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Unit E: Space Exploration Study Guide 1. Investigate and describe ways that human understanding of Earth and space has depended on technological development SF pp. 356 – 365, 371 SIA pp. 368 376 identify different perspectives on the nature of Earth and space, based on culture and science (e.g., describe cosmologies based on an Earth-centered universe [detailed knowledge of epicycles is not required]; describe aboriginal views of space and those of other cultures; describe the role of observation in guiding scientific understanding of space) - - - - - The celestial bodies and events, such as eclipses, comets, meteors, aurora borealis, stars, solstice and equinox, have fuelled the human imagination, marked the passage of time and foretold changes in seasons. The information was passed from generation to generation and from culture to culture as legends and folklore. - Summer solstice (June 21) – the longest period of daylight; the start of summer - Winter solstice (December 21) – the shortest period of daylight; the start of winter Soltices are reversed in the southern hemisphere The Celts created Stonehenge to mark winter and summer solstices. African cultures made large stone pillars into patterns to predict the timing of the solstices Useful to know when to plant and harvest crops - Equinox: day and night are of equal length (March 21 and September 22) In 1000 A.D. the Mayans built a cylindrical-shaped tower to celebrate the equinox. Inuit, in the high Arctic, used the width of a mitt held at arm’s length to gauge the height of the sun above the horizon. When the sun rose to the height of one mitt width, it meant the seal pups would be born in two lunar cycles. The First Nations people of the Pacific Northwest thought the night sky was a pattern on a great blanket overhead. This blanket was held by a spinning world pole, the bottom of which rested on the chest of a woman underground named Stone Ribs. The sun played a prominent role in mythology of several ancient cultures, namely the North American native, the Aborigines of Australia, the Aztecs, the Chinese, the Inuit, the Greeks, the Norse, and the Japanese. The Ancients used rock structures and buildings to align with stars (eg. 2700 BC pyramids built in Ancient Egypt). Models of Planetary Motion 2000 years ago Aristotle developed the geocentric model (Earth-centered model) to explain planetary motion. - Earth was at the center with concentric spheres encircling it - The distant stars were fixed on the outermost or celestial sphere - It correctly predicted the phases of the moon, but little else - Ptolemy added epicycles, which were smaller spheres attached to the main spheres. This helped make predictions more accurate. - In 1530 Copernicus developed the Heliocentric model (sun centered). - He suggested that the sun be at the center and other planets revolved in orbits around it. - In the 1600s, Galileo used a telescope to provide observations to back up this model Mountains on the moon, bumps on either side of Saturn, spots on the sun, moons -1- Unit E: Space Exploration Study Guide orbiting Jupiter, phases of Venus, starts further away than planets - A German mathematician, Johannes Kepler, using the observations on movement of the planets recorded by Danish astronomer Tycho Brahe, discovered that the orbits of the planets were elliptical. - Epicycles were no longer needed - He figured out the shape and scaled the entire solar system from the same observations - Sir Isaac Newton explained the elliptical orbits by proving that there is a gravitational attractive force between all objects that pulls them together in an orbit. Ancestral contributions to today’s knowledge: stars make unchanging patterns in the sky which looked like objects that they named they could use the movement of stars to mark months and seasons which led to the development of the calendar the Sun, Moon and Planets rise and set at different rates from the stars SF pp. 366 - 367 SIA pp. 374 378 The Earth’s axis is tilted relative to its orbit around the sun. On Which choice has the correct two days every year, neither hemisphere leans more towards scientist with the model he the sun. These 2 days are at the midpoint between the two proposed? solstices and are called: a. Ptolemy, geocentric model a. summer b. Galileo, epicycles b. equinox c. Kepler, elliptical orbits c. mid-solstices d. Newton, law of gravity d. daylight savings investigate and illustrate the contributions of technological advances-including optical telescopes, spectral analysis and space travel -to a scientific understanding of space - 7000 years ago, sundials were used to measure the passage of time Egyptians invented a device called a merkhet to chart astronomical positions and to predict the