discovered the three laws of motion?
c based his theory upon that of Albert Einstein?
7 Make a time line showing these five scientists and their
contributions to our understanding of the Solar System.
3 If time allows, you can work in groups to prepare a short
presentation summarising your research on one of the scientists.
Each group should focus on a different scientist.
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Earth-centred and Sun-centred
models
J3b
Teacher
activity notes
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Type
Purpose
Differentiation
Paper
Pupils read about the two models of the Solar System and then answer some questions.
Core (Extension), Resource
^ _ Running the activity
UG LP The ancient Greek astronomer, Ptolemy, believed in an Earth-centred universe.
In the sixteenth century Copernicus, a Polish scientist, suggested that the Earth
and all the other planets circle the Sun. Pupils read about these two models and
then answer some questions.
Core: Pupils answer five questions on Ptolemy and Copernicus.
Extension: In addition to the core questions pupils answer three more questions
requiring additional understanding. Pupils should be encouraged to research
the answers to Questions 6 and 7 if necessary.
ICT opportunities
Pupils could search the Internet for additional information on the geocentric
and heliocentric models of the Solar System.
Answers
Core:
1 Ptolemy believed the Sun, the stars and all the planets rotate around the
Earth on a series of celestial spheres.
2 Copernicus placed the Sun at the centre with all the planets orbiting
around it.
3 The priests argued that the Bible says that the Sun moves through the
heavens and that as humans are made in God’s image we must inhabit a
planet at the centre of the Universe.
4 Kepler produced lots of measurements of the movement of the planets
which supported Copernicus’s model.
5 Yes/no with consistent reasons. For example:
– Yes – because it was simpler and easier to understand than Ptolemy’s
model; the mathematical arguments were very persuasive; Kepler’s
experimental evidence was strong.
– No – because the Bible says that the Sun moves through the heavens; the
Church must be right; Ptolemy’s model had been around for a long time
and explained what was seen.
Extension:
6 Earth rotates around the Sun but we are on Earth so we think we are
stationary and the Sun is moving.
7 Jupiter takes a lot longer than Earth to go around the Sun, so seen from
Earth there are times when Jupiter appears to go backwards. (You may need
to discuss the diagram showing how Mars appears to go backwards
sometimes when viewed from Earth to help some pupils to answer this
question.)
8 Newton meant that he was building on the discoveries of scientists who
had lived before him.
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J3b
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Earth-centred and Sun-centred
models
Activity
Core
The ancient Greek astronomer, Ptolemy, believed in an Eartht u centred universe. In the sixteenth century Copernicus, a Polish
scientist, suggested that the Earth and all the other planets
^ _ orbit the Sun. You are going to read about these two models
UG LP and answer some questions.
TN
Read the information on the Resource sheet and look carefully at
the diagrams.
1 Describe the main features of Ptolemy’s geocentric model.
2 Describe the main features of Copernicus’s heliocentric model.
3 Why did Copernicus’s model upset the Church?
4 What further evidence was obtained to support the
Sun-centred model?
5 Imagine you lived in the sixteenth century and heard about
Copernicus’s ideas. Would you have believed him? Give two
reasons to support your decision.
Extension
6 Explain why we seem to see the Sun rotating around the
Earth.
7 Ptolemy’s observation that Jupiter appears to move backwards
was correct. He explained the peculiar motion of Jupiter in a
complicated way. Use the diagram of Earth and Mars on the
Activity resource sheet to help you to explain how the
Sun-centred model accounts for Jupiter’s apparent backwards
motion.
8 Newton said, ‘I am only standing on the shoulders of giants’
when he was congratulated for his ideas about the heliocentric
model. What do you think he meant?
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Activity
Resource
Earth-centred and Sun-centred
models
Ptolemy
Ptolemy believed the Sun, the stars and all the planets
^ _ rotate around the Earth on a series of celestial spheres. He
made careful drawings and calculations to show how his
UG LP
model agreed with what he and other astronomers
TN
observed when they looked at the night sky.
His model worked but was very complicated. For instance,
he observed that Jupiter appears to move backwards at
certain times in its orbit. He explained this by saying that
Jupiter moved in epicycles (orbits around orbits). The more
observations he made, the more complicated his
explanations became.
Copernicus
Copernicus realised that explanations
could be made much simpler if the
Sun was placed at the centre with
all the planets, including Earth,
orbiting around it. He was soon in
trouble though because this idea
went against the teaching of the
Church. The priests argued that
the Bible says that the Sun moves
through the heavens and that as
humans are made in God’s image
we must inhabit a planet at the
centre of the Universe.
Mars
Earth
six Earth
7
7
later
months
3
6
5
7 6
5
s
4
3
1 2
4
4
onth later
3 one Earth m
2
1
sight-line
6
2
5
from Eart
h to Mars
now
1
Copernicus’s model explains epicycles because planets such as Mars and Jupiter
take much longer than Earth to orbit the Sun. This means their line of sight from
Earth changes direction, accounting for the ‘loops’ that we see. Kepler made lots of
measurements of the movement of the planets which supported Copernicus’s
model. Galileo, an Italian scientist, was put under house arrest by the Catholic
Church for writing a book saying he agreed with Copernicus.
Over a hundred years after Copernicus first developed his Sun-centred model,
Isaac Newton explained how gravity holds the planets in orbits around the Sun. He
was able to use his ideas to do calculations that agreed with Kepler’s experimental
observations. At long last, Copernicus had been proved right!
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Researching Moon birth
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^ _
Teacher
activity notes
Type
Purpose
Differentiation
ICT
Pupils use the Internet to find out about one of the theories on how the Moon was
formed. They then prepare a poster/fact sheet/presentation for the rest of the class.
No pupil sheets
Running the activity
Pupils use the Internet to find out about one of the theories.
UG LP The four theories are:
1
2
3
4
the spin theory
the capture theory
the double planet theory
the giant impact theory.
Divide the class into four groups. Ask each group to find out about one of the
theories. Each group then prepares a poster/fact sheet/presentation for the rest
of the class.
Other relevant material
These are suitable websites, though you may want to use others or ask pupils to
research their own sites. Use the search facility on each site to search for ‘Moon
birth’.
Space website
StudyWorks! website
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Acting out Moon birth
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Discussion
Working as part of a small group pupils produce a role play to illustrate one of the theories Core
of how the Moon formed.
Running the activity
Working in small groups pupils produce a role play to illustrate one of the
theories of how the Moon formed.
Divide the class into groups and tell each group which theory it is going to
act out.
Suggest a suitable plan for the pupils:
●
Choose people to represent the Earth and the Moon.
●
Decide how you are going to act out the birth of the Moon, according to the
theory you are going to demonstrate.
●
Write a commentary to accompany your role play. This should include an
introduction, an explanation of what is going on as the Moon is formed and
a summing up that includes the evidence ‘for’ and ‘against’ the theory.
After each group has acted out its role play, pupils can vote for the group that
gave the best performance.
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Acting out Moon birth
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Activity
Core
W Working as part of a small group you are going to role play
one of the theories of how the Moon formed.
?
1 Your teacher will divide the class into groups and tell you
u
which theory you are going to act out.
^ _ 2 Use the guidelines below to help you plan your role play.
UG LP
●
●
TN
●
Choose people to represent the Earth and the Moon.
Decide how you are going to act out the birth of the
Moon, according to the theory you are going to
demonstrate.
Write a commentary to accompany your role play. This
should include an introduction, an explanation of what is
going on as the Moon is formed and a summing up that
includes the evidence ‘for’ and ‘against’ the theory.
3 After each group has acted out its role play, vote for the group
that gave the best performance.
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J4b
Acting out Moon birth
Sheet 1 of 1
Activity
Core
Working as part of a small group you are going to role play
one of the theories of how the Moon formed.
