section length of shadows 3 - pearson education · length of shadows section3 ... astronomers know...

3SECTION

Length of shadows

© Pearson Education Ltd 2009. Longman 11-14 Physics Practical and Assessment Teacher Pack This document may have been altered from the original

PRACTICAL

As the Earth orbits the Sun the position of the Sun in the sky appears to change. How does this apparent motion of the Sun affect shadows on Earth?

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Safety Take care not to burn your fingers on the hot light source. Do not allow the object to fall from a height.

Apparatus • light source

• object (between 2 and 3 cm high)

• ruler

• plain paper

• retort stand and clamp

• graph paper

Recording your results 1 Record your results in a table like the one below.

Height of lamp Length of shadow

Method 1 Place the object at one side of the shorter edge of the plain paper. Mark its position on

the paper. 2 Stand the light source on the bench 50 cm away from the object, on the opposite side

to the paper. 3 Mark the position of the end of the shadow furthest away from the object. Label this

‘bench level’. 4 Keeping the light source the same horizontal distance from the object, fix the light

source in the clamp on the retort stand. Raise the light and clamp it 20 cm above the bench.

5 Mark the end of the shadow furthest away from the object again. Label this as 20 cm. 6 Raise the light source another 20 cm. Mark and label the position of the shadow. 7 Repeat step 6 twice more, so that you have a set of measurement for distances from

bench level to 80 cm above the bench.

3 Length of shadows


Considering your results/conclusion 2 Plot a graph of your results. Label the axes on the graph and draw a line of best fit. 3 Look at the graph. What is the relationship between the height of the lamp and the

length of the shadow?

Evaluation 4 How could you improve this experiment to get clearer shadows? 5 How does the height of the Sun affect the shadows seen on the ground? 6 Find out how a sundial works and what is was designed to measure.

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3SECTION

Deeper craters


PRACTICAL

Sometimes meteors will crash into a moon or planet. Where these meteors have hit the moon or planet the impact will create a crater. You are going to investigate what determines the depth of these craters.

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Safety Take care when dropping masses. The ‘drop zone’ should be separated off. Keep your eyes away from flying sand.

Apparatus • tray of sand

• selection of masses

• ruler

3 Measure the depth of the crater made by the mass. Record this in a table. 4 Repeat steps 1–3 two more times. 5 Level the sand and drop the next smallest mass from the same height 50 cm. 6 Measure the depth of the crater made by the mass and record it in your table. 7 Levelling the sand each time, repeat the dropping and measuring for this mass two

more times. 8 Repeat steps 5–7 with the rest of the masses that you have.

Method 1 Level the sand in the tray. 2 Drop the smallest mass from a height of 50 cm into the sand tray.

Recording your results 1 Draw a table to record your results. You must decide on the headings for each column

of your table. 2 Plot a graph of your results, making sure that you label the axes and draw a line of

best fit.

3 Deeper craters


Considering your results/conclusion 3 How did the size of the object affect the depth of the crater? 4 Do you think the height from which the object was dropped could affect the crater

depth? Briefly describe how you could test whether your prediction is correct or not.

Evaluation 5 a What problems did you have when carrying out this experiment? b How could you change your experiment to eliminate these problems? 6 Why are the craters on the Moon as clear and sharp now as they were when they were

formed? 7 What has happened to the craters formed on the Earth?

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3Movement of the Sun

PRACTICAL

The aim of this experiment is to observe and record the movement of the Sun during the day.

© Pearson Education Ltd 2009. Longman 11-14 Physics Practical and Assessment Teacher Pack This document may have been altered from the original Page of 21

Method 1 Bang the post into the ground so that it is vertical and firm and

about 1 m sticks out. 2 Check that the post is vertical using the spirit level. 3 Measure the height (h) of the top of the post above the ground. 4 Work out where north and south are using the compass. 5 Record the time of day using a clock or your watch.

Apparatus • 1.2 m long post • metre rule and/or measuring tape graduated in cm • spirit level • compass • something to help put the post into the ground • watch • protractor • a sunny day!

N

Safety Do not look directly at the Sun. Take care when putting the post into the ground.

A

B

h

6 Measure the length of shadow of the stick made by the Sun.

7 Measure the angle (B) that the shadow of the stick makes with the north–south direction.

3 Movement of the Sun


Considering your results/conclusion 3 Plot two graphs:

• Graph A showing the elevation of the Sun above the horizon (angle A) against time

• Graph B showing the direction of the Sun compared with the north–south line (angle B) against time

4 From your graphs predict the time of the day when the Sun would be at its highest. 5 From your graphs predict the time of the day when the Sun would be due south. 6 Why must each set of readings be taken on the same day?

Evaluation 7 What do you consider to be the most inaccurate part of your experiment? 8 How could you improve the experiment? 9 What difference in your readings would you expect if you did the same experiment

three months later?

Recording your results 1 For each observation record the time of day, the length of the shadow and the

angle B. 2 Use your results to calculate the altitude of the Sun (angle A) at each observation.

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3 Stars


PRACTICAL

Astronomers can find out the distances of certain stars by measuring their brightness. If astronomers know how bright a star really is and can measure how bright it appears, they can find out how far away it is. This experiment simulates this method.

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Apparatus Safety Do not look at the bulbs for more than a few seconds.

• sheet of paper with a wax spot on it

• 30 cm ruler The bulbs may become hot.

• 2 x 1.5 V cells in holders and connecting leads

• 2.5 V bulb in holder

• cardboard shielding tube

• measuring tape

Method 1 Set up your apparatus as shown in the diagram. The star is represented by the

teacher’s light bulb. You may need to shield your apparatus from other light sources in the laboratory.

2 Line up the cardboard tube with the ‘star’ so that the wax spot glows and then

measure the distance from your paper to the ‘star’ (D). 3 Move your small bulb towards and away from the wax spot until the spot disappears.

At this point the intensity of light falling on your paper from the two bulbs is the same. 4 Measure the distance from your small bulb to the wax spot (d). 5 Repeat the measurement of d. 6 Your teacher will now move the ‘star’ to a new position in the laboratory – it might be

closer to you or further away. This may happen more than once. This is now a new ‘star’.

12‘star’ shielding tube

bulb

wax spot

d

paper

D

3 Stars


Method continued

7 For each new ‘star’, repeat your measurements. 8 Your teacher will now change the brightness of the ‘star’. For this new ‘star’ measure

the new value of d.

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Recording your results 1 For each ‘star’ record D, the distance from your paper to the ‘star’. 2 Next, record d, the distance of your small bulb from the wax spot. 3 Work out an average value for the distance from your bulb to the wax spot for each

star and record this.