movement of the stars. In the second century, Egyptians designed a quadrant to measure a star’s height above the horizon. Arabian astronomers used the astrolabe to make accurate charts for star position. In the 14 century, Levi ben Gurson invented the cross staff to measure angle between the moon and any given star. th -2- Unit E: Space Exploration Study Guide - Hans Lippershey invented the telescope in the late16th century. Galileo Galilei improved the telescope and it revolutionised astronomy. Galileo could see more in the night sky than had ever been possible (details about Earth’s planetary neighbours, solar system and galaxy). Galileo was able to observe planets in some detail but not stars. From this observation he concluded that the stars are much farther away than planets. - SF. pp. SIA pp. 379 390 Kepler developed mathematical models of the universe which allowed more accurate observations of the celestial bodies. He described the elliptical shape of the planet’s orbits. Isaac Newton’s using mathematics created law of universal gravitation provided an explanation for the planets’ elliptical orbits. The introduction of mathematical approaches (i.e. Kepler and Newton) into describing the motion of objects within the universe allowed astronomers to make accurate predictions about the motions of objects in the universe. Which early astronomer’s tool was used to What 2 factors combine to create an elliptical measure a star’s height above the horizon? orbit? a. quadrant a. forward movement and gravity b. astrolabe b. gravity and mass c. cross-staff c. mass and weight d. early telescope d. forward movement and mass describe, in general terms, the distribution of matter in space (e.g., stars, star systems, galaxies, nebulae) Astronomical Units (AU): is used for measuring “local” distances, those inside our solar system. One AU is equal to the average distance from the center of the earth to the center of the sun (149 599 000 km). Astronomers use this when describing the positions of the planets relative to the sun. Light-year: equals the distance light travels in on e year. Used for measures beyond our solar system. Stars: Classification and Life Cycle Star: a hot glowing ball of gas (mainly hydrogen) that gives off light energy. The number of stars in the universe is in the billions. Starts vary greatly in characteristics e.g. the color of a star depends on its temperature. A very hot star looks blue. A very cool star looks red. Hertzsprung and Russell: compared the surface temperature with brightness (luminosity). Star distribution in their diagram is not random – there are several specific groupings. - Nebulae: area of space where huge accumulations of gas and duct collect and where stars are formed. Each nebulae is composed of 75% hydrogen and 23% helium. The other 2% is -3- Unit E: Space Exploration Study Guide oxygen, nitrogen, carbon and silicate dust. Some of this interstellar matter came from exploding stars. Two Paths for Star Development Nebula sun-like stars (main sequence) red giant white dwarf black dwarf Or Nebula massive stars (main sequence) red supergiant supernova black hole - - Prostar: a contracting mass of gas in the first stage of a star’s formation. Depending on the mass of the star formed from a particular nebula, the star will be sun-like (in terms of mass) or massive. Both types of stars spend most of their lives in this main sequence converting hydrogen to helium in their cores. Red Giant/Red Supergiant: the stage in the life cycle on a sun-like star during which the star increases in size and becomes very bright. White Dwarf: the latter stage in the life-cycle of a sun-like star during which the star collapses: white dwarfs are very hot but very faint. Black Dwarf: when a white dwarf fades Supernova: an enormous explosion that marks the death of a massive star Black Hole: a super dense remnant of a super nova; an object around which gravity is so intense even light cannot escape. Neutron Star: If the explosion does not destroy a star, the core is left as a neutron star or a black hole. A black hole – Figure 1.21 Science in Action 9 Constellations: are groupings of stars we see as patterns in the night sky Asterism: distinctive star grouping that is not one of the 88 constellations (e.g., Big Dipper which is part of the Ursa major constellation) Galaxy: is a grouping of billions of stars, gas and dust. It is held together by gravity. Spiral: long curved arms radiating out from a bright central core Elliptical: football or egg-shaped which is made up of old stars Irregular: no shape and smaller than the other 2; made up of young and old stars What unit of measurement would be the most appropriate to measure the distance between Mars and Venus? a. astronomical unit b. light year c. light meter d. second What is the