1 Your teacher will divide the class into groups and tell you
which theory you are going to act out.
2 Use the guidelines below to help you plan your role play.
●
Choose people to represent the Earth and the Moon.
●
Decide how you are going to act out the birth of the
Moon, according to the theory you are going to
demonstrate.
●
Write a commentary to accompany your role play. This
should include an introduction, an explanation of what is
going on as the Moon is formed and a summing up that
includes the evidence ‘for’ and ‘against’ the theory.
3 After each group has acted out its role play, vote for the group
that gave the best performance.
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J1
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A massive problem
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
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^ _
UG LP
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils match the masses
of various objects to their
weight on different
planets, given the surface
gravities of the planets.
Pupils discuss their responses
to Activity J1a.
Groups of pupils discuss
their answers to Activity
J1b and report back to the
class.
Pupils discuss word pairs
(e.g. mass/weight,
rocket/jet, Earth/Jupiter,
Sun/star)
Pupils complete diagrams to
show the forces on a rocket
at various points on its
journey from Earth to the
Moon. (Red only)
Review learning
Pupils match the masses of various objects to their weight
on different planets, given the surface gravities of the
planets.
Sharing responses
➔ Pupil sheet
Answers
2 kg → Neptune; 6 kg → Mars; 50 kg →
Earth; 0.5 kg → Jupiter; 400 kg → Venus
Pupils discuss their responses to Activity J1a. Make sure any
wrong calculations or misconceptions are clarified.
Group feedback
Pupils work in groups to discuss their responses to Activity
J1b. If pupils carried out this activity at different levels
(Core, Help, Extension) it would be useful to arrange the
groups accordingly.
Word game
Organise the class into groups of three.
Give each pupil in the group one of the word pairs (see
opposite). Ask them to think about what links/connects the
two words and in what ways are they different.
Pupils then discuss their ideas with other pupils who have
also been given that word pair. Scan the class during this
phase.
Word pairs
mass/weight
Sun/star
rocket/jet
Earth/Jupiter
force/gravity
planet/moon
Pupils return to their original groups. Each group member
then shares his or her information. Groups summarise
information on OHT/PowerPoint/as individual notes.
Looking ahead
Pupils complete diagrams to show the forces on a rocket at
various points on its journey from Earth to the Moon.
(Red only)
➔ Pupil sheet
Answers
Earth
Moon
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A massive problem
J1
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Review learning
p
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Planet
Surface gravity in newtons
per kilogram (N/kg)
^ _
Mercury
4
UG LP
Venus
9
Earth
10
Mars
4
TN
Plenaries
Jupiter
26
Saturn
11
Uranus
11
Neptune
12
Pluto
4
Draw lines to link each mass with its correct weight. (Use the
information in the table above to help with any calculations you
need to do.)
Mass
Weight
2 kg
500 N on Earth
6 kg
3600 N on Venus
50 kg
24 N on Mars
0.5 kg
24 N on Neptune
400 kg
13 N on Jupiter
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J1
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A massive problem
Plenaries
Looking ahead
?
The diagrams show a rocket at various points on its journey
u from the Earth to the Moon.
^ _ Add arrows to each diagram to show the forces acting on
the rocket at each stage of its journey. The length of each
UG LP
arrow should represent the size of each force (e.g. a long
TN
line means a big force).
Remember
On the Moon, the pull of
gravity is about one-sixth
that on Earth.
Moon
Earth
Moon
Earth
Moon
Earth
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Satellites
J2
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Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
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Review learning
Sharing responses
Group feedback
Word game
Looking ahead
True/false quiz on facts
about satellites.
Pupils discuss their
responses to Activity J2a
Play ‘What am I?’ game. The
winning group is the one with
the most correct answers in the
allotted time.
Invite volunteer pupil to
list as many things as
possible related to the
lesson in 30 seconds.
Ask the question: ‘How do
we know the Earth is
round?’
^ _
UG LP Review learning
●
Pupils answer a set of true/false questions on satellites.
➔ Pupil sheet
Answers
1 true; 2 false; 3 false; 4 true; 5 true;
6 true; 7 true
Sharing responses
●
Pupils discuss their responses to the questions in Activity J2a.
●
Ask pupils to list the key things necessary to put a satellite
in orbit.
Group feedback
●
Ask ‘What am I?’ Remind pupils they can only ask closed
questions that can be answered with ‘yes’ or ‘no’. They
have to determine the answer with as few questions as
possible.
Words/concepts
satellite; Moon; Sun; Earth; Jupiter;
geostationary satellite; artificial satellite;
Sputnik; gravitational attraction;
communications satellite; polar orbit;
Hubble telescope
Word game
●
Invite a volunteer pupil up to the front of the class to list as
many things as possible related to the lesson in
30 seconds.
●
Write the suggestions on the board.
●
Ask for further volunteers until most of the key words have
been listed.
Looking ahead
●
Ask pupils to answer the question, ‘How do we know the
Earth is round?’, by suggesting evidence they could observe.
●
Collate evidence on the board (e.g. a ship can sail around
the Earth and return to its starting point, pictures taken
from space).
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J2
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Satellites
Plenaries
Review learning
p
?
Decide if the following statements are true or false.
t
u
1 Sputnik 1 was the first artificial satellite.
[True/False]
^ _ 2 There is no gravity acting on a satellite.
[True/False]
UG LP
TN
3 A geostationary satellite does not move.
[True/False]
4 A polar orbit goes over the North and South Poles.
[True/False]
5 The Moon is a natural satellite of the Earth.
[True/False]
6 To stay in orbit a satellite has to be travelling fast.
[True/False]
7 Venus is a satellite of the Sun.
[True/False]
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J2
Sheet 1 of 1
Satellites
Plenaries
Review learning
Decide if the following statements are true or false.
1 Sputnik 1 was the first artificial satellite.
[True/False]
2 There is no gravity acting on a satellite.
[True/False]
3 A geostationary satellite does not move.
[True/False]
4 A polar orbit goes over the North and South Poles.
[True/False]
5 The Moon is a natural satellite of the Earth.
[True/False]
6 To stay in orbit a satellite has to be travelling fast.
[True/False]
7 Venus is a satellite of the Sun.
[True/False]
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The Solar System
J3
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Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
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Review learning
Sharing responses
Group feedback
Word game
Looking back
Pupils play a ‘millionaire’
quiz.
Each group makes a short
presentation to summarise their
research in Activity J3a.
In groups, pupils write an
argument for and against
each of the two models of
the Solar System.
Wordsearch using key
words from the unit to
check progress.
Pupils revise and
consolidate knowledge from
the unit.
^ _
UG LP Review learning
●
Hand out the Pupil sheets. Ask pupils to have a go at
answering as many questions as they can. Make it clear
that the harder questions are towards the end.
➔ Pupil sheet
●
When pupils have had 5 minutes to answer the questions,
go over the answers with the class.
Answers
£100, Sun; £500, nine; £1000, Sun-centred;
£5000, geocentric/Earth-centred; £10 000,
Galileo; £50 000, Polish; £100 000,
Newton; £500 000, Galileo; £1 000 000,
Kepler
Sharing responses
●
Divide pupils into groups. Each group makes a short
presentation to summarise their research in Activity J3a.
Group feedback
●
In groups, pupils write an argument for and against each
of the two models. Ask groups to present their arguments.
List important points for and against each model on the
board.
Word game
●
Ask pupils to complete the wordsearch on the Pupil sheet.
●
Ring the words on a copy of the Pupil sheet and show it as
an OHT for pupils to check their answers. Use the words
on it to revise the lessons in the unit.
➔ Pupil sheet
Looking back
●
Pupils revise and consolidate knowledge from the unit.
●
They can use the Unit map, Pupil checklist or the Test
yourself questions.
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➔ Unit map
➔ Pupil checklist
➔ Test yourself
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The Solar System
J3
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Plenaries
Review learning
?