Considering your results/conclusion 3 For each ‘star’ (each different position of the teacher’s light bulb) calculate the

distance away using the equation: distance of ‘star’ (D) = distance of your bulb from spot (d) x √(brightness ratio)

Your teacher will tell you what the brightness ratio is for your apparatus. 4 List the calculated distances of the ‘stars’ in increasing order. 5 Check your distance measurements after you have done the experiment using a

measuring tape (or a scale drawing of the laboratory). 6 Work out the brightness of the new ‘star(s)’ compared with the original one. (Hint: the

brightness ratio will change but the distances will stay the same.)

Evaluation 7 Why did you need to shield the apparatus? 8 Did the experiment give a distance that was close to the measured distance? If not,

why do you think this is? 9 You measured the brightness of the ‘star’ (teacher’s light bulb) by matching it with the

brightness of your small bulb. Can you suggest an alternative way of measuring the brightness of the ‘star’?

3SECTION

Length of shadows

Teacher and technician sheet


PRACTICAL

Safety Hot lamps – risk of burning fingers Light above bench level needs clamping to the bench.

Resources (per pupil or per group of pupils) Notes 1 lamp

retort stand and clamp or a way of raising the lamp by measured amounts

Pupils need to be able to change the height of the lamp above the bench up to 80 cm above the bench by clamping to a stand or using something to put underneath it

object 2–3 cm in height This could be as simple as a piece of card in a mirror holder.

1 sheet plain paper Have more available if pupils cannot make all their marks on one sheet.

graph paper

ruler

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3SECTION

Deeper craters



PRACTICAL

Safety Dropping masses take care. The ‘drop zone’ should be separated off Keep your eyes away from flying sand.

Resources per pupil or per group of pupils Notes One tray of sand Needs to be deep enough for the craters

to form

Selection of masses Need a large range to give different depths

Meter rule

Graph paper

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3SECTION

Movement of the Sun



PRACTICAL

Safety Do not look directly at the Sun. Take care when putting the post into the ground.

Resources (per group of pupils) Notes 1.2 m long post suggest 1.2 m x 0.03 m x 0.03 m

approximately

metre rule and/or measuring tape graduated in cm

spirit level

something to help put the post into the ground

compass

watch

protractor

sunny day!

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3SECTION

PRACTICAL

Stars



Safety Do not look at the bulbs for more than a few seconds. The bulbs may become hot.

Resources (per pupil or per group of pupils) Notes sheet of paper with a wax spot on it This should be prepared in advance.

Light a candle and drop a small drop of wax onto a plain sheet of paper (¼ of an A4 sheet). The final wax spot should be about 2 cm diameter and not too thick.

2 x 1.5 V cells in holders and connecting leads

2.5 V bulb in a holder The value of the voltage for this bulb will depend on the brightness of the teacher’s bulb.

30 cm ruler

cardboard shielding tube This must have a diameter of at least 5 cm. A suitable length is about 10–15 cm.

measuring tape

Resources for the teacher Notes 12 V 36 W headlamp bulb in holder with connecting leads

12 V variable voltage power supply

Teacher’s note You will need to find the brightness ratio for the pupils. This is done by carrying out an experiment similar to that on the pupil sheet where the distances of both headlamp and 2.5 V bulb from the paper are known. It is suggested that the bulbs be placed about 3 m apart and the paper with the wax spot moved along between them. The point to look for is when the wax spot virtually disappears. brightness ratio = (distance of headlamp bulb from wax spot)2/ (distance of small (2.5 V) bulb from wax spot)2 = D2/d2

3SECTION

3.1 The planets


You are a travel company advertising trips into space to visit the planets in the solar system. Your task is to choose one of the planets in the solar system and use the internet, books or any other resource to find out as much as you can about that particular planet. You should then produce a leaflet or brochure to advertise and inform potential visitors to the planet. Where possible you should include images in your leaflet or brochure – remember you are trying to attract them to the planet so that they take their holiday there!

Include in your presentation Your leaflet or brochure should include:

• what people can expect to see when they are there

• what the temperature would be like

• how long a day/year is

• how long the trip to get there would be

• the interesting ‘sights’ on the planet that they could see or visit such as rings or moons.

Remember you are trying to attract visitors to the planet, so the advantages of the things listed above for your planet should be outlined.

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3SECTION

3.2 The Earth

Name Date Class


Questions 1 Write what each letter stand for in the questions below.

a) What E is used to describe what happens when the Moon goes into the Earth's shadow? ____________________________________________________ [1]

b) An LY happens every 4 years. ___________________________________ [1] c) On Earth we have four S. _______________________________________ [1] d) What A does the Earth spin on? __________________________________ [1] e) What D is it when that part of the Earth faces the Sun? ________________ [1] [Total 5]

2 The diagram shows the orbit of the Earth around the Sun.

On the diagram label the following things: a) the Earth’s axis [1] b) the Moon [1] c) which part of the world is in daylight [1] d) the Sun [1]

e) the Earths’ orbit. [1] [Total 5]

3 Explain why we only ever see one side of the Moon. _______________________ _________________________________________________________________ _________________________________________________________________ [Total 2]

3 3.2 The Earth


4 Explain why solar and lunar eclipses occur. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ [Total 4] 5 The Equator is usually warmer than the rest of the Earth. Explain why in terms of

sunlight concentration. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ [Total 2] 6 People often talk about the Sun rising in the east and setting in the west giving the

idea that the Sun moves. Why is the statement incorrect? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ [Total 2] 7 The Sun gives heat energy to the Earth but it is not burning. How is the heat energy

produced? _________________________________________________________________ _________________________________________________________________ [Total 2]

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3SECTION

3.3 Planets and gravity


Questions 1 The table shows the time the planets take to orbit the Sun.

Planet Time to orbit the Sun (Earth days/years)

Mercury 88 days

Venus 225 days

Earth 365.25 days

Mars 687 days

Jupiter 11.9 years

Saturn 29.7 years

Uranus 84 years

Neptune 248 years

a) What conclusions can you draw about the relationship between the distance from the Sun of a planet and its orbit time? [1]

b) Explain your conclusion. Use the words gravity and distance in your answer. [2] [Total 4]

2 The table shows the surface gravity relative to Earth and relative mass of the planets.

Planet Surface gravity relative to Earth

Relative mass

Mercury 0.38 0.06

Venus 0.90 0.82

Earth 1 1

Mars 0.38 0.11

Jupiter 2.5 318

Saturn 0.9 95

Uranus 0.9 14.5

Neptune 1.1 17.1

a) Use the data to draw a graph showing how surface gravity and relative mass of the planets are linked. [4]

b) Use your graph to make a conclusion about the link between gravity and relative mass. [2]

c) On which planet would you weigh the most? [1] d) On which planet would you have the lightest weight? [1]

[Total 8]

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3SECTION

Satellites


HSW

Humans have been studying space, the planets, moons and stars for many centuries. It is only relatively recently that we have had the technology to send probes, satellites and space shuttles into space. The invention of such technology has opened up new possibilities. There has been a huge variety of spacecraft used in our exploration of space. Some of the probes, satellites and shuttles have been manned spacecraft, while others have been unmanned – controlled by computers in the spacecraft or on Earth. There are advantages and disadvantages to both manned and unmanned spacecraft, depending on how far the craft is going, where it is going and the job it has to do.