fate of our sun? a. black hole b. it will explode c. supernova d. black dwarf SF pp. 410 - 418 SIA pp. 392 400 On the H-R diagram, which is the hottest star? a. white dwarf b. black dwarf c. the sun d. red supergiant identify evidence for, and describe characteristics of, bodies that make up the solar system; compare their characteristics with those of Earth Protoplanet hypothesis (explains the birth of solar systems): (i) (ii) (iii) A cloud of gas and dust in space begins swirling. Most of the material (more than 90%) accumulates in the centre, forming the sun. The remaining material accumulates in smaller clumps circling the centre. These form -4- Unit E: Space Exploration Study Guide the planets. Sun: is at the centre of our solar neighbourhood. It is 110 times wider than the Earth. If the sun were a hollow ball almost a million Earths would be required to fill it. Solar Wind: streams of electrically charged particles discharged by the sun in every direction. Solar wind passes the Earth at 400 km/s. These are the result of solar flares, which are explosions that force particles from the sun into space. Some of these particles spiral down the Earth’s magnetic field and enter the atmosphere to produce the Northern and Southern lights (Aurora Borealis and Aurora Australis). The solar system can be divided into two distinct planetary groups: the innner planets also called terrestrial or Earth like planets and the outer or Jovian (in reference to Jupiter, planets). The terrestrial planets tend to be smaller, rockier in composition and closer to the Sun than the Jovian planets, which are large and gaseous and are located greater distances from the Sun. Jovian planets tend to have small densities, rings, and many satellites. For a description of each planet, location, distance from the Sun, etc… see Science in Action pages 394 – 396 OR Science Focus pages 411 to 415. Asteroids: small, rocky or metallic bodies travelling in space which range in size from a few meters to several hundred kilometres across and are found between the orbits of Mars and Jupiter Comets: often called “dirty snowballs” are objects made up of dust and ice that travels through space. It has a bright center and a long faint tail that always points away from the Sun. Example: Halley’s comet. Meteoroids: small pieces of rocks flying through space with no particular path and are as small as a grain of sand or as large as a car. Meteor: (aka shooting stars) When a meteoroid gets pulled into the atmosphere by Earth’s gravity, the heat of atmospheric friction causes it to give off light. Meteorite: a meteor that hits the Earth’s surface A solar eclipse occurs when the moon passing between the Sun and Earth casts a shadow on Earth. A lunar eclipse occurs when Earth passes between the Sun and Moon, casting its shadow over the Moon. Which of the following is NOT a part of the protoplanet hypothesis? a. Gas and dust accumulate to form the sun b. Smaller particles swirl around the sun to form planets c. The explosion of a star began the formation of the sun d. Gas and dust began swirling in space SF pp. 359 – 363 SIA pp. 401 – 407, 450 - 451 If a new planet was discovered between the orbits of Earth and Mars, what characteristics would it have? a. small density, many satellites, and rings What term is used to describe an object made of rock that lights up b. large density, many because of the friction caused by Earth’s gravity? satellites, rocky surface a. meteorite c. small density, few b. comet satellites, gaseous c. meteor d. large density, few d. lunar eclipse satellites, rocky surface describe and apply techniques for determining the position and motion of objects in space, including: constructing and interpreting drawings and physical models that illustrate the motion of objects in space (e.g., represent the orbit of comets around the Sun, using a looped-string model) describing techniques used to estimate distances of objects in space and to determine their motion describing the position of objects in space, using angular coordinates (e.g., describe the -5- Unit E: Space Exploration Study Guide location of a spot on a wall, by identifying its angle of elevation and its bearing or azimuth; describe the location of the Sun and other stars using altitude-azimuth coordinates, also referred to as horizon coordinates or local coordinates) [ Note: A description of star position based on right ascension and declination is not required.] Determining Position and Motion in Space To locate the position of an object in space two questions must be answered, “How high in the sky is it?” and “In which direction?” This problem can be solved with two measurements. The first is the compass direction called azimuth, with north as 0. The second is how in the sky called altitude, which ranges from 0 