Try and answer as many questions as you can. The questions get
u harder as you work down the sheet.
^ _
£
Question
UG LP
100
What is the name of the star that is
nearest to Earth?
500
How many planets are there in the
Solar System?
1000
What does heliocentric mean?
5000
What model did Ptolemy describe?
10 000
Who developed the first telescope?
50 000
What nationality was Copernicus?
100 000
Who explained Kepler’s observations
with ideas about gravity and mass?
500 000
Name the Italian scientist who was
imprisoned for supporting the
heliocentric model.
1 000 000
Who made many observations and
calculations to work out that planets’
orbits are ellipses (flattened circles)?
TN
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The Solar System
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Plenaries
Word game
?
All these words are connected with the unit so far. See how many
u of them you can find in the wordsearch.
^ _
UG LP
mass
weight
Earth
Saturn
force
Moon
artificial
natural
TN
star
Sun
rocket
gravity
planet
Pluto
Mercury
W
O
G
S
E
N
R
U
T
A
S
H
B
E
S
O
P
R
U
Y
C
E
A
R
T
H
I
G
G
M
A
S
S
O
K
T
K
E
S
G
N
R
O
L
V
T
T
C
P
A
N
P
H
A
A
O
O
D
F
A
O
E
N
A
A
T
T
V
N
P
C
F
O
R
C
E
L
C
S
U
I
W
G
H
T
B
A
E
O
P
R
A
R
T
I
F
I
C
I
A
L
R
M
J
X
A
Y
W
F
S
Y
R
U
C
R
E
M
P
L
U
T
O
H
M
Y
A
S
K
B
E
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Birth of the Moon – Think about
J4
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Plenaries
Suggested alternative plenary activities (5–10 minutes)
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^ _
Group feedback
Bridging to other topics
Pupils have 5–10 minutes to discuss, write down or display what they
Ask pupils to think of other areas of science where a model has been
have learned about a model, the need for evidence to support it and how replaced as further methods of obtaining evidence are developed.
the model may need to be modified or abandoned as further evidence is
obtained.
UG LP Group feedback
●
Pupils have 5–10 minutes to discuss, write down or display
what they have learned about models in general, the need for
evidence to support a model and how it may need to be
modified or abandoned as further evidence is obtained.
Bridging to other topics
●
Ask pupils to think of other areas of science where a model has
been replaced as further methods of obtaining evidence are
developed.
●
Other areas could include the model of particle movement in
solids, liquids and gases (if not discussed fully in the Starter
activity), the model of particle movement in heat transfer by
conduction and convection, the model of an electric current or
the atomic model (a positively charged nucleus with orbiting
electrons) if pupils have come across it.
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A massive problem
Specials
1 Look at this cartoon then answer the questions about Jemma.
^ _
UG LP
A
a Is Jemma’s mass different in different places?
b Is Jemma’s weight different in different places?
c Does Jemma weigh more on the Earth or on the Moon?
d Where does Jemma have no weight?
e Which has the greatest gravitational attraction – the
Earth or the Moon?
2 Use some of these words to fill in the gaps.
smallest
weight
a The Sun is the
It has the
thrust
weaker
greatest
largest
stronger
gravity
object in our Solar System.
mass. The pull of the Sun’s
on the planets keeps the Solar System together.
b The further away a planet is from the Sun, the
the gravitational attraction between them.
c To escape from the Earth, rockets need to push with
a
greater than their
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.
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Specials
A massive problem (continued)
3 Look at this information about some planets and the Moon.
1kg = 4N
Mars
^ _
UG LP
1kg = 1.7N
A
Moon
1kg = 10N
Earth
1kg = 26N
Jupiter
Now answer these questions.
a On which of them will Gemma have the smallest weight?
b On which planet will Gemma weigh the most?
c
is the planet with the largest gravity.
This is because it is the planet with the largest
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.
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Satellites
Specials
1 Draw lines to match the words to their meanings.
the Moon
A satellite that stays in the same
place over the Earth’s surface.
artificial
satellite
The Earth’s natural satellite.
Other planets have moons too.
^ _
UG LP
A
orbit
The path a satellite takes over the
Earth’s North and South Poles.
gravity
The path a satellite or the Moon
takes around the Earth.
geostationary
polar orbit
A machine launched into space by people.
The force that keeps satellites in orbit.
2 Match the words below to their descriptions.
communication satellites
navigation satellites
exploration sa
tellites
observation satellites
space stations
a These help ships, planes and cars know where they are on
the Earth.
b These are satellites where astronauts and cosmonauts
live and work.
c These send radio, TV and telephone messages around
the world.
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UG LP
A
The Solar System
Specials
1 Write true or false for each sentence.
a The Earth is at the centre of the Universe.
b Galileo used telescopes to see Jupiter’s moons.
c There have been many models over time to explain the Solar
System.
d The heliocentric model, with the Sun at the centre of the Solar
System, is the one we use today.
2 Draw lines to match the scientist to their ideas.
Ptolemy (200AD)
The first scientist to suggest the Sun
is at the centre of the Solar System.
Copernicus
(1473–1543)
He made accurate star charts, which
showed how the planets moved.
Galileo
(1564–1642)
An Egyptian astronomer who drew the
Universe with the Earth at the centre.
Brahe
(1546–1601)
He worked out that the planets’
orbits are flattened circles.
Kepler
(1571–1630)
He used the idea of gravity and
the masses of objects to explain
why the planets orbit the Sun.
Newton
(1642–1727)
He made and used telescopes
to see Jupiter’s moons.
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UG LP
A
Birth of the Moon
Specials
1 Here are some names of theories of how the Moon was formed.
Write the name of the correct theory next to its description below.
The double planet theo
ry (1950s)
eory (1909)
The capture th
The giant impact theo
ry (1975)
The spin theory (1878)
a The Earth was hit by a huge object. Some
material of the outer surface of the Earth was
blasted into space. This material came
together to form the Moon.
b As the Earth formed, it spun so fast that
a lump was thrown off. This lump cooled
and formed the Moon.
c The Moon was formed somewhere else. It
came too close to the Earth and was captured
by the Earth’s gravity.
d The Moon was formed in the same way as the
planets formed. This happened at the same time
as the Earth was formed.
2 In question 1 the year each theory was put forward is given after its
name. Put the theories in order of age, oldest first.
3 Write true or false for each sentence.
a Moon rocks have been brought back to the Earth.
b 80 pounds of Moon rock were brought back to Earth.
c The Moon rocks contain lots of iron.
d The capture theory is the one most scientists believe today.
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Gravity and space
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UG
Specials answers
J1 A massive problem
J3 The Solar System
1 a
b
c
d
e
2 a
b
c
3 a
b
c
1 a false
b true
c true
d true
2 Ptolemy (200 AD) – An Egyptian astronomer
who drew the Universe with the Earth at the
centre.
Copernicus (1473–1543) – The first scientist to
suggest the Sun is at the centre of the Solar
System.
Galileo (1564–1642) – He made and used
telescopes to see Jupiter’s moons.
Brahe (1546–1601) – He made accurate star
charts, including how the planets moved.
Kepler (1571–1630) – He worked out that the
planets’ orbits are flattened circles.
Newton (1642–1727) – He used the idea of
gravity and the masses of objects to explain why
the planets orbit the Sun.
no
yes
on the Earth
in space
the Earth
largest, greatest, gravitational attraction
weaker
thrust, weight
Moon
Jupiter
Jupiter, mass
J2 Satellites
1 the Moon – The Earth’s natural satellite. Other
planets have moons too.
artificial satellite – a machine launched into
space by people.
orbit – The path a satellite or the Moon takes
around the Earth.
gravity – The force that keeps satellites in
orbit.
geostationary – a satellite that stays in the same
place over the Earth’s surface.
polar orbit – The path a satellite takes over the
Earth’s North and South Poles.