Questions You have been asked to produce a presentation for an exhibition in the local library about space exploration. Your presentation can be either a poster or a PowerPoint presentation. You should approach your presentation in the following way. a) Find out about manned and unmanned space missions. From those you find out

about in your search choose one manned and one unmanned mission to research further. [2]

b) For each of your examples include details of the following: payload, distance travelled, accidents and repairs, time in space, returning to Earth and collecting data. [6]

c) For your manned example find out about how life was sustained during the mission. [1]

[Total 9] You may also be awarded a mark for the quality of your presentation or poster.

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HSW3

SECTION

Galileo


Who will believe Galileo?

Galileo was a respected and well- known lecturer in Florence. He was known to other scientists but also had friends in the Roman Catholic Church. After years of studying the planets and stars Galileo put forward evidence that to support Copernicus’ idea that the Sun was the centre of the solar system. Galileo was able to put forward new evidence because he was able to make observations using a telescope; the first person to do so There were other scientists at the same time studying the sky. Johannes Kepler was writing laws about the movement of the planets around the Sun. Another scientist, Tycho Brahe, collected enough accurate information to back up Kepler’s ideas. One of these major ideas was that the planets’ orbits were elliptical.

Questions 1 Copernicus put forward the idea that the Sun was the centre of the Solar system.

However it was Galileo who communicated this to others. Suggest why Galileo rather than Copernicus was the one to communicate these ideas to others. [3]

2 Find out what happened to Galileo when he gave all the best arguments to the ideas of Copernicus rather than those of Ptolemy, who had said that the planets and stars went round the Earth. [2]

3 If you had been one of Galileo’s students, would you have believed his ideas?. Explain your answer. [1]

4 a) Why were Kepler’s ideas more likely to have been believed because of the work of

Brahe? [2] b) How would Kepler and Galileo share their ideas now with: i) other scientists ii) the public? [2]

[Total 4]

3SECTION

Is there life in space?


HSW

Extra terrestrial intelligence is intelligent life that may have developed somewhere other than Earth. No life has ever been discovered on any other planet. However scientists have concluded that intelligent life may exist on planets orbiting some of the hundreds of billions of stars in our galaxy. They have also found evidence of life support systems, for example water that indicates that life could have existed on other planets in the past. Scientists’ search for life elsewhere in the Universe is called SETI (Search for Extraterrestrial Intelligence.) SETI believes the best way to discover other intelligent life is to look for it. They look for evidence of technology believing that radio technology would develop first. Researchers used radio telescopes to search the sky. In 1960 they believed they had found a signal from two different stars. Further investigation showed that it was a natural pulse and not made by an intelligent being. By 1992 the researchers were looking for strong microwave signals. Funding for this research originally came from the US government but now SETI has to fund itself. In 1998 astronomers began searching for pulses of laser light because they believed intelligent life elsewhere might have developed powerful lasers. They are also trying to look at changes in the atmosphere around a planet as this could be a sign that something is changing the atmosphere because of life processes or changes in technology.

Questions 1 What would need to be present on a planet for life as we know it to exist? [Total 3] 2 Why did SETI start by looking for radio signals?

[Total 2] 3 a) In 1992 the SETI shifted to using microwaves. Suggest a reason for this. [1]

b) i) When did we start looking for laser light from space? [1] ii) Why was this done? [2]

[Total 4] 4 a) Do you think we should be looking for intelligent life elsewhere? Explain your

answer. [4] b) Do you think that intelligent life could exist elsewhere in the Universe? Explain your

answer. [4]

[Total 8] 5 Suggest two limitations to the SETI project. [Total 3] 6 The USA government decided not to continue funding the SETI project. If you were a

government official in charge of the project and knew that space research was important what would you say to try and change the governments mind? Explain your answer.

[Total 4]

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EXTENSION3

SECTION

Development of ideas


Imagine that you are one of the famous astronomers of the past. You could choose from Galileo, Kepler, Copernicus, Ptolomey Halley or someone else that you have heard about before who contributed to our ideas about space and the Universe. You have been invited to NASA for an job interview with them. At this interview you have a few minutes to tell the NASA scientists what your greatest discoveries are and how they have contributed to our present understanding of the Solar System and the Universe. Research, using the internet or books or any other resources you can access to find out about the discoveries about space and the Universe of your chosen scientist. From your research prepare your interview presentation. Your interview presentation should be done in the form of a poster or Powerpoint show. .Remember you are competing with other candidates so your presentation must be informative, interesting and not too long

Include in your presentation 1 What were your main ideas. 2 What evidence did you gather to support these ideas? 3 How did the idea develop over time. 4 a) What technology did you use to gather your evidence?

b) How did this technology contribute to the development of the idea.

3SECTION

Planetary gravity


EXTENSION

If you were to make a journey across our solar system and land on different planets you would notice that you weighed different amounts on the different planets. This is because the strength of the gravitational field is different on each planet. If the gravitational field on one planet were double that on Earth you would weigh twice as much as you do on Earth – and so would everything else! You should be able to see from the table that the gravitational field at the surface of a planet does not just depend on the mass of the planet. For example, the strength of the gravitational field at the surface of Saturn is the same as that on the surface of Uranus, although Saturn is much more massive.

Planet Relative mass (Earth = 1000)

Radius (km) Density (kg/m3)

Gravitational field strength

(N/kg) Mercury 60 2 440 5400 3.8

Venus 820 6 050 5200 8.8

Earth 1 000 6 400 5500 9.8

Mars 110 3 380 3900 3.8

Jupiter 318 000 71 400 1300 25

Saturn 95 000 60 400 700 10.4

Uranus 14 500 23 600 1300 10.4

Neptune 17 100 22 300 1600 13.8

The size of this gravitational field is very important – if it were too large we would be pulled so strongly to the surface that we would be crushed. For this reason creatures living on planets with high gravitational fields (high g) would need strong skeletons and really thick legs!

low g high g You can calculate the value of g on the surface of a planet or moon if you know the radius of the planet (or moon) and its density.