to 90 degrees. Zenith refers to highest point directly overhead. Figure 1.35 Science in Action 9 1. Spectroscopes or spectrometers can tell us how fast a celestial body, such as a star, is moving toward or away from us using the Doppler Effect. Light refracted from stars creates a ‘fingerprint’ for each star. Astronomers compare the spectra of a star with known spectra of elements (H, He, Na, Ca) to determine the star’s composition Example: The Doppler Effect occurs when sound waves are compressed in front of a vehicle as it speeds along. This results in shorter wavelength and higher pitch. Behind the vehicle sound waves stretch out, creating a longer wavelength and lower pitch. Also, it is used in radar guns to show how fast a vehicle is moving. The Doppler effect can be used to apply to light-emitting objects such as stars. When a star is approaching you, its wavelengths of light become compressed. As a result, the dark lines in the star’s spectrum shift toward the shorter-wavelength end of the spectrum – the blue end. -6- Unit E: Space Exploration Study Guide If a star is moving away from you, its spectral lines will be red shifted (moving toward the longer-wavelength part – red end- of the spectrum). The amount of shift showing up in observations indicates the speed at which the star is approaching or receding. 2. Another method to determine position and movement of celestial bodies (such as the Sun, Moon and planets) involves using the stars as the frame of reference instead of the Earth. Example: Note which bright stars are around Venus and take note of the location of Venus relative to these bright stars. The next night, repeat the above procedure. Where is Venus in relation to these bright stars? If you continue to take note of the location of Venus in relation to the same bright stars, you will find that it is moving. 3. Triangulation: based on the geometry of a triangle. Measuring the angle between the baseline and the target object allows you to determine the distance to that object. Figure 3.18 Science in Action 9 4. Adaptive Optics - Stars twinkle because their light is refracted randomly by the motion of the Earth, which makes it difficult for astronomers to see them. Computers hooked up to modern telescopes correct this problem. 5. Parallax - apparent shift in position of a nearby object when the object is viewed from 2 different places (e.g., passenger versus driver view of the speedometer) -7- Unit E: Space Exploration Study Guide - a star’s parallax is used to determine what angles to use when they triangulate the star’s distance from Earth we use the diameter of Earth’s orbit as a baseline which means measurements are taken 6 months apart Ecliptic: The apparent path of the sun through the sky during the year. It crosses the celestial equator at the vernal (spring) and autumn (fall) equinoxes. The Sun’s northerly position on the ecliptic marks summer solstice. Its most southerly position marks winter solstice. When a car is speeding towards you and then gets further away from you, it’s an example of the Doppler effect. When the car gets further away from you, what will you hear? a. A higher pitch and a longer wavelength b. A higher pitch and a shorter wavelength c. A lower pitch and a shorter wavelength d. A lower pitch and a longer wavelength Sometimes, we see a rainbow in the sky after it rains. What type of spectrum is this? a. Absorption spectrum b. Dark line spectrum c. Bright line spectrum d. Continuous spectrum When we say a star is ‘red-shifted’, what does that tell you about its movement? a. It is stationary. b. It is getting closer to the sun. c. It is getting further away from the sun. d. It is getting further away from the Earth. Investigate predictions about the motion, alignment and collision of bodies in space; and critically examine the evidence on which they are based (e.g., investigate predictions about eclipses; identify uncertainties in predicting and tracking meteor showers) Because astronomers understand the geometry behind the movement of planets and their moons and the fact that they travel in ellipses, they can accurately predict lunar eclipses and solar eclipses via observation and mathematics. Identify problems in developing technologies for space exploration, describe technologies developed for life in space, and explain the scientific principles involved SF pp. 420, 423 analyze space environments, and identify challenges that must be met in developing life-supporting SIA pp. 408, systems (e.g., analyze implications of variations in gravity, temperature, availability of water, 419 – 420 atmospheric pressure and atmospheric composition) 2. Challenges of Space Exploration: -8- Unit E: Space Exploration Study Guide - go fast enough to achieve orbit around Earth or break free of Earth’s gravity and