2 a navigation satellites
b space stations
c communication satellites
J4 Birth of the Moon
1 a The giant impact theory (1975)
b The spin theory (1878)
c The capture theory (1909)
d The double planet theory (1950s)
2 The spin theory (1878), The capture theory
(1909), The double planet theory (1950s), The
giant impact theory (1975)
3 a true
b true
c false
d false
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A massive problem
J1
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Homework
1 Look at the diagram below. It shows five planets, drawn to the same scale.
^ _
To the Sun
UG LP
A
B
C
D
E
A
a i
Which planet will have the greatest gravitational attraction?
ii Which planet will have the smallest gravitational attraction?
iii Will the gravitational attraction on planet C be larger or smaller
than the gravitational attraction on planet E?
b All the planets are affected by the Sun’s gravitational attraction.
i
Which planet is most affected by the Sun’s gravitational attraction?
ii Will the effect of the Sun’s gravitational attraction on Planet B
be smaller or larger than on Planet D?
iii Copy and complete the following sentence, referring to your
answer to question 1 b, part ii.
I think my answer to the question is correct because … .
c
Yuri is an astronaut. In an experiment, wearing his spacesuit, he jumps as high as
he can on the Earth. He travels to the Moon and jumps as high as he can there.
i
Does he jump higher on the Earth or on the Moon?
ii Where does he weigh more, on the Moon or on the Earth?
CORE
2 Yuri, the astronaut in the last question, travels on through the Solar
System. He stops off at all the planets shown in the diagram in question 1.
a i
On which planet will he weigh the most?
ii Explain why he will weigh the most on this planet.
b i
Yuri has a mass of 82 kg on the Earth. What is his mass on Planet D?
ii Explain why Yuri’s weight is not the same on Planet D and on the
Earth, given that the Earth is smaller than Planet D.
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Homework
A massive problem (continued)
c
i
What units are used to measure Yuri’s weight?
ii What do these units tell you about what weight is?
d i
^ _
Yuri’s rocket has a mass of 3 000 500 kg on the Earth. Explain why
it needs very powerful rocket engines to get it into orbit round the Earth.
ii Explain why Yuri’s rocket needs less powerful engines as it moves
away from the Earth.
UG LP
A
EXTENSION
3 The table shows some data about some of the moons around Jupiter.
Name
Date of
discovery
Distance from
Jupiter in km
Diameter in
km
Amalthea
1892
181 000
170
Callisto
1610
1 800 000
4 800
Europa
1610
671 000
3 100
Ganymede
1610
1 100 000
5 300
Himalia
1904
11 500 000
185
Io
1610
422 000
3 600
Thebe
1979
222 000
100
a Which of the moons has the greatest gravitational attraction?
b Which of the moons experiences the smallest gravitational attraction
from Jupiter?
c
The moons all have a more or less circular orbit around Jupiter. Using
ideas about balanced forces explain why they stay in this orbit.
d i
Suggest a reason why Callisto, Europa, Ganymede and Io were
discovered before any of the others.
ii These four moons were discovered by Galileo. Why was Galileo
able to see them when other scientists before him did not?
e
Explain whether or not it would be correct to say that the gravitational
field of Ganymede has no effect on the orbit of Callisto.
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Satellites
J2
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Homework
1 Match the beginning of each sentence with the correct ending. Write
out each complete sentence.
^ _
Beginnings
Endings
UG LP
A Communication satellites are used to
1 are called navigation satellites.
B Observation satellites can
2 send telephone messages around the
world.
C The type of satellites used by ships to
find their position on the Earth
3 are called space stations.
D Exploration satellites can
4 take detailed photographs of the Earth.
E The type of satellites where astronauts
can live and work in space
5 take very clear pictures of the planets.
A
2 a Give the name of one natural satellite of the Earth.
b What keeps this natural satellite from flying off into outer space?
c
Give one difference between this natural satellite and the Earth.
CORE
3 Telstar was the first artificial satellite to be put into Earth orbit. It could
be seen crossing the night sky, from north to south. It took about 15 minutes
to cross from the northern horizon to the southern horizon.
a i
What type of orbit was being used by Telstar?
ii Explain how its position in the night sky would have been different,
if it had been in the other type of orbit.
b i
Telstar could be seen as a bright object moving across the night
sky on a clear night. It had no lights. Explain why it could be seen so clearly.
ii Telstar also crossed the sky during the day but could not be seen.
Explain why not.
c
i
Telstar was used to carry live television pictures across the globe.
Times were booked in advance. Sometimes, if the programme overran,
the pictures suddenly cut out. Explain why this happened.
ii What is the advantage of modern communication satellites,
compared with those in orbits like Telstar?
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Homework
Satellites (continued)
d Which of the following satellites would normally be in geostationary
orbits around the Earth?
^ _
A – exploration satellites
B – navigation satellites
C – communication satellites
D – the Moon
UG LP EXTENSION
A
4 Look at the diagram showing forces acting on the Moon as it orbits
the Earth.
A
Moon
B
Earth
a What would happen to force A if the speed of the Moon decreased?
b If the speed of the Moon did decrease, what would happen to
the Moon?
c
Explain how forces A and B together are responsible for keeping
the Moon in its orbit round the Earth.
d Explain why the Moon orbits the Earth, rather than having its own
orbit around the Sun.
e
When the Apollo missions went to the Moon their speed decreased
as they moved away from the Earth and then increased as they
approached closer to the Moon. Use your knowledge about gravitational
attraction to explain why this happened.
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The Solar System
J3
Homework
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1 a Match the name of the astronomer to the work that has made them famous.
t
u
^ _
UG LP
A
A Made very accurate
star charts and
worked out how
Mars moved.
Galileo
Brahe
C First person to say
that the planets go
round the Sun.
Kepler
Copernicus
E
b i
Worked out that
the planets orbit
the Sun in ellipses.
B Drew a model that
showed the Sun
and planets going
round the Earth.
D Observed that
Jupiter's Moons
orbited Jupiter and
not the Earth.
Ptolemy
What model of the Solar System has the Earth at its centre?
ii What model of the Solar System has the Sun at its centre?
iii Which model was Galileo supporting when he was put in prison
by the Roman Catholic Church?
CORE
2 a Explain how Galileo’s observations about Jupiter’s moons helped him
to decide which model of the Solar System was probably correct.
b Explain why the ancient Greeks had not been able to use the same
information as Galileo when they drew their model of the Solar System.
c
Explain how Isaac Newton’s work on gravitational attraction helped
him to explain how the planets moved round the Sun.
d Describe where the orbit of the Moon would have to go in the
geocentric model of the Solar System.
e
i
What technical developments in astronomical observations helped
European astronomers to find out more about the orbits of the planets?
ii Modern astronomy can locate objects much further away than
those in our Solar System. What type of instrument is often used today,
to track far distant objects in space?
f
How has the discovery of other galaxies helped to support the
heliocentric model of our own Solar System?
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J3
The Solar System (continued)
M
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Homework
3 Imagine that you are standing on the surface of Neptune,
looking towards the Sun. You are interested in the heliocentric
u
and geocentric theories about the Solar System.
^ _
UG LP
a i
A
Describe what you would see if you observed the Earth
and its Moon over a period of 28 days.
ii Which theory about the Solar System would your
observations support and why?
b i
At some stage during your observations, you would not
be able to see the Earth at all. Explain why not.
ii Which model of the Solar System does this observation
support and why?
iii Explain how this observation could be used to support the
other theory about the Solar System.
c
i
On Neptune you are reasonably close to Jupiter. You can
see many of its moons. Describe what you would see over
a period of an Earth year.
ii Which model of the Solar System does this observation
support and why?
d From the observations described in these questions suggest
which theory about the Solar System is more likely to be
correct, explaining the reason for your choice.
