Space

Reproduction Unit | Space Unit | Electricity Unit | Chemistry Unit
=Unit 3: Space Exploration=


 * 2014 February 3:** Got to 19:30 of the video. So far, we've covered some math topics on the handout and the various propulsion systems for space exploration now known or in development.

3E8 = 3x10 8 =3x10^8 =300 000 000

speed = distance/time v = d/t

We use '/' to mean divide We use '*' to mean multiply on a computer

rearranging v = d/t v = d/t v*t = d/t*t v*t = d Here is the two column learning log we did in class On the Space Math Worksheet, Finish #2, try #3 and do #4. If you want to exceed, try #1 using the idea of setting up equivalent ratios shown on the two column learning log. The two column learning log is below (ODT can be edited in Word, PDF can be viewed on any computer)
 * 2014 February 5:** Finish video, practice with [|Space Math worksheet]. Here is a [|useful link] about this topic. We will use the two column learning log show on the link to make notes for key concepts for this topic.

Summary of Readings and Questions to do for this section: Right hand rule for which way it spins ( page 316, Do page 325 #1 ) Seasons ( page 317, Do page 325 #2, 3 ) Phases of the moon ( page 318, do page 325 #6 ) Auroras ( Northern lights, page 323-324, Do page 325 #15 )
 * 2014 February 10:** Go over any questions from homework. 5 minute quiz this week on last week's homework and video handout

The goal today is to understand how the earth's rotation on its tilted axis and its orbit around the sun causes
 * night and day (can you see why the sun rises in the east and sets in the west?)
 * the seasons

Right hand rule for which way the earth rotates []

Seasons This shows why the days are shorter in the winter in Saskatoon [] [] [] I was told by a U of S Education professor that this argument is false []

Questions/Answers about Earth's rotation [|http://image.gsfc.nasa.gov/poetry/ask/arot.html]

Here are the [|answers to the Space Math Worksheet] (a correction noted by one of you has been made)

In your groups, you will each do an assignment. Each group should have This is pretty wide open,. See textbook pages 326-340 and these links:
 * 2014 February 12:** Solar System Assignment today and February 24 ( You have TWO class periods to work on this and 1st due date is February 26 )
 * The Sun
 * a terrestrial planet
 * a gas giant planet
 * some other aspect of the solar system (eg: it's origin or comets or asteroid belt)
 * Write a poem about some aspect of the solar system (see samples given out in class).
 * Do a Powerpoint on the solar system (a series of planets, or one planet in depth
 * Do a Powerpoint on the origin of the solar system.
 * Do a Comic Life on the terrestrial planets
 * [|NASA Solar System]
 * [|National Geographic Solar System]
 * [|Nine Planets Solar System Tour]
 * [|Windows to the Universe Solar System]

//Grading (out of 40)://
 * Science Content (20): You must touch upon a group of planets (terrestrial planets or gas giant planets) or some aspect of the solar system (theories of its origin, dwarf planets and comets, dangers of asteroids hitting the earth)
 * Communication (5)
 * References (5) properly done in APA format with [|Bibme.org]
 * Group summary (10): Each member of the group should contribute to a summary which puts to together the various aspects of the solar system and explains how they are connected to each other.

After the break, we will work on scale models of the solar system and speed of the planets (February 26).


 * 2014 February 24:** Continue working on Group Solar System Assignment in LRC. Jazz Band after school today.


 * 2014 February 26:** Working on speeds of planets in the solar system. Notice that the inner planets orbit about the sun at a faster speed than the outer planets ([|animation here]). Notice also that the actual orbit of planets around the sun is not a circle, but an ellipse ([|animation here]). You can use these two animations to answer the front page of the orbital speeds handout. In your groups, work out the orbital speeds of all the planets (each person does 2-3 planets). Answers to the speeds of planets are [|found here]. You can also use [|this Javascript] to check your answers.


 * 2014 February 27:** Worked on scale models of the solar system.


 * 2014 February 28:** Hand in your first draft of your solar system assignment if you have not already done so! You have today to work on this with your group in the LRC. Second and final due date for the solar system assignment is March 10.

Note that this chart is a little different than the one on page 355 of your textbook since the x-axis is plotted in kelvin (K) instead of degrees celcius (°C). 0 K is absolute zero - this is the temperature at which atoms don't move. It's the coldest temperature possible.
 * 2014 March 3:** Solar System assignments returned - Due March 10 (2nd due date). HR Diagrams
 * K || °C ||
 * 0 || -273.15 ||
 * 273.15 || 0 ||
 * K= °C+273.15 ||= °C = K - 273.15 ||

Notice that Mercury has a big difference between night and day temperature because it doesn't have an atmosphere to keep the daytime heat in.

You will have half the class on Wednesday to complete the data collection for the lab. First due date for lab page 360 is on March 10.


 * There were two unclaimed assignments (One word document the sun and a powerpoint on Halley's comet) **


 * 2014 March 5:** Work on page 360 for half the class. Make sure you have your data prepared (the scatter chart). If you want, I will print a copy of that for each person in the group.

Work on Life Cycle of Stars for 2nd half of class. References (Textbook, the PPT below and [|this website]or [|this website]) University of Utah life cycle of stars ([|new link])

media type="custom" key="25325914"


 * 2014 March 10:** Life cycle of stars (use the two references highlighted from March 5).