travel to other planets keep equipment operating in extreme environment of space to transport people out and back safely Environmental Hazards: space is a vacuum, with no air or H O damaging effects of cosmic rays and solar radiation risk of being hit by debris or meteoroids no air pressure massive temperature variations 2 Psychological Challenges long trips in a confined living space Body and Microgravity (a) microgravity is a condition in which the gravitational forces that act on mass are extremely reduced : - bones expand - loss of bone mass and density - loss of body mass (b) heart does not have to pump as hard to circulate blood which decreases the production of red blood cells (c) muscles become weaker as less walking and lifting occurs: - loss of calcium, electrolytes and plasma with excretion of body fluids Which of the following is a risk or danger of space exploration and travel? a. bones become smaller b. there is no water or air in space c. the heart must pump harder d. the temperature does not vary much SF pp. 423 SIA pp. 420 426 describe technologies for life-support systems, and interpret the scientific principles on which they are based (e.g., investigate systems that involve the recycling of water and air) Space Suit: self-contained living system of air, water, a heating system, a cooling system … a portable toilet flexible enough to allow fine motor control Water: water will need to be recycled over and over because they can only bring a limited supply of water technology to filter, purify and recycle the same water (this same technology is used on Earth to provide environmentally safe sewage treatment for houses) Life Support System functions recycle wastewater to produce drinking water use recycled water to produce oxygen remove carbon dioxide from air filter micro-organisms and dust from air keep air pressure, temperature and humidity stable Oxygen process of electrolysis uses electricity to split water molecules into their component elements H and O -> hydrogen is vented into space Which characteristics must a space suit have? a. flexibility, food, filtration b. heating, flexibility, electrolysis 2 2 -9- Unit E: Space Exploration Study Guide c. heating, cooling, flexibility d. filtration, purification, recycling SF pp. 399 - 402 SIA pp. 409 412 describe technologies for space transport, and interpret the scientific principles involved (e.g., describe the development of multistage rockets, shuttles and space stations; build a model vehicle to explore a planet or moon) - - - - - to get an object into space, scientists needed to determine at what speed an object could overcome the force of gravity which was 28 000 km/h a rocket is a tube that contains combustible material in on end. The other end is the payload or the device or material that the rocket carries. Robert Goddard, an American physics professor, was the first scientist to successfully launch a liquid fuel rocket in 1926. He also discovered that if a rocket had more than one stage (a staged rocked) would fly higher and faster. A stage is a section of a rocket that drops off once the fuel is used up. 1942 Werner von Braun (a German scientist) developed the first ballistic missile (V-R rocket) during World War II – a bomb powered by a rocket engine. It had the ability to hit a target 200 km away from the launch site. Oct. 4, 1957 – Soviet union launched the first artificial satellite called Sputnik 1960’s – Werner von Braun’s team developed the rockets that took the first U.S. astronauts into space Sept. 29, 1962 – Canada became the third Sputnik (the size of a basketball) and Alouette nation to launch its satellite – Alouette 1 I Figure 2.4 and 2.5 Science in Action 9 Rocketry relies on a fundamental law of physics: for every action there is an equal and opposite reaction. An opening in the chamber allows gas to be released producing thrust (push) and causing the rocket to be propelled in the opposite direction. The speed at which the exhaust leaves the rocket is called exhaust velocity. There are three basic parts to a rocket: the machinery, the fuel and the payload The machinery is everything from the rocket itself to the engines, storage, tanks and fins. Computers in the air and on the ground work together to control the flight of spacecraft. They calculate orbits, keep track of other satellites (and pieces of space junk from other flights so the satellites don’t hit each other in space), collect, store, and analyze data, and to execute orbital maneuvers of the satellites. Figure 2.8 Science in Action 9 - 10 - Unit E: Space Exploration Study Guide What was Robert Goddard’s contribution to space exploration? a. V-R rocket b. staged rocket c. Sputnik d. Alouette I What are the three elements all rockets have in common? a. machinery, nozzle, oxidizer b. payload, nozzle, fuel