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3 Planetary gravity


Questions 1 Use the data for the first four planets in the table on page 1 to plot a graph of the

surface gravitational field (g) against the [(density x radius)/1 000 000]. [Total 5] 2 Use your graph to work out the surface gravitational field on the moons of the solar

system given in the table below. [Total 6]

Moon Radius (km) Density (kg/m3) Io (a moon of Jupiter) 1830 3550

Ganymede (a moon of Jupiter) 2634 1940

Callisto (a moon of Jupiter) 2403 1860

Titan (a moon of Saturn) 2576 1880

Titania (a moon of Uranus) 789 1600

Triton (a moon of Neptune) 1352 2070

3SECTION

Questions and answers


The Sun is part of the solar system in which galaxy? Milky Way

How is the time artificial satellites take to orbit the Earth controlled?

By the height of the orbit

Name a natural satellite of Earth. The Moon How long does it take a communications satellite to orbit the Earth?

24 hours

When the Moon is between the Earth and the Sun what kind of eclipse occurs?

A solar eclipse Give the name of Jupiter’s largest Moon. Ganymede

If an apple has a mass of 1.5 kg, what is its weight on Earth? 15 N

Why does the tail of a comet disappear as it travels further away from the Sun?

The dust and gas making up the comet re-freezes and is no longer lit up by the Sun.

If an apple with a mass of 1.5 kg is sent into space, what will its weight be?

Zero – it will be weightless

Which planet did William Herschel discover in 1781? Uranus

Is a geostationary orbit for a satellite above the poles or the equator?

Equator What unit is used for weight? The newton (N)

What force keeps the planets in orbit around the Sun? Gravity How much does a 55 kg woman

weigh on Earth? 550 N

Is a weather satellite in a polar or geostationary orbit? Polar What is a white dwarf?

A star that has collapsed in on itself

Between which two planets is the asteroid belt? Mars and Jupiter What shape are the orbits of the

planets in our solar system? Elliptical

Which planet in the Solar System is the hottest? Venus Name two dwarf planets. Eris, Ceres, Pluto

Which planet in the Solar System is the least dense? Saturn What are meteoroids?

Small pieces of asteroids or comets

How often do we get a leap year on Earth? Every fourth year What are comets?

Lumps of ice or dust orbiting the Sun (in elongated orbits)

Which planet has now been reclassified as a dwarf planet? Pluto Who suggested that stars were

points of light fixed on a sphere? Ptolemy

Name two planets in the Solar System that can be seen by the naked eye.

Mercury, Venus, Mars, Jupiter, Saturn

Why was Galileo able to make better observations of the sky than earlier scientists?

He used a telescope

Does the Earth or the Sun move in the sky? Earth Whose laws form the basis of our

understanding of the solar system? Kepler’s

PROGRESSION3

SECTION

Progression ladder

Name Date Class


Tick the boxes that apply. Or use traffic lights to show how confident you are (red = ‘I don’t know this’; orange = ‘I’m not very confident about this’; green = ‘I’m confident I know this’).

Level At the end of the section I can do this

I need more work on this

5 Define the following bodies in space: Milky Way, Universe, solar system, dwarf planet, comet, asteroid.

5 Describe how the gravitational attraction between two objects depends on the masses of the objects.

5 Use a model to explain the length of day and night at different points on the Earth.

5 Describe how gravity acts between masses.

5 Explain, in terms of balanced forces, why the planets stay in orbit around the Sun.

5 Name and describe two different types of orbits satellites may have.

5 Describe the relationship between weight and gravity.

6 Explain why different types of satellites are placed in different orbits.

6 Use a model to explain why the same side of the Moon always faces the Earth.

6 State the basic uses of satellites and what evidence can be gathered by them.

6 Explain why stars appear to be of different brightnesses in the sky.

6 Explain why phases of the Moon happen.

6 Explain the difference between a solar and a lunar eclipse.

6 Explain why the pull of gravity is different on the Moon from here on Earth.

6 Use a model to explain why we have seasons.

3 Progression ladder




6 Describe one of the early ideas about the solar system.

7 Describe how ideas about the solar system have changed to bring us to our current understanding.

7 Describe the relationship between gravity and the movement of spacecraft.

8 Explain the relationship between our understanding of space and the development of science and technology.

8 Use examples to explain the need for manned and unmanned spacecraft in space research.

8 Use quantitative explanations for differences in gravity on different planets and moons.

8 Describe the stages stars such as our Sun go through during their life cycle.

PROGRESSION3

SECTION

Progression ladder

Name Date Class


Tick the boxes that apply. Or use traffic lights to show how confident you are (red = ‘I don’t know this’; orange = ‘I’m not very confident about this’; green = ‘I’m confident I know this’).



Define the following bodies in space: Milky Way, Universe, solar system, dwarf planet, comet, asteroid.

Describe how the gravitational attraction between two objects depends on the masses of the objects.

Use a model to explain the length of day and night at different points on the Earth.

Describe how gravity acts between masses.

Explain, in terms of balanced forces, why the planets stay in orbit around the Sun.

Name and describe two different types of orbits satellites may have.

Describe the relationship between weight and gravity.

Explain why different types of satellites are placed in different orbits.

Use a model to explain why the same side of the Moon always faces the Earth.

State the basic uses of satellites and what evidence can be gathered by them.

Explain why stars appear to be different brightnesses in the sky.

Explain why phases of the Moon happen.

Explain the difference between a solar and a lunar eclipse.

Explain why the pull of gravity is different on the Moon from here on Earth.

Use a model to explain why we have seasons.

Describe one of the early ideas about the solar system.

3 Progression ladder




Describe how ideas about the solar system have changed to bring us to our current understanding.

Describe the relationship between gravity and the movement of spacecraft.

Explain the relationship between our understanding of space and the development of science and technology.

Use examples to explain the need for manned and unmanned spacecraft in space research.

Use quantitative explanations for differences in gravity on different planets and moons.

Describe the stages stars such as our Sun go through during their life cycle.