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Homework
mark scheme
A massive problem
J1
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Question
Answer
1 a i
E
1
ii
A
1
iii
Smaller
1
A
1
ii
Larger
1
iii
I think my answer to the question is correct because B is nearer to
the Sun than D/B is larger than D. Underscore is pupil response.
1
Higher on the Moon.
1
On the Earth.
1
^ _
UG LP
6
b i
HM
c i
ii
Mark
Total for Help
8
CORE
Question
Answer
2 a i
E
1
It is the biggest so has the largest gravitational attraction.
1
82 kg
1
Planet D pulls him downwards/towards its centre more than
the Earth,
so his weight is greater than on the Earth.
1
1
Newtons
1
It is a force.
1
They have to produce a larger force upwards
than the gravitational attraction pulling it downwards.
1
1
The Earth’s gravitational attraction decreases as he gets further
away from it.
1
ii
b i
ii
c i
ii
d i
ii
Mark
Total for Core
10
EXTENSION
Question
Answer
3 a
Ganymede
1
b
Himalia
1
c
The force created by their movement is balanced by the
gravitational attraction of Jupiter
so they are held in a circular orbit by the two opposite forces.
1
1
They are much larger so can be seen more easily.
1
He had a telescope.
1
It is not correct
because all objects exert a gravitational attraction on all other
objects.
1
d i
ii
e
Mark
1
Total for Extension
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M
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Homework
mark scheme
Satellites
J2
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6
Question
Answer
1
Complete sentences are:
A 2; B 5; C 1; D 4; E 3. 1 mark each
5
The Moon.
1
b
Gravitational attraction.
1
c
One from: smaller/no atmosphere/less gravitational attraction/no
water/no life.
1
2 a
HM
Mark
Total for Help
8
CORE
Question
Answer
3 a i
Polar orbit.
1
It would have seemed to stay in the same place in the sky.
1
It reflected light
from the Sun.
1
1
The sunlight was so bright that it masked the reflection.
1
The satellite had moved below the horizon
so signals could no longer reach it.
1
1
They do not move below the horizon/they stay in the same place
above the Earth.
1
B and C.
2
ii
b i
ii
c i
ii
d
Mark
Total for Core
10
EXTENSION
Question
Answer
Mark
4 a
It would get smaller.
1
b
It would fall towards the earth.
1
c
They are balanced/the same size
so the Moon neither flies away from the Earth nor falls towards it.
1
1
d
It is closer to the Earth than to the Sun
so the Earth’s gravity has more effect upon it.
1
1
e
As they left the Earth and after the rockets had shut down the
Earth’s gravity slowed them down.
As they reached the Moon the Moon’s gravitational attraction
began to pull on the rocket and accelerate it towards the Moon.
Accept other equivalent responses.
1
1
Total for Extension
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Homework
mark scheme
The Solar System
J3
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Question
Answer
1 a
The correct links are:
Galileo – D; Brahe – A; Kepler – E; Copernicus – B;
Ptolemy – C.
Award 1 mark for each correct link.
^ _
UG LP
6
b i
HM
Mark
5
The geocentric system.
1
ii
The heliocentric system.
1
iii
The heliocentric system.
1
Total for Help
8
CORE
Question
Answer
2 a
He saw that the moons orbited Jupiter
and not the Earth
so concluded that not everything was in orbit around the Earth.
1
1
1
b
They had no telescopes/could not see very much of the Solar
System. Accept equivalent responses.
1
c
He was able to explain why the planets stayed in their orbits
due to the gravitational attraction of the Sun.
1
1
d
It would have to go round the Sun.
1
e i
They were able to make better and better telescopes.
1
Radio telescopes/the Hubble space telescope.
1
It has shown that there are other star systems in space like ours.
1
ii
f
Mark
Total for Core
10
EXTENSION
Question
Answer
3 a i
The Moon would orbit the Earth once in 28 days.
1
Supports the geocentric theory because the Earth is at the centre of
the Moon’s orbit.
1
It would be on the other side of the Sun.
1
The heliocentric model because the Earth must be orbiting the Sun
to get onto the other side of it.
1
The Sun could be orbiting the Earth and have moved to the near
side of the Earth, supporting the geocentric theory.
1
The moons would orbit Jupiter.
1
The heliocentric model because it shows that not all heavenly
bodies orbit the Earth.
1
The heliocentric model because the heliocentric model can explain
all the evidence.
1
ii
b i
ii
iii
c i
ii
d
Mark
Total for Extension
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Gravity and space
J
M
p
?
t
u
1 Calculate the weight of these objects on the Earth
(gravitational field strength = 10 N/kg):
a a 5 kg bag of potatoes
^ _
b a 70 kg man
UG
c an 80 g orange.
A
Test yourself
2 Fill in the gaps with the correct word, mass or weight, in each of these statements.
a
stays the same everywhere in the solar system.
b
is less on the Moon than on the Earth.
c
is measured in kilograms and
is measured in newtons.
d
is a force.
e
acts towards the centre of the Earth.
3 The gravitational field strength at the surface of Mars is 3.7 N/kg.
a How much would a 1 kg bag of sugar weigh on Mars?
b How much would a 65 kg person weigh on Mars?
c If a person weighs 560 N on Earth, how much would they weigh
on Mars?
4 The diagram shows the Sun
and the Earth.
Sun
a What is the almost circular
path of the Earth called?
b What force keeps the
Earth moving in this path?
Earth
c On the diagram draw an arrow showing the force. Label it F.
d Imagine that the force is suddenly switched off. What will happen to the Earth?
e Draw this new path on the diagram.
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Test yourself
Gravity and space (continued)
5 The diagrams show two very large objects with the same mass.
p
?
t
u
In which diagram, A or B, is the gravitational force between the
objects larger?
^ _
UG
A
A
B
6 The diagrams show two planets and their moons. In which diagram,
A or B, is the gravitational force between the objects larger?
10 000 km
10 000 km
moon
moon
0.5 × mass
of Earth
planet
10 × mass of Earth
0.9 × mass
of Earth
planet
A
10 × mass of Earth
B
7 The diagram shows the journey of a rocket from the Earth to the Moon.
Moon
Earth
a Why does a rocket need a large thrust on take-off from the Earth?
b What happens to the force of gravity as the distance between
the rocket and the Earth increases?
c What would happen if the thrust of the rocket at take-off was
not enough to put the rocket in orbit around the Earth?
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Test yourself
Gravity and space (continued)
8 Complete the sentence.
p
?
t
u
^ _
The Moon is a natural
of the Earth.
9 Fill in the gaps to complete these sentences about satellites.
a If a satellite is in a
UG
orbit, it stays at the same
point above the Earth’s surface. It takes 24 hours to complete an orbit –
A
the time the Earth takes to rotate once. This is very useful for satellites
which are used for
.
b If a satellite is in a
orbit, it passes over
the poles of the Earth. This is very useful for satellites which are
used for
10
.
Draw lines to match the scientist with his work on the solar system.
Newton
●
Copernicus
Galileo
Kepler
Brahe
●
●
●
Aristotle
●
●
●
a geocentric model of the universe
●
very accurate star charts and planet positions
●
calculation to show that planets move in elliptical
orbits round the Sun
●
observation of Jupiter’s moons using a telescope
●
explanation of elliptical orbits
●
a heliocentric model of the universe
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Gravity and space
J
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p
?
t
u
1 Calculate the weight of these objects on the Earth
(gravitational field strength = 10 N/kg):
50 N
a a 5 kg bag of potatoes
700 N
^ _
b a 70 kg man
UG
c an 80 g orange.