c. fuel, payload, machinery d. thrust, exhaust, computer Gravitational assist: a method of acceleration which enables a spacecraft to gain extra speed by using the gravity of a planet. The planet’s gravity attracts the craft, causing it to speed up and change direction. The craft “slingshots” away from the planet at a higher or lower speed than it had before its encounter with the planet. SF. pp. N/A SIA. pp. 431 identify materials and processes developed to meet needs in space, and identify related applications (e.g., medicines, remote sensing, microelectronics, polymers, medical imaging, wireless communication technologies, synthesis of fuels) SEE PAGE 431 in Science in Action textbook (the chart) Which of the following space technologies is correctly associated with its use on Earth? a. Simulation of space environment, analysis of buildings and bridges b. parachute material, motion sickness medicine c. communication lasers, cutting and melting material d. electronic systems for telescopes, traction for winter tires SF. pp. 403 405 SIA. pp. 427 430 describe the development of artificial satellites, and explain the major purposes for which they are used (e.g., communication, GPS – global positioning system, weather observation) Artificial Satellites objects built and sent into Earth’s orbit by humans Natural Satellites small body orbiting a larger body (i.e., moon orbiting a planet) Functions of Satellites a) help us communicate, observe and forecast weather, predict magnetic storms and even find our location on the planet weather satellites stay in one position above Earth (geosynchronous orbit means it moves at the same rate as the Earth spins and therefore the same area is observed at all times) result is a 24 hour per day monitoring of weather conditions observation satellites (i) take photographs (ii) monitor weather (iii)LANDSAT and RADARSAT follows ships at sea, monitor soil quality, tracks forest fires, reports on environmental change and searches for natural resources (not in geosynchronous orbit) (iv)REMOTE SENSING - process in which imaging devices in a satellite make observations of Earth’s surface and send this information back to Earth (information can be in the form of photographs or data from sensing energy waves) provides information on the condition of the environment on Earth, natural resources and effects of urbanization (v) Global Positioning System (GPS) 24 GPS satellites are in orbit around Earth, which means there are at least 3 above any given location in the world at any given moment radio signals from satellites are picked up by a hand-held receivers signals are translated by a computer in the receiver, which shows on a digital displace the operator’s position in relation to the satellites - 11 - Unit E: Space Exploration Study Guide b) another function of a satellite is to watch TV and make long distance phone calls (communication satellites use digital systems for clearer transmitters and allow a large number of uses at one time) c) satellites help drivers in unfamiliar areas find their way around What does the term geosynchronous mean? a. the Earth moves at the same speed all the time b. a satellite moves quickly around the Earth c. two satellites are in sync d. a satellite moves at the same speed as the Earth 3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies SF pp. 366 – 370/ 385 – 386 SIA pp. 435 439 explain, in general terms, the operation of optical telescopes, including telescopes that are positioned in space environments Optical telescopes gather and focus light from stars so that we can see it the larger the area of the lenses or mirrors in a telescope, the greater the ability of the telescope to see the faint light of objects that are very distant a) - Refracting telescope: uses 2 lenses to gather and focus starlight limited size as any diameter over 1 metre will cause the glass to warp b) Reflecting telescope: use mirrors to gather and focus starlight newer models use segmented mirrors ( segments to form one large mirror) because they have enormous light-gathering ability and resolving power c) - Combination telescope: interferometry is the technique of using telescopes in combination detect objects in space more clearly and at greater distances d) Hubble Space Telescope reflecting telescope, orbiting 600 km above Earth, uses a series of mirrors to focus light from extremely distance objects - 12 - Unit E: Space Exploration Study Guide * Earth-based telescopes are limited in their viewing ability by interference from moisture, clouds, air pollution and light pollution e) - Adaptive Optics stars twinkle because the motion of the Earth’s atmosphere refracts their light randomly due to this twinkling or blurring effect, computers have been attached to telescopes in order to sense when