3SECTION

End of section test

Name

H I G H E R

Date Class


1 This diagram shows part of the solar system. Fill in the missing names. Jupiter

Page of 41

Mercury Earth

Sun

a) i) Label Venus on the diagram above. [1] ii) Why is Venus the hottest planet? __________________________________ _____________________________________________________________ [1]

b) Which planet will take the longest time to go round the Sun? _______________ [1] [Total 3] 2 Name three planets that can be seen with the naked eye. ___________________________________________________________________ [Total 1] 3 a) Write these objects in order of size. Start with the largest. Sun Moon galaxy solar system Universe Jupiter Earth _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ [1]

b) Which of the objects in the list above reflect the Sun’s light? ______________________________________________________________ [1]

[Total 2]

3 End of section test


4 Jessica had three fruits. She used a balance to find the mass of each.

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50 50 50

40 40 40

30 30 30

20 20 2010 10 100 0 0

a) What is the weight of the strawberry? (100 g weighs 1 N) __________________ [1] b) Which fruit would have the largest weight on the Moon? ___________________ [1]

[Total 2] 5 A lunar eclipse happens when the __________ is between the __________ and the

Moon. It takes about __________ days for the Moon to go round the Earth. The

Moon is held in orbit by the Earth’s __________.

[Total 2] 6 The diagram shows a spacecraft orbiting above a moon.

a) Which force keeps the spacecraft in orbit? _____________________________ [1] b) i) What type of orbit would a weather satellite have if it were to give a detailed

picture of the Earth? ___________________________________________ [1] ii) Name one other type of satellite which would have the same orbit. ____________________________________________________________ [1]

c) Draw an arrow on the diagram to show the force of the Moon on the spacecraft. Label the arrow M. [1]

d) How would the size of the arrow be different if the spacecraft were orbiting the Earth? _________________________________________________________ [1]

[Total 5]



7 Comets and meteors are part of our solar system. a) Where is the asteroid belt found in our solar system? ________________________________________________________________ [1] b) Why does the tail of a comet appear brighter as it approaches the Sun? ________________________________________________________________ ________________________________________________________________ [1] c) Explain why a comet’s tail gets longer the closer to the Sun it goes. ________________________________________________________________ ________________________________________________________________ [1]

[Total 3] 8 The model of the solar system in ancient Greek times was very different from our

views today. Describe the ancient Greeks’ model of the solar system. ___________________________________________________________________ ___________________________________________________________________ [Total 2] 9 The diagram shows some of Jupiter’s moons.

a) Between which moon and Jupiter is the force of gravity the greatest? ______________________________ [1] b) You have a weight of 500 N on Io. On which moon would your weight be

approximately half of this? __________________________________________ [1]

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c) i) Suppose some debris drifted into the space around Jupiter’s moons. Towards which moon would the particles of debris accelerate the fastest? _____________________________________________________ [1]

ii) Explain your answer to part i). ___________________________________ ____________________________________________________________ [2] d) Galileo observed Jupiter’s moons and came up with a hypothesis that changed

the ideas about the solar system. What was his hypothesis? ________________________________________________________________ [1]

[Total 6]

3SECTION

End of section test

Name

EXTENSION

Date Class


1 The model of the solar system in ancient Greek times was very different from our views today. a) What was the centre of the solar system according to the Greeks? ________________________________________________________________ [1] b) The Greeks did not have telescopes. How did this affect their view of the solar

system? ________________________________________________________ ________________________________________________________________ [1]

[Total 2] 2 The diagram shows some of Jupiter’s moons.

a) Between which moon and Jupiter is the force of gravity the greatest? ___________________________ [1]

b) i) On which moon would you have the smallest weight? _________________ ii) How did you work out your answer? _______________________________ ____________________________________________________________ [1]

[Total 2]

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3 The diagram show a method used to weigh the Earth.

Why is the plumb line not vertical at B and C? __________________________ _______________________________________________________________ [Total 1]

4 The diagram shows the Cassini space probe.

Cassini. a) What is the purpose of the nuclear power supply?

_________________________________________________________ [1]

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b) Cassini is an unmanned spacecraft. Give three reasons why this could be an advantage over manned spacecraft.

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ [3] c) Give two reasons why a manned spacecraft could be more useful. ________________________________________________________________ ________________________________________________________________ [2] [Total 6]

5 Astronauts are trained to cope with feeling weightless in a special aeroplane, which is sometimes called the ‘Vomit Comet’. The aeroplane flies up and down and during parts of the flight the trainee astronauts feel weightless.

a) An astronaut has a mass of 80 kg (1 kg weighs 10 N). i) What would be his weight on Earth? _______________________________ [1] ii) Why does the astronaut feel weightless where shown on the graph? _____________________________________________________________ _____________________________________________________________ [1]

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b) How much height has the aeroplane gained in one curve? ________________________________________________________________ [1] c) How long did it take the aeroplane to reach its maximum height? ________________________________________________________________ [1] d) For how long were the astronauts weightless each time?

________________________________________________________________ [1]

[Total 5] 6 a) How does the Sun produce its energy? ________________________________ ________________________________________________________________ [1]

b) The Sun’s energy will not last for ever. What will happen as the Sun’s energy runs out? Include the different stages the Sun will go through.

________________________________________________________________ ________________________________________________________________ [2] c) Explain briefly how the planets formed around the Sun. ______________________________________________________________ [1]

[Total 4] 7 The diagram shows Kepler’s model of the

elliptical orbit of a planet around the Sun.

a) Why is the force on the planet at C smaller than when it is at position B? ________________________________________________________________ [1] b) What is happening to the speed of the planet at C? _______________________ ________________________________________________________________ [1] c) Draw arrows on B and D showing the size of the force on the planet at these

positions. [1] d) Draw a comet between A and B and between D and E. You must put on the size

and direction of the comet’s tail on both comets. [2] [Total 5]

Page of 44

3SECTION

End of section mark scheme


Higher tier (equivalent to NC levels 5 and 6)

Question Answer Mark scheme NC Level (optional)

1 a i 2nd planet out from Sun 1 mark 4

ii [Because] of the greenhouse effect 1 mark 5

b Saturn (last planet on diagram ) 1 mark 5

2 three from Mercury, Venus, Mars, Jupiter, Saturn

1 mark 5

3 a Universe, galaxy, solar system, Sun, Jupiter, Earth, Moon

All objects must be given in the correct order for 1 mark

5

b Jupiter, Earth and Moon 1 mark – all objects must be correct

5

4 a 0.25 N or 1/4 N 1 mark 5

b plum 1 mark 5

5 Earth Sun 28 gravity

½ mark for each correct answer

6 6 5 6

6 a gravity 1 mark 6

b i polar or around the poles 1 mark 6

ii GPS, survey, spy (any that observes the Earth) Do not accept communication satellite.