TY
Test yourself
Answers
0.8 N
2 Fill in the gaps with the correct word, mass or weight, in each of these statements.
a
Mass
b
Weight
c
Mass
stays the same everywhere in the solar system.
is less on the Moon than on the Earth.
weight
is measured in kilograms and
is measured in newtons.
d
Weight
is a force.
e
Weight
acts towards the centre of the Earth.
3 The gravitational field strength at the surface of Mars is 3.7 N/kg.
3.7 N
a How much would a 1 kg bag of sugar weigh on Mars?
b How much would a 65 kg person weigh on Mars?
240.5 N
c If a person weighs 560 N on Earth, how much would they weigh
on Mars?
207.2 N
4 The diagram shows the Sun
and the Earth.
Sun
a What is the almost circular
path of the Earth called?
F
orbit
b What force keeps the
Earth moving in this path?
Earth
gravity
c On the diagram draw an arrow showing the force. Label it F.
d Imagine that the force is suddenly switched off. What will happen to the Earth?
It would move in a straight line, along a tangent.
e Draw this new path on the diagram.
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Test yourself
Answers
Gravity and space (continued)
5 The diagrams show two very large objects with the same mass.
p
?
t
u
In which diagram, A or B, is the gravitational force between the
A
objects larger?
^ _
UG
TY
A
B
6 The diagrams show two planets and their moons. In which diagram,
A or B, is the gravitational force between the objects larger?
10 000 km
B
10 000 km
moon
moon
0.5 × mass
of Earth
planet
10 × mass of Earth
0.9 × mass
of Earth
planet
A
10 × mass of Earth
B
7 The diagram shows the journey of a rocket from the Earth to the Moon.
Moon
Earth
a Why does a rocket need a large thrust on take-off from the Earth?
To escape the pull of gravity back to Earth.
b What happens to the force of gravity as the distance between
the rocket and the Earth increases?
It decreases.
c What would happen if the thrust of the rocket at take-off was
not enough to put the rocket in orbit around the Earth?
It would fall back to Earth.
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Test yourself
Answers
Gravity and space (continued)
8 Complete the sentence.
p
?
t
u
^ _
satellite
The Moon is a natural
of the Earth.
9 Fill in the gaps to complete these sentences about satellites.
a If a satellite is in a
geostationary
orbit, it stays at the same
UG
point above the Earth’s surface. It takes 24 hours to complete an orbit –
TY
the time the Earth takes to rotate once. This is very useful for satellites
which are used for
communications
b If a satellite is in a
.
polar
orbit, it passes over
the poles of the Earth. This is very useful for satellites which are
weather
used for
10
forecasting
.
Draw lines to match the scientist with his work on the solar system.
Newton
●
Copernicus
Galileo
Kepler
Brahe
●
●
●
Aristotle
●
●
●
a geocentric model of the universe
●
very accurate star charts and planet positions
●
calculation to show that planets move in elliptical
orbits round the Sun
●
observation of Jupiter’s moons using a telescope
●
explanation of elliptical orbits
●
a heliocentric model of the universe
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End of unit test
Green
Gravity and space
1 Write ‘true’ or ‘false’ for each of these statements:
p
?
a The force of gravity keeps all the planets moving around the Sun.
1 mark
t
u
b The force of gravity can be a pulling or a pushing force.
1 mark
UG SS
c On Earth, the force of gravity attracts everything towards the
centre of the Earth.
1 mark
MS ET
d Some planets and moons have no air because they have no gravity.
1 mark
^ _
2 Ali uses the bathroom scales to find that he has a mass of 50 kg.
a What is his weight in newtons? Choose the correct letter.
A 5N
B 50 N
C 500 N
D 5000 N
b What would his weight (in the same clothes) be in a lunar module
on the Moon? Choose the correct letter.
A the same as on the Earth
B nothing
C more than on the Earth
D less than on the Earth
c What is his mass on the Moon? Choose the correct letter.
A 50 kg
B 0 kg
C 83.3 kg
D 8.3 kg
d Describe how jumping on the Moon would be different from
jumping on the Earth.
1 mark
1 mark
1 mark
1 mark
3 This diagram shows the path taken by the Moon, which is in orbit
around the Earth:
Earth
Moon
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?
t
u
^ _
UG SS
MS ET
6
Gravity and space (continued)
End of unit test
Green
a Which of these reasons explains why the Moon moves around
the Earth? Choose the correct letter.
A It is very heavy and cannot stop.
B There is a magnetic attraction between the Moon and
the Earth.
C The force of gravity pulls the Earth and the Moon towards
each other.
D The force of gravity pushes the Moon round.
1 mark
b A rocket is launched from Earth. It travels straight up away from
the Earth and keeps going. (The Moon is on the opposite side
of the Earth from where the rocket took off.)
What happens to the force of gravity on the rocket?
Choose the correct letter.
A It gets bigger.
B It stays the same.
C It gets smaller.
1 mark
4 The planet Jupiter is the largest in the solar system. It has
several moons.
a What keeps the moons moving around Jupiter?
1 mark
b Jupiter is much bigger than Earth. What would happen to your
weight on Jupiter?
1 mark
5 Write down all the things in the list below which could be changed
in order to change the force of gravity between two objects.
● the hardness of the objects
● the mass of one of the objects
● the mass of the other object
● squashing one of the objects into a smaller volume
● the distance between the objects
● the temperature of both of the objects
3 marks
6 The planet Venus has a mass of only about 0.8 times the mass of
the Earth.
a What effect would this have on the gravitational field strength
of Venus compared with that of the Earth?
1 mark
b Would a rocket need more or less thrust to take off from Venus
than from the Earth?
1 mark
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u
End of unit test
Green
Gravity and space (continued)
7 This satellite has been put into an orbit where it rotates at exactly the
same rate as the Earth and stays overhead at the same place on Earth.
Earth
^ _
UG SS
MS ET
a What is this type of orbit called?
1 mark
b Give an example of a way we use this type of satellite.
1 mark
c Satellites in lower orbits move quickly across the Earth’s surface.
What could they be used for?
1 mark
8 There have been two models of the Solar System. One was called
the geocentric model. The Earth is the centre of the universe and
everything moves around it. The other is called the heliocentric
model. The Sun is the centre of the Solar System, and the Earth
orbits around the Sun.
If you sit in your garden on a sunny day, the Sun appears to move
across the sky.
a Which of the two models does this evidence support?
1 mark
Galileo used his telescope to observe that Jupiter had moons.
The moons appeared to move around Jupiter, not the Earth.
b i
Which of the two models does this evidence support?
1 mark
The idea of the geocentric model lasted over 1000 years. It was
the work of scientists like Copernicus and Galileo that started to
disprove the model.
ii What was it about their evidence that started to disprove
this model?
The picture shows star trails around a star
called the Pole Star. The Pole Star seems to
stand still while the stars rotate slowly around it.
Which model of the Solar System
does this evidence support?
ii Explain how this evidence
supports that model.
1 mark
Pole Star
c i
1 mark
1 mark
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End of unit test
Red
Gravity and space
1 Ali uses the bathroom scales to find that he has a mass of 50 kg.
p
?
t
u
^ _
UG SS
MS ET
a Using the value for gravitational field strength g = 10 N/kg,
calculate his weight in newtons.
1 mark
b What would his weight (in the same clothes) be in a lunar
module on the Moon? Choose the correct letter.
A the same as on the Earth
B nothing
C more than on the Earth
D less than on the Earth
1 mark
c What is his mass on the Moon? Choose the correct letter.
A 50 kg
B 0 kg
C 83.3 kg
D 8.3 kg
1 mark
2 Write down all the things in the list below which could be changed
in order to change the force of gravity between two objects.
● the hardness of the objects
● the mass of one of the objects
● the mass of the other objects
● squashing one of the objects into a smaller volume
● the distance between the objects
● the temperature of both of the objects
3 marks
3 The planet Venus has a mass of only about 0.8 times the mass of the Earth.
a What effect would this have on the gravitational field strength of
Venus compared with that of the Earth?