the Earth’s atmosphere moves; the computers communicate with devices under the objective mirror so that the mirror is distorted to cancel out this effect What is an advantage of adaptive optics? a. reduces atmospheric distortion b. bigger magnification c. stronger computers d. gives a larger base for triangulation SF pp. 393 - 396 SIA pp. 440 – 445, 452 - 454 Which of the following statements about telescopes is correct? a. A reflecting telescope uses only lenses to focus light b. A refracting telescope uses several mirrors to gather light c. A combination telescope uses several mirrors to gather light d. A combination telescope uses only lenses to focus light explain the role of radio and optical telescopes in determining characteristics of stars and star systems Electromagnetic energy: - energy travelling at the speed of light but having different wavelengths (measurement of distance from one point on a wave to the same point on next wave) and frequencies (equals the number of waves that pass a single point in 1 second) than those of light Radio telescopes: - - study radio waves emitted by objects in space millions of times longer than light waves advantages over optical telescopes – not affected by weather and can be detected day and night not distorted by clouds, pollution or atmosphere map the distribution of neutral H in the Milky Way Galaxy which led to learning that our galaxy is a spiral interferometry is used to enhance the performance, measurement of position, accuracy and detail of the radio images because radio waves cannot be seen, computers are attached to the radio telescopes to produce color-coded images that correspond to the strength or intensity of the signal (from low intensity to high intensity, the colors are blue, green, yellow, red, white) Very long baseline interferometry is when 2 or more radio telescopes are connected without wires to produce images 100 times as detailed as the largest optical telescopes (each telescope’s signal is recorded with timing marks; signals are transferred to computer disks, loaded onto a central computer, and combined to form one image) 2 Variety of radiation fluctuations in microwave energy that remains after the formation of the universe X-rays emitted from black holes and pulsating stars huge bursts of gamma rays that appear without warning and then fade Space Probes: unmanned satellites or remote-controlled landers that put equipment on or close to planets too difficult or dangerous to send humans to. Space probes: - sample soil nature of rings and moons atmospheric composition geological tests how planets form in the solar system and how characteristics of other planets compare with Earth’s - 13 - Unit E: Space Exploration Study Guide Spectroscope – See previous section! What distinguishes radio waves from light waves? a. light waves can be thousands of times longer b. both types of waves have similar frequencies c. radio waves can be millions of times longer d. radio waves are much shorter SF. pp. 446/405 - 408 SIA. pp. 446 451 Which of the following is not a function of a space probe? a. studying rings and moons b. accomplishing tasks too dangerous for humans c. studying other planets d. predicting the weather describe and interpret, in general terms, the technologies used in global positioning systems and in remote sensing (e.g., use triangulation to determine the position of an object, given information on the distance from three different points) [Note: This example involves the use of geometric approaches rather than mathematical calculations.] Triangulation: See previous section! Remote Sensing: the science of taking measurements of Earth (and other planets) from space applications are: satellite images can be computer processed to show healthy versus unhealthy vegetation clear-cut and burned forests can be mapped to show the rates of their degradation water pollution can be imaged erosion can be tracked land use in cities can be observed tracking weather patterns Global Positioning System (GPS): Using a small hand-held GPS unit, you can use satellite technology to find out where you are on Earth. The satellites send out radio signals announcing their position and the exact time. Each hand-held GPS unit contains a receiver and a computer. It detects the ratio signals and measures the distance to each satellite by comparing how long the signals take to receive. The unit then calculates your location on Earth, using the triangulation method that is programmed into the system. Most units can pinpoint your location to within about 30m. Today, GPS receivers are used by fishers to mark good fishing spots, by pilots to track their airplane’s position, and by paleontologists to mark dinosaur sites. Which statement about GPS is false? a. GPS uses triangulation to determine location