1 mark 6

c arrow labelled M drawn towards the Moon

1 mark 6

d a larger arrow or 6 times the size 1 mark 6

7 a between Mars and Jupiter 1 mark 5

b reflects the Sun’s light 1 mark 6

c begins to melt 1 mark 6

8 Earth centred 1 mark 6

3 End of section mark scheme


planets and Sun orbit Earth 1 mark

9 a Ganymede 1 mark 6

b Europa 1 mark 6

c i Ganymede 1 mark 6

ii has largest mass therefore largest gravitational pull

1 mark 1 mark

6

d All the planets orbit the Sun. 1 mark 6

Extension tier (equivalent to NC levels 6, 7 and 8)


1 a Earth 1 mark 6

b They could base their ideas only on what they could see with the naked eye.

1 mark 6

2 a Ganymede 1 mark 6

b i Europa 6

ii moon with smallest mass, so least gravitational pull

1 mark but must have Europa for b i

6

3 mass of the mountain attracts the plumb line

1 mark 6

4 a provide electricity to run instruments 1 mark 7

b payload, life support not needed, size, heating, length of time in space, distance travelled

1 mark for each point up to a maximum of 3 marks

7

c opposite to part b plus able to make judgements and repair spacecraft

1 mark for each point up to a maximum of 2 marks

7

5 a i 800 N 1 mark 7

ii aeroplane falling at the same speed as the astronaut

1 mark 7

b 8800 feet 1 mark 7

c 38–40 s 1 mark 7

d 24–26 s 1 mark 7

6 a nuclear fusion; helium nuclei fuse to form hydrogen

1 mark 8

3 End of section mark scheme


b Sun will expand in size and cool. The stages that it will go through are: red giant, white dwarf, black dwarf.

1 mark 1 mark for all stages mentioned in correct order

8

c swirling clouds of dust and gas clumped together

1 mark 8

7 a B is nearer to the Sun so the force of gravity is stronger

1 mark 8

b slowing down 1 Mark 8

c arrows B and D should go towards the Sun; arrow B must be the largest

1 mark given if arrows are in the right direction and size

8

d both tails facing directly away from the Sun longer tail on comet between A and B

1 mark 1 mark

7

3SECTION

Question bank

Name Date Class


1 Satellites have two main types of orbit around the Earth; one is a geostationary orbit. a) i) Name the other type of orbit. _____________________________________ [1]

ii) Give one use for a satellite in this type of orbit. _____________________________________________________________ [1]

b) Give one advantage of landing a space probe on a planet, rather than sending an unmanned mission that doesn’t land. _______________________________

________________________________________________________________ ________________________________________________________________ [1]

[Total 3] 2 We have held a model of our solar system for thousands of years. Recently scientists

have updated this model. a) i) Name three of the first known planets. _____________________________ ____________________________________________________________ [3] ii) Suggest why these planets were discovered first. _____________________ ____________________________________________________________ [1] b) Which planet was recently reclassified as a dwarf planet? __________________ [1] c) Name two other dwarf planets. _______________________________________ [1]

[Total 4] 3 Comets form part of our solar system.

a) What is a comet? _________________________________________________ ________________________________________________________________ [1] b) How does the orbit of a comet around the Sun differ from that of a planet? ________________________________________________________________ ________________________________________________________________ [1]

[Total 2] 4 Why is gravity less on the Moon than on the Earth? __________________________ ____________________________________________________________________

[Total 1]

3 Question bank


5 Ptolemy’s model of the solar system had the Earth as the centre. a) Give one other difference between Ptolemy’s view and how we model the solar

system today. ____________________________________________________ [1] b) Galileo spent many years watching the moons of Jupiter. What main idea did he

conclude from his observations? _____________________________________ ________________________________________________________________ [1] c) Astronomers cannot see planets around other stars. Give a reason for this. ________________________________________________________________ [1]

[Total 3 6 It is summer in the northern hemisphere when the north pole is tilted towards the Sun.

Norway north pole

Arctic circle

tropic of Cancer

Equator

tropic of Capricorn south pole

Antarctic circle

a) Why does Norway have maximum hours of daylight in summer? ____________ _______________________________________________________________ [1] b) What is the season at the south pole if the north pole is tilted towards the Sun? ________________________________________________________________ [1] c) Explain why it is hotter at the Equator than at the north pole. _______________ ________________________________________________________________ [1] [Total 3]

Page of 32

3 Question bank


7 The diagram shows an eclipse of the Sun.

a) On the diagram show the paths of the rays of light. Use arrows to represent the rays. [1]

b) From Earth we only see one side of the Moon. Explain why. ________________ ________________________________________________________________ ________________________________________________________________ [1] c) When astronauts landed on the Moon they left footprints. Why are those footprints as

clear today as they were when they were made? __________________________ _________________________________________________________________ [1]

[Total 3] 8 When a rocket is launched from Earth, it accelerates very slowly at first. As it gets further

away from Earth its acceleration increases. a) Give two reasons why this happens. One reason must include ideas about

gravity. i) _____________________________________________________________ _____________________________________________________________ [1] ii) _____________________________________________________________ _____________________________________________________________ [1]

b) Satellites orbit the Earth because of gravity. Explain this statement. ________________________________________________________________ ________________________________________________________________ [1] c) Your mass on Earth is 50 kg (1 kg weighs 10 N). Calculate:

i) your weight on Earth ___________________________________________ [1] ii) your weight on Jupiter (Hint: Jupiter is 10 times the Earth’s mass) _____________________________________________________________ [1] iii) your mass on Jupiter ____________________________________________ [1]

[Total 6

Page of 33

3SECTION

Question bank mark scheme



1 a i polar 1 mark 5

ii any one from: weather forecasting, exploring the Earth, GPS, spying

1 mark 5

b any one from: can collect samples, close-up photographs, chemical analysis

1 mark for each correct point

5

2 a any three from Mercury, Venus, Mars, Jupiter, Saturn

3 marks 5

closest to us so most easily seen 1 mark 6

b Pluto 1 mark 5

c two from Ceres, Eris, Makemake, Haumea

1 mark – ½ mark for each correct

5

3 a frozen rock and ice, large dirty snowball 1 mark 5

b any one from: more elliptical orbit, orbit in a different plane, goes into deep space

1 mark 6

4 Moon has less mass than the Earth 1 mark 6

5 a any one from: circular orbits, all in same plane including the Sun, stars around the edge

1 mark 6

b Sun is the centre of the solar system with planets orbiting the Sun

1 mark 5

c distance away or light pollution 1 mark 5

6 a tilted towards the Sun, so maximum sunlight per unit area

1 mark 6

b winter 1 mark 6

c same sunlight spread over a larger area Do not accept ‘nearer the Sun’.

