The Study of The Universe Part 3

The Study of the Universe Part 3
The Auroras
Earth is surrounded by a magnetic field that is strongest near the North

and South Poles.
Solar winds (electrons and hydrogen nuclei) travelling toward the Earth
follow, the lines of magnetic force created by Earth’s magnetic field.
Near the poles, they come in contact with particles in Earth’s

atmosphere, producing a display of light in the night sky.
In the northern hemisphere, we call these colourful displays of light the

aurora borealis or northern lights. Whenever there is a display of
northern lights, there is a simultaneous display near the South Pole
called the aurora australis or southern lights.
https://www.reddit.com/r/interestingasfuck/comments/jf0f7s/northern_lights_in_real_time/?
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The Solar System: The Sun and the Planets
The Solar System consists of the Sun, the eight planets and their
moons, and billions of other smaller celestial objects. All of these
celestial objects orbit the Sun.
Some planets are relatively close to the Sun.
Mercury is just 58 million km away.
Other objects are much farther away. Neptune is almost 4 billion km

from the Sun!
It would take a spacecraft travelling at 28 000 km/h almost 50 years to

cross the Solar System.
Voyager 1 is a spacecraft launched in 1977. Travelling at 61,000 km/h It

left our solar system and into interstellar space, beyond the bubble of the
solar wind, on Aug. 25, 2012.
Voyager 2, which is traveling below the plane of the planets, is expected

to enter interstellar space in the coming years.
Measuring Distances in the Solar System
Distances in the Solar System are so great that astronomers must use a
more convenient unit than the kilometre to measure them.
The astronomical unit, or AU, is the average distance between the Sun
and Earth—approximately 150 000 000 km.
The AU provides a more manageable way to measure astronomical

distances.
For example, the planet Jupiter is 780 million km from the Sun.
This equals 5.2 AU, which is more than five times farther from the Sun
than Earth!
Smaller Members of the Solar System
In addition to the Sun and planets, the Solar System contains billions of
smaller celestial objects. Some are made of rock and metal; others are
composed of ice.
Asteroid Belt
Asteroids are small celestial objects in the Solar System composed of

rock and metal.
Although they also orbit the Sun, they are too small to be considered
planets.
The vast majority of asteroids lie in an area known as the asteroid belt,
located between the orbits of Mars and Jupiter.
Asteroids vary in size and can have a diameter of up to 950 km.
The largest asteroids are round, but most are irregularly shaped.
Meteoroids
A meteoroid is a piece of metal or rock in the Solar System that is

smaller than an asteroid.
Most meteoroids are the size of dust particles, but some can be as large
as a car or building.
Meteoroids sometimes get pulled in by Earth’s gravity.
As they are pulled down into Earth’s atmosphere, friction causes them to
burn up, creating a bright streak of light across the sky, known as a
meteor.
This phenomena is commonly referred to as a “shooting star.”
https://www.youtube.com/watch?v=JB2eoQfOGBA
Meteors enter Earth’s atmosphere at speeds of more than 1.5 × 10 5

km/h.
On rare occasions, larger meteors do not burn up completely in the

atmosphere and their remains, which we call meteorites, crash to the
ground.
Canada is home to more than two dozen identified impact craters. The
Manicouagan Crater, in northern Quebec, was formed from the impact of
a meteorite with a 5 km diameter approximately 212 million years ago.
The resulting crater is 100 km wide.
The Sudbury Basin, located in northern Ontario, was formed from a 10
km meteorite impact that occurred 1.85 billion years ago.
It is the second largest impact crater in the world, measuring 62 km long
by 30 km wide.
Much of the nickel mined in the Sudbury area originated from this
meteorite.
This is an image of a crater in Arizona which was created 49 000 years

ago.
Now it is time to decide on a PROJECT for this unit.

You will have a week to complete this.
You may do this with another student in OUR class or by
yourself. Choose only from the GREEN highlighted
sections on the next pages.
Student Projects and/or Assignments
Appropriate for the Space Unit in Grade 9
Models Students may work individually or in pairs. Create a 3-D model of the cosmic
calendar, make a timeline for the Big Bang theory, or a model of some aspect of
human exploration of space.
Assessment will be based on evidence of research, accuracy of timeline,
originality, effort, and appearance.
Possible · describe theories on the origin and evolution of the universe (312-3)
Outcomes · describe and classify the major components of the universe (312-2)
Addressed · in small groups, design and describe a model space station on the
basis of what they have learned about the sun’s influences on Earth
(208-4, 211-1)
· identify new questions and problems that arise from the study of
space exploration (210-16)
Unit of Study Students create a cover design for the Space Unit section of their notebooks. They
Notebook Cover may do this by hand or using computer graphics software.
Assessment will be based on originality, attention to detail, and presentation.
Creativity will also be considered.
Outcomes · outcomes depend on design chosen by the student
Space Words Students will create mind maps to show linkages and connections among words
Concept Map encountered while studying space, with examples. These words should include
terms about space, science, technology, the environment and astronomy.
Assessment will be based on connections made, logical linkages, development of
a hierarchy, and examples provided.
Possible · describe theories on the formation of the solar system (312-1)

Outcomes · describe the composition and characteristics of the components of the
Addressed solar system (312-5)
· describe theories on the origin and evolution of the universe (312-3)
· describe and classify the major components of the universe (312-2)
Space Story Students may work individually or in pairs to write a short story which
incorporates their research about the major components of the solar system or the
universe.
Assessment will be based on evidence of research, coherence of the story,
descriptive detail included, ability of the story to encourage the imaginations of
the listeners.
Possible · describe and explain the apparent motion of celestial bodies (312-4)
Outcomes · describe theories on the formation of the solar system (312-1)
Addressed · describe the composition and characteristics of the components of the
solar system (312-5)
· describe the effects of solar phenomena on Earth (312-6)
· in small groups, design and describe a model space station on the
(208-4, 211-1)
Student Projects – Space Grade 9
Historical Students will work in pairs