1 mark
b Would a rocket need more or less thrust to take off from Venus
than from the Earth?
1 mark
4 This satellite has been put into an orbit where it rotates at exactly the
same rate as the Earth and stays overhead at the same place on Earth.
Earth
a What is this type of orbit called?
1 mark
b Explain why this is useful.
1 mark
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p
?
t
u
^ _
End of unit test
Red
Gravity and space (continued)
5 Geological companies looking for oil or minerals use satellites to
survey the Earth.
a What type of orbit would be suitable for this satellite?
1 mark
b Explain your choice.
1 mark
UG SS 6 This diagram shows the path taken by a rocket on a trip to the Moon.
MS ET
Moon
B
D
E
C
Earth
A
a Where is the gravitational force on the rocket greatest?
1 mark
b Where might the gravitational force on the rocket be zero?
1 mark
c Explain your answer to b.
1 mark
7 Look at this table.
Object
Sun
Mercury
Diameter (km)
Mass (number of Gravity at the
times the mass
surface (N/kg)
of the Earth)
1390 000
968 000
4880
Earth
12 800
Mars
6780
274
0.06
3.7
1
9.8
0.11
3.7
Jupiter
143 000
318
23.2
Uranus
48 600
15
8.7
Pluto
2300
0.002
a Calculate the weight of a 50 kg person on Jupiter.
b Using the data from the table, compare the gravity on Mercury
and on Jupiter, describing how your weight would vary.
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1 mark
2 marks
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^ _
UG SS
MS ET
6
End of unit test
Red
Gravity and space (continued)
c A robot explorer has been sent to Mars. After its mission it must
take off from Mars to return to Earth. The robot explorer has a mass
of 100 kg.
i
To launch the robot from Mars, the force of gravity on the robot
explorer would have to be exceeded. What is the force of gravity
on the robot?
ii Some people are concerned that a large amount of fuel will
be needed to provide this thrust (force) throughout the whole
journey. In fact this is not the case. Explain how the force on
the robot changes during the journey.
1 mark
1 mark
8 There have been two models of the Solar System. One was called
the geocentric model. The Earth is the centre of the universe and
everything moves around it. The other is called the heliocentric
model. The Sun is the centre of the Solar System, and the Earth orbits
around the Sun.
Pole Star
The picture shows star trails around a star called the Pole Star. The
Pole Star seems to stand still while the stars rotate slowly around it.
a i Which model of the Solar System does this evidence support?
ii Explain how this evidence supports that model.
1 mark
1 mark
Scientists who study space are called astronomers. They share their
data and observations with other astronomers all over the world.
b Why is this important to people who are developing theories
and models?
1 mark
Our Moon is very different from most moons. Astronomers have
puzzled over its origin for many years. In 1969, the first astronauts
landed on the Moon.
c i
What sort of evidence could astronomers collect about the Moon
before 1969?
ii In what way did this evidence change after 1969?
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1 mark
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Gravity and space
J
End of unit test
mark scheme
Green (NC Tier 3–6)
M
Mark
Level
True
1
3
b
False
1
3
^ _
c
True
1
4
UG SS
d
False
1
4
2 a
C
1
5
b
D
1
5
c
A
1
5
d
It requires less effort or you would go higher.
(Do not credit ‘float’ or ‘easier’.)
1
5
3 a
C
1
4
b
C
1
5
The force of gravity.
1
4
It would be bigger.
1
5
The mass of one of the objects.
1
6
The mass of the other object.
1
6
The distance between the objects.
1
6
The gravitational field strength of Venus would be
less than that of Earth. Allow 0.8 times.
1
6
It would need less thrust on Venus.
1
6
Geostationary
1
5
b
Communications or other correct example.
1
4
c
Surveying or other correct example.
1
4
Geocentric
1
4
Heliocentric
It was based on data from observations
made of planets and their moons.
1
5
1
5
Heliocentric
The stars do not appear to be going around
the Earth. The Pole Star would also move
if the geocentric model were true.
1
6
1
6
p
?
t
u
MS ET
Question
Answer
1 a
4 a
b
5
Deduct one mark for each incorrect answer up to three.
6 a
b
7 a
8 a
b i
ii
c i
ii
Scores in the range of:
NC Level
4–6
3
7–11
4
12–16
5
17–25
6
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End of unit test
mark scheme
Gravity and space
J
Red (NC Tier 5–7*)
M
p
?
t
u
Question
Answer
Mark
Level
1 a
500 N
1
5
b
D
1
5
c
A
1
5
The mass of one of the objects. The mass of the other object.
The distance between the objects. Deduct one mark for each
incorrect answer up to three.
3
6
The gravitational field strength of Venus would be less
than that of Earth. Allow 0.8 times.
1
6
It would need less thrust on Venus.
1
6
Geostationary
1
5
It can be communicated with all the time or it doesn’t
disappear round the other side of the Earth.
1
6
Low Earth orbit.
1
6
Can travel all over Earth’s surface or can see more detail
because closer to Earth.
1
6
6 a
A
1
7
b
C
1
7
c
At a certain point (closer to the Moon than the Earth)
the force from the Earth is equal and opposite to the
force from the Moon. As the rocket travels further from
Earth the force of gravity between the rocket and Earth
decreases. As it gets closer to the Moon the force of gravity
between the rocket and the Moon increases.
1
7*
50 kg × 23.2 kg/N = 1160 N One mark for correct answer
and unit without showing working.
1
5
The gravity on Mercury is less than the gravity on Jupiter.
1
7
Weight would be less on Mercury than on Jupiter or
more on Jupiter than on Mercury.
1
7
370 N
The force of gravity on the robot becomes less as it gets
further from the planet.
1
7
1
7*
Heliocentric
The stars do not appear to be going around the Earth.
The Pole Star would also move if the geocentric model were true.
1
6
1
6
b
They have lots of evidence to work with.
1
6
c i
ii
Indirect evidence using telescopes and instruments on Earth.
Direct evidence from the moon including rock samples.
1
1
7
7
^ _
UG SS
2
MS ET
3 a
b
4 a
b
5 a
b
7 a
b
c i
ii
8 a i
ii
Scores in the range of:
NC Level
6–10
5
11–15
6
16–18
7
19–25
7*
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Learning outcomes
p
?
t
u
^ _
UG
Gravity and space
Pupil checklist
I can do
this very
well
I can do
this quite
well
I need to
do more
work on this
I can explain how gravitational attraction
depends on mass.
I can explain how gravitational attraction
depends on the distance between
two masses.
I know that weight varies on different
planets.
I can explain how rockets are launched from
Earth into space.
I can describe how the forces on rockets or
satellites vary as they travel away
from the Earth.
I can explain how satellites stay in orbit.
I know the difference between natural and
artificial satellites.
I can give some uses of artificial satellites.
I can describe the two main models of the
Solar System.
I can explain which model is now accepted
as true.
I can understand that scientific ideas change
over time as new discoveries are made.
I can describe theories about the birth
of the Moon.
I can name the theory about the Moon
that is now believed to be true.
I can explain why this theory is thought
to be correct.
I can explain why the other theories are
not believed to be correct.
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?
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u
^ _
UG
Gravity and space
Glossary
Word
Definition
artificial satellite
The pushing force of a rocket or engine.
geocentric model
An object that orbits a larger object.
geostationary orbit
A satellite that is made by people, such as a communications
satellite.
heliocentric model
natural satellite
polar orbit
satellite
thrust
volatile R
A satellite that is made by nature, such as the Moon orbiting
the Earth.
The path around the Earth taken by a satellite travelling at
the same speed at which the Earth rotates.
The path taken by a satellite passing over the North and
South Poles of the Earth.