1 mark 6

7 a straight lines from the top and bottom of the Sun touching edges of the Moon and extending to the Earth (must use a ruler) arrows from the Sun to the Earth

1 mark

6

b one rotation of the Moon in the same time as it takes the Moon to orbit the Earth

1 mark 6

c no weather or erosion on the Moon 1 mark 7

8 a gravitational force pulling back to Earth 1 mark 7

3 Question bank mark scheme


decreases the further away from Earth the rocket travels (decreased gravitational field strength) fuel used up so rocket mass decreases; same thrust gives greater acceleration

1 mark

b Earth’s gravity keeps the satellite falling towards Earth but because it is moving it follows a circular path.

1 mark 7

c i 500 N 1 mark 7

ii 5000 N 1 mark 7

iii 50 kg 1 mark 7

Page of 22

4SECTION

3SECTIONAnswers


Pupil Book answers 3.1 The Universe – Quick check questions 1 The telescope is above the atmosphere,

so no dust or vapour can spoil the pictures. [1]

2 Pluto [½], Ceres [½], Eris, Haumea, Makemake [1 for the remaining three] [2]

3 It is called a meteoroid when it is in space [1], a meteor while it is falling through the atmosphere [1], and a meteorite if it hits the ground [1]. [3]

4 A meteoroid is metallic or stony, and a comet contains ice. [1] A comet has a tail when it is near the Sun, meteoroids do not. [1] [2]

3.1 The Universe – Questions 1 There are nine planets in the solar

system. These planets are held in orbit and position around the Sun by the Sun’s gravity. The hottest planet is Venus, because the gases in its atmosphere cause a greenhouse effect. The largest planet is Jupiter. The planet nearest to the Sun is Mercury. Four planets have rings; these are Jupiter, Saturn, Neptune and Uranus. A planet does not travel in a circular orbit around the Sun but in an ellipse. [10 x ½] [5]

2 pupil’s own answer [2]

3 a) They are all spherical [1], and all orbit the Sun [1]. Dwarf planets are smaller than planets (or dwarf planets are not big enough to have cleared other small objects from their orbits) [1]. [3]

b) Telescopes are improving all the time [1] so astronomers may discover more dwarf planets at the edge of the solar system [1]. [2]

4 advertisement or travel brochure [4]

5 The planets reflect the light from the Sun, which is why we can see them. [2]

6 The further the planet is away from the Sun, the longer its year. [4]

3.2 Earth – Quick check questions 1 The Sun is higher in the sky in summer

than in winter [1]. Days are longer in the summer [1]. The Sun feels hotter in the summer than in the winter [1]. [3]

2 a) solar eclipse [1]

b) lunar eclipse [1]

3.2 Earth – Questions 1 In summer the Sun appears higher in the

sky in the middle of the day. When the northern hemisphere is tilted towards the Sun it will be summer time. There the days will be long and the nights short. The Earth takes 24 hours to spin once and 365.25 days to orbit the Sun. [6 x ½] [3]

2 a ii),iv), v) [3]

b rewritten statements i) The Moon is a natural satellite. [1]

iii) An eclipse of the Sun is caused by the shadow of the Moon. [1]

3 a) cross marked in the northern hemisphere [1]

b) vertical line drawn and the half shaded that is facing away from the Sun [1]

c) Earth should be on the right of the diagram with axis in same orientation so the S is now nearer to the Sun [1]

d) should be halfway between summer and winter in front of the Sun with axis in same orientation as in Figure 2.8 [1]

e) Moon should be between the Sun and the Earth [1]

4 It is not true to say that the Sun rises in the east and sets in the west because it is the Earth that moves, not the Sun. [2]

3.3 Gravity – Quick check questions 1 30 N [1 for 30, 1 for correct unit] [2]

2 It has a smaller mass, because it has burnt most of its fuel/dropped the booster rockets [1]. The force of gravity on it is less, because it is further from the Earth [1]. [2]

3 3 Answers


3 There is no air resistance to slow it down. [1]

4 shorter [1]

3.3 Gravity – Questions 1 The name of the gravitational force acting

on a mass on the surface of the Earth is weight. Larger masses have greater gravitational fields. If the gravitational field is stronger on a planet, objects will accelerate towards the ground at a faster rate. [4 x ½] [2]

2 The gravitational pull of the Moon is less [1]. The rocket would weigh less [1], so less thrust would be required. [ 2]

3 a) gravity or centripetal force [1]

b) if not, air resistance (drag) would reduce their speed [1], they would not follow a circular path [1] and they would spiral towards Earth [1]. [3]

4 Planets that are further away experience less gravitational pull towards the Sun [1], they travel more slowly [1] and they have a longer orbital path [1]. [3]

5 a) Mercury: 200 N [1]

Jupiter: 26 N [1]

Neptune: 12 N/kg; 600 N [2]

Uranus: 11 N; 550 N [2]

b) Jupiter [1]

HSW Changing ideas – Questions 1 All planets in circular orbit [1]. Fewer

planets [1]. Earth centred [1]. Moon in orbit with planets [1]. Stars round the outside [1]. [5]

2 If it got smaller and then disappeared it could have fallen off the Earth and we could say the Earth was flat [1]. Instead the ship gradually ‘sinks’ below the horizon [1] because it is following the curve of the Earth [1]. [3]

3 The Roman Catholic Church held the view that God put Man on Earth so the Earth was the centre of the Universe [1]. By saying that this was not true, Galileo was questioning the authority of the Church [1]. [2]

4 The masking may be to allow the reflected light from the planet to be seen, as it is so much fainter than the light from the star. [2]

HSW Satellites – Questions 1 a) diagram showing a geostationary

orbit as in Figure 3.7, page 81 [2]

b) diagram to show polar orbit as in Figure 4.6, page 86 [2]

c) diagram to show the object falling slightly each time [2]

2 Satellites in polar orbit move very quickly in a low orbit, constantly changing position above the Earth. For satellite TV the satellite needs to be in a fixed place so that signal can be received and transmitted. [3]

3 Polar orbit satellites because they are closer to the Earth’s surface. [1]

4 Weather satellites in geostationary orbit are better for weather in one area – they constantly monitor the same part of the Earth. [2]

End of Section questions 1 Each ball will travel towards the centre of

the Earth [1]. On the opposite side of the Earth they travel in opposite directions [1]. [2]

2 Neptune has a larger gravitational field [1] creating a larger force of attraction [1]. [2]

3 As the spacecraft travelled away from the Earth there would be less and less force pulling it towards the Earth [1]. There would be a point where the pull of the Earth was balanced by the pull of the Moon [1]. It would then be pulled towards the Moon by the Moon’s gravitational field [1]. [3]

4 different uses of satellites, e.g. weather, spying, television, telephones [1 for each point to a maximum of 4] [4]