b. Accuracy is a bout 30m c. Pilots use GPS to plan their route d. GPS is based on the science of telescopes 4. Identify issues and opportunities arising from the application of space technology, identify alternatives involved, and analyze implications SF pp. N/A SIA pp. 456 460 recognise risks and dangers associated with space exploration (e.g., space junk, fuel expenditure, satellites burning up in the atmosphere, solar radiation) - destructive effects of solar radiation on life and equipment danger of possible collision with comets and asteroids loss of life immense economic loss loss of time spent on work 2003 Challenger destroyed due to faulty ceramic tiles 1967 Apollo I crew died due to fire on board the spacecraft - 14 - Unit E: Space Exploration Study Guide - 1986 Challenger exploded shortly after takeoff loss of Mars probes (Russian and American) 2001 – only 1/3 of the 2700 satellites are actually working; the rest are “space junk” early 2001 – Russian space station burned up on re-entry into Earth’s atmosphere cosmic radiation causes extreme damage to human cells Space Junk: pieces of debris that have fallen off rockets, satellites, space shuttles and space stations and remain floating in space threat to orbiting space craft satellites, etc as the impact could cause severe damage to their structural integrity threat to Earth as junk can re-enter Earth’s atmosphere and destroy lives and geographical damage Why is space junk a hazard? a. space gets messy b. they could explode c. they could hit an orbiting spacecraft d. they cannot re-enter the Earth SF pp. 424 - 425 SIA pp. 460 463 describe Canadian contributions to space research and development and to the astronaut program (e.g., Canadarm) Canadian Contributions: a) - Magnetic observatory 1839 Sir Edward Sabine established the first magnetic observatory - discovered the aurora borealis and was related to sunspot activity b) Alouette 1 1962 Canada launched Alouette 1, a satellite for non-military use c) Anik 1 Satellite - 1972 Anik 1 satellite gave the entire country telecommunications coverage for the first time d) Satellite TV 1973 Canada is the first country in the world to use satellites to broadcast television e) Canadarm 1 Canadarm 1 debuted on space shuttle Columbia in 1981 robotic arm manipulated by remote control launched and retrieved satellites/ fixed optical apparatus on Hubble Space Telescope/ put together modules of International Space Station d) Canadarm 2 (also called Canadian Space Station remote manipulator system SSRMS) - 2001 – bigger, stronger and smarter than its predecessor Canadarm 1 attached to the end of the arm is the Canada Hand (also called the special purpose dexterous manipulator SPDM) How are Canadarm I and II different? a. Canadarm I has a robotic arm b. Canadarm I is manipulated by remote control c. Canadrm II is no different than Canadarm I d. Canadarm II has the ability to grasp objects - 15 - Unit E: Space Exploration Study Guide SF. pp. N/A SIA. pp. 464 468 identify and analyze factors that are important to decisions regarding space exploration and development (e.g., identify examples of costs and potential benefits that may be considered; investigate and describe political, environmental and ethical issues related to the ownership and use of resources in space) a) - Who owns space? property of the first nation to land on it eco-tourists who observe or pioneers who settle and change the planet owned only be rich nations who can afford the costs to reach the site b) Who is entitled to use its resources? space resources could satisfy our energy needs on Earth for a long time minerals from asteroids capturing solar energy and beaming it to Earth cost of space travel could be cut substantially by creating space vehicles, supplies, etc directly in space the Moon can supply hydrogen as fuel for lunar bases and space travel/oxygen for life support/both hydrogen and oxygen used for water supply c) - Is a space treaty needed? use space exclusively for peaceful purposes not used as the scene or object of international discord maybe have nations collaborating similar to the Antarctica Treaty System d) Who is responsible for cleaning up the space environment? e) - How can we justify spending billions of dollars to send a few people into space when millions of people on Earth do not have clean drinking water? looking for extra space to home people as the population keeps growing increase in employment available as other planets are colonized send robots instead of humans as less danger and cost are involved (lose first-hand experience of humans if we do this) What point of view does the following statement express? There are concerns about the quality and cleanliness of space and its surroundings. a. b. c. d. environmental political astronomical social - 16 -