A model of the universe with Earth at the centre and
everything, including the Sun, moving around it.
A model of the Solar System with the Sun at the centre and
the planets moving around it.
Easily vaporised at normal temperatures. R
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Gravity and space
artificial satellite
polar orbit
p
?
geocentric model
satellite
t
u
geostationary orbit
thrust
^ _ heliocentric model
UG
Key words
volatile R
natural satellite
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J
Gravity and space
artificial satellite
polar orbit
geocentric model
satellite
geostationary orbit
thrust
heliocentric model
volatile R
Sheet 1 of 1
Key words
natural satellite
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t
u
^ _
Green
a 66 kg
b Jupiter
c Planet A, because it is closer to the star.
1 a false
b true
c true
d false
2 a 30 000 000 N
b The force upwards of 35 000 000 N was
greater than the weight downwards of the
rocket.
3 a The greater the mass of the objects the
larger is the gravitational attraction
between them.
b The greater the distance between two objects,
the less is the gravitational attraction
between them.
Red
a Joe’s weight would be 0 N.
b i 1300 N
ii 450 N
c 13 950 N
d i The weight will become less.
ii The amount of thrust needed will be less.
e Because the moon has less mass, its gravitation
force of attraction is less. The closer distance of
the Moon to position 2 makes its force of
attraction greater, to balance.
f The force on the rocket is much greater on
Earth because it is close to Earth. When it is
354 000 km away from Earth the force of
the Earth’s gravitational attraction is much
less.
1 a 30 385 000 N
b 30 380 000 N
c 3 352 900 N
2 The larger the distance between two objects, the
weaker the gravitational attraction.
3 a decreasing
b increasing
c decreases
J2 Satellites
Green
a An object made by people that orbits a larger
object.
b Any of the planets, other than Earth.
c It slowed down.
1 a Gravitational attraction.
b It falls out of orbit to Earth.
2 a An orbit that passes over the North and
South poles.
b An orbit in which the satellite travels at the
same speed as the Earth is turning on its axis.
This makes the satellite stay at the same place
over the Earth.
c A satellite used for radio, TV and
telecommunication.
3 Risks of collision are greater with more satellites.
Red
1 a
b
c
2 a
Gravitational force.
It falls to Earth.
It flies off into space.
A satellite in a geostationary orbit remains in
one place over the Earth. It can be used for
communications.
b A satellite in a polar orbit can be used to
photograph all parts of the Earth.
3 Risks of collisions are greater with more
satellites.
4 a An advantage is that activities which require
light can continue during night time hours.
One disadvantage is that people’s biorhythms
will be upset by the change from night and
day pattern to an all day pattern.
b
light from
Sun
giant
mirror
TIME
AY
E
p
Book answers
M
J1 A massive problem
M
UG
Gravity and space
D
J
N I G H T TI
Russian
city
J3 The Solar System
Green
a i Moving around the Earth.
ii At the centre of the universe.
b Individual answers.
c He made telescopes.
d Because the heliocentric model was correct.
1 The geocentric model put the Earth at the
centre of the Solar System with the Sun, Moon,
planets and stars moving around the Earth.
The heliocentric model put the Sun at the
centre of the Solar System with the Earth and
other planets revolving in circular orbits
around the Sun.
2 a Created the geocentric model of the Solar
System.
b Created the heliocentric model.
c Kepler worked out that the orbits of planets
around the Sun were ellipses rather than
circles.
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Book answers
Gravity and space (continued)
3
M
350 BC
p
?
t
u
1500 AD
1580
1590
1630
1680
Kepler worked out
shapes of planets'
orbits as ellipses.
^ _
UG
Ancient Greeks
and Egyptian Ptolemy
believed Earth at
centre of universe.
Copernicus put Sun
at centre with planets
going round Sun.
Newton showed
how gravity works.
Tyco Brahe made accurate
Galileo made telescopes
observations of planets'
and supported heliocentric
and stars' motions.
model; imprisoned by Church.
Red
a The apparent sizes of the Sun and Moon would
suggest that their distances from the Earth are
quite similar.
b The regular changes as day and night suggest
that either the Sun goes around the Earth once a
day, the Earth goes around the Sun once a day,
or the Earth spins on its axis once a day. The last
idea is the correct one. The seasons suggest that
the Earth is closer to the Sun during the summer
and the Earth is further away from the Sun in
the winter. However this is not the correct
explanation. The tilt of the Earth on its axis
relative to its orbit around the Sun actually
causes the seasons to occur.
c i One would expect, considering only the
masses of the planets, that a 1 kg mass
would weigh much more on Saturn than on
Earth. This is because the mass of Saturn is so
much greater than the mass of the Earth, and
gravitational forces of attraction are greater
when the masses of the bodies are greater.
ii The 1 kg mass weighs about the same on both
planets because the radius of Saturn is so
much greater than the radius of the Earth. The
greater distance of the mass from the centre of
the planet Saturn makes the gravitational
force of attraction much smaller, but the
greater mass of Saturn makes the gravitational
force of attraction greater, so they balance.
1 Individual answers.
2 Data and observations supply facts and
information which must fit theories and
predictions and calculations.
3
350 BC
300 BC
Ancient Greeks,
Thales, Pythagoras,
Aristotle believed
Earth spherical and
at centre of universe.
1500 AD
1580 1590
Copernicus suggested
heliocentric model, as
did Aristarchus.
Aristarchus thought
Earth revolved around
Sun but idea didn't
catch on.
1630
1680
Kepler used Brahe's
observations and set
out laws and equations
of planetary motion.
Galileo made telescopes
and saw moons orbit Jupiter
and saw Saturn's rings. He was
convinced that Copernicus's
heliocentric model was correct
and was imprisoned by the
Church as a result.
Tyco Brahe made accurate
observations and star charts.
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Newton showed why
Kepler's laws worked
and explained gravity.
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J4 Birth of the Moon
M
p
?
t
u
^ _
UG
Book answers
Gravity and space (continued)
Green
a i The double planet theory.
ii The spin theory.
iii The capture theory.
b The capture theory.
c Yes. If they were formed in the same way they
would have similar structures and chemicals.
d i Material from the outer surface of the Earth,
which contained almost no iron, was blasted
off into space by the collision of the huge
object with Earth.
ii The material blasted off from the Earth,
which eventually formed the Moon, came
from the surface of the Earth, so the rocks on
the Moon are very similar to the rocks on the
surface of the Earth.
1 The spin theory, the capture theory, the double
planet theory and the giant impact theory.
2 The scientists were able to get samples of rocks
from the Moon.
3 There was never any evidence that the Earth had
spun fast enough to ‘spin off’ a lump the size of
the Moon.
4 They had the Moon rocks analysed and found
their composition to be similar to the
composition of the rocks in the surface of
the Earth.
Red
a The spin theory.
b The double planet theory.
c The spin theory suggests that the Moon’s rocks
would be similar to the Earth’s surface rocks.
The capture theory would indicate that the
rocks from Earth and Moon would be very
different. The double planet theory suggests that
the composition of the Earth and Moon should
be very similar. But the density of the Moon is
much less than that of the Earth which is
strange if they formed at the same time.
d The capture theory.
e i The material used to form the Moon had
come from the surface of the Earth, which
contains little iron.
ii The material used to form the Moon had
come from the surface of the Earth.
iii On collision with the Earth, the colliding
body caused very high temperatures to
form. The material ripped off the surface of
the Earth and which formed the Moon had
all of the volatile substances boil off into
space.
1 Only evidence which was visual, by telescopes.
2 Astronauts landed on the Moon and were able
to bring back rock samples.
3 The capture theory and double planet theory
were incorrect, as the rocks were analysed to
be similar to the rocks on the surface of the
Earth.
4 Their conclusions were based completely on
mathematical calculations and did not involve
the chemical composition of the Earth and
Moon.
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