Please note some corrections to the answers! A few things to keep in mind:
 * 2014 March 12:** Lab page 360 will be handed back next Wednesday, so the final due date for it is now March 26 . Review for quiz next week handed out. You can use [|this spreadsheet] to check model distances and [|this Javascript] to check orbital speeds.


 * The x-axis on page 355 is plotted backwards (temperature goes from big to small)
 * The y-axis on page 355 is plotted on a log scale (note the powers of 10 on the y-axis)
 * Your values on page 360 are plotted on a linear scale (the usual scale for a graph). That means that the y-values (absolute magnitude) on page 360 are actually in a log scale.

Keeping this in mind, you will need to be careful when comparing your Excel diagram to the one on page 355. It is suggested that you note down where a few stars are located on your Excel diagram tand compare it to the page 355 diagram:
 * Sun
 * Spica
 * Sirius
 * Arcturus
 * Deneb
 * Betelgeuse

Your graph should look like (I've done the Sun and Spica below, you need to do the rest). Compare this diagram with the one on page 355 and see if you can identify where the main sequence, super giants, dwarfs etc are. The Excel file you can use is. 


 * Challenge Question from class:** Is the star that the hypothetical planet orbits in #3 (orbital radius 1.6E8 km, period of orbit 200 days) more massive than or sun or less massive than our sun given that the earth orbits at 30 km/s with an orbital radius of 149 600 000 km?

How light gives us information about what celestial objects are made of. Reference: pages 382-385 DO Page 390: 4, 6, 7, 8, 9 //Summary:// As you learned in the Bohr model of the atom, (page 153), Bohr matched atomic spectra of hydrogen to his model. Indeed, every element has a unique spectrum (page 383). That's how we can identify what celestial objects are made out of. So, light given off by hydrogen would have 4 peaks (violet, violet, blue, orange). In the attached PDF, we have the spectra of some different light sources. The CFL spiral bubls match the spectra of mercury, so CFL bulbs contain mercury. If an object is moving away from you, the light from that object gives a 'red shift' (page 384, Fig 11.13). If an object is moving towards you, the light would give a blue shift. Notice the picture of the duck on page 383. The wavelengths in front of the duck are compressed, the wavelengths behind the duck are expanded. Similarly, Red light has big wavelength, low frequency whereas Blue light has small wavelength, high frequency.


 * 2014 March 17-18:** Most of you are on the Junior Band trip to Edmonton. Those of you who are in class can work on the Review for Thursday's quiz handed on on March 12. The lab from page 360 will be due on March 26. Please note you can check orbital speeds with [|this script] and model distances with [|this spreadsheet].

costs (415-425) of space research. Your take home question is to answer thoughtfully: Is it worthwhile for the government to fund research in space exploration? You need to look at both the pros and cons of this issue. In addition, you need to look at different viewpoints ♦ scientist ♦ engineer ♦ politician ♦ taxpayer ♦ average citizen ♦ etc //Grading (out of 20):// 10: science concepts 5: at least THREE different viewpoints represented 5: how you present and use your evidence to support your argument ||
 * 2014 March 19:** Quiz tomorrow based on the review handed out March 12 (see above). The rest of this unit will be up to you. You can make up your own take home question or use this one:
 * //Take home question.// Refer to Pages 401-425 of your textbook are about benefits (402-414) and

A review will be handed out tomorrow. Unit test will be on April 2nd (worth 50%, take home 25%, two quizzes 25%).

Got to 37 minutes of the video


 * 2014 March 20:** Quiz today and review handed out for test (on April 2nd) [[file:SpaceReview2014March.odt]][[file:SpaceReview2014March.pdf]]

[|Click here] for comments about the Page 360 HR Lab due March 26.

Space calculator ([|click here]). Some science stuff from last week's visit to Edmonton (click here)
 * 2014 March 24:** Review for test (April 2nd)

One of you asked me "What would happen to the seasons if there were no tilt (of earth's axis)?". I replied, "That's an excellent open book type questions.".

Notes from class are [|here].


 * 2014 March 26:** Continue review for test April 2nd. Quite a few students chose NOT to hand in the page 360 lab, so the mark you get on the written test April 2nd will be used for this missing assignment.

//Practice Questions// An asteroid has an orbital radius of 500E6 km and a an orbital period of 1800 days. Convert days to hours. Convert hours to seconds. Find the orbital speed in km/h and km/s (use [|this script] to check your answer). Explain why your answer makes sense given the data. Ans: 20 km/s and 73000 km/h The answer makes sense because it is faster than Jupiter, but slower than Mars (the asteroid lies in between these two planets).

Where would this asteroid be located on a scale model if Neptune is at 5 feet. The orbital radius of Neptune is 4.5E9 km. Ans: 0.56 m

[Optional] We finished the BBC Wonders of the Solar System episode (Aliens). Did you notice that [|Jupiter's moons] are so diverse? Io has volcanoes and Europa is an ice ball. The volcanoes on Io were predicted before they were actually observed by NASA spacecraft. Io is stretched regularly by the gravitational pull of Jupiter and other moons! This causes the volcanic activity on Io. Did you notice that Mercury is the coldest terrestrial planet (despite being closest to the sun)? At night, Mercury's temperature plunges to -170°C because it doesn't have an atmosphere. Remember that the coldest temperature is absolute zero (-273°C), Venus is the hottest planet because it has an atmosphere to trap the heat.