5 It would take longer to orbit the Earth, because it is further from the Earth, which means a bigger orbit, so a longer time to orbit at the same speed. [1]

6 a) arrow from the Earth pointing towards the Sun [1]; arrow from the Sun pointing towards the Earth [1]; both arrows approximately the same size [1] [3]

b) The Earth is moving through space [1]. Due to gravity it is pulled towards the Sun [1]. This causes the Earth to

3 3 Answers


change direction [1] and it follows a circular path around the Sun [1]. [4]

c) yes [1]; as it orbits the Earth [1] both the Earth and the Moon orbit the Sun together [1] [3]

7 a) because it isn’t big enough to be called a planet [1]

b) mass of Jupiter / its distance from Jupiter [1]

8 a) three different examples of how life would be easier: e.g. easier to walk up stairs; you could jump higher; objects with a large mass would be easier to carry; you could kick a ball further [3]

b) due to the lower gravitational field [1] muscles would not need to make as much effort [1] and so muscle development would be significantly reduced [1] [3]

9 The energy from the Sun comes from nuclear fusion [1] not from anything burning [1] as there is no oxygen [1]. [3]

10 Need to look at the information chart and estimate temperature, day length and distance from the Sun. Should be colder, longer orbit than Pluto. [5]

11 a) moon and satellite [1]

b) Sun [1]

c) galaxy [1]

d) asteroid [1]

e) planet [1]

12 Planets orbit in one plane, comets cut through the orbits of planets. A planet has a shallow elliptical orbit; a comet has an exaggerated one. A comet goes out into space and close to the Sun. [4]

13 Many meteoroids burn up before hitting the Earth [1] but there is no air on the Moon to make this happen [1]. Craters on the Earth will be worn away by weathering and erosion [1], but this does not happen on the Moon [1]. [4]

14 a) 24 hours [1]

b) Geostationary satellites stay in the same place over the Earth [1], which means that they can be used to transmit television pictures [1]. [2]

15 The temperature on the day side of Mercury is very high [1], but it is very cold on the side facing away from the Sun [1]. [2]

Practical and Assessment Teacher Pack answers Topic worksheets 3.1 The planets It is suggested that 12 marks are awarded in total for the leaflet or brochure. These should be awarded as follows:

• a clear outline of what people can expect to see on the chosen planet [2]

• description of the climate on the planet. [1]

• temperature on the planet given. [1]

• length of day and year given. [2]

• distance from Earth to the planet and how long it would take to get there as well as how they would get there [2]

• outline of what there would be to visit or see, any notable rings, moons, craters or any other features [2]

• quality of poster or presentation [2]

3.2 The Earth 1 a) eclipse [1]

b) leap year [1]

c) seasons [1]

d) axis [1]

e) day [1]

2 see labelled diagram p5 of this sheet [1]

3 The Moon completes one rotation in the same time as it takes to orbit the Earth. [2]

4 A solar eclipse occurs when the Moon is between the Sun and the Earth and blocks the Sun’s rays coming to the Earth. [2]

A lunar eclipse occurs when the Moon passes through the Earth’s shadow so that the light from the Sun is blocked from reaching the Moon. [2]

5 The sunlight is most concentrated at the Equator because this part of the Earth is directly facing the Sun [1]. The curve of the Earth means that the energy is less concentrated as you move away from the

3 3 Answers


Equator as it is spread over a larger area [1]. [2]

6 It only appears to rise in the east and set in the west [1]. The motion is actually due to the rotation of the Earth [1]. [2]

7 The Sun’s energy comes from nuclear fusion [1]. This is the joining of hydrogen atoms to produce helium atoms which releases energy [1]. [2]

3.3 Planets and gravity 1 a) Except for Uranus, the further from the

Sun the greater the time that it takes a planet to orbit. [1]

b) The further from the Sun the planet is the greater the distance that has to be covered in the orbit [1]. The further the planet is from the Sun the smaller the force of gravity exerted on the planet by the Sun, so it takes longer to complete the orbit [1]. [2]

2 a) x-axis labelled correctly [1], y-axis labelled correctly [1]; points plotted correctly [1]; graph given title [1] [4]

b) The greater the relative mass, the greater the surface gravity relative to Earth. [2]

c) Jupiter [1]

d) Mercury and/or Mars [1]

HSW worksheets Satellites a) 1 manned and 1 unmanned space mission selected and named. [2]

b) 1 correct point about each of the following included: payload, distance travelled, accidents and repairs, time in space, returning to Earth and collecting data [6]

c) outline of how life was sustained on the manned mission. [1]

mark for quality of poster or presentation [1]

Galileo 1 known to other scientists

had friends in the church

able to back up his ideas with observations because of the invention of the telescope [3]

2 arrested and tried for heresy

his book was banned or wrote about his other scientific work [2]

3 Opinion plus an explanation backing up the opinion. [1]

4 a) Brahe made accurate observations

Collaborative work [2

b) i) any one from; conferences, scientific papers, collaborative work [1]

b) ii) any one from; newspapers and media reports, internet, popular science magazines [1]

Is there life in space? 1 Oxygen, water, food or light, suitable

temperature and climate [3]

2 SETI believes that this is the technology that would develop first. [1]

Radio technology was available to them. [1]

3 a) Microwaves available to SETI for use. [1]

b) i) 1998 [1]

ii) They believed that intelligent life may have developed laser technology.

available to SETI for use. [2]

4 a) & b) Pupils’ own answers [Total 8]

5 Technology available to SETI to use.

Knowledge of what other life forms might have been able to have developed in terms of technology.

Funding

Scientists’ time

Interference from other sources

Any other sensible suggestion. [3]

6 Pupils’ own answers [Total 4]

Extension worksheets Development of ideas It is suggested that 12 marks are awarded in total for the presentation. These should be awarded as follows;

A clear outline of the main ideas that the chosen scientist put forward.

[2]

3 3 Answers


A list of the evidence that the chosen scientist used to back up their ideas.

2 Moon Surface

gravity (N/kg) Io 1.82 Ganymede 1.43 Callisto 1.25 Titan 1.35 Titania 0.35 Triton 0.78

[2]

A clear outline of the way that the idea changed over time with a relation to the part technology (e.g. invention of the telescope) played in this. [4]

Quality of poster or presentation [2]

[6] Planetary Gravity 1 Pupils’ own graphs [5]

Topic Worksheet 3.2 The Earth Question 2 diagram This part of the

world in daylight. Earth’s axis

The Moon The Sun Earth’s orbit

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section length of shadows 3 - pearson education · length of shadows section3 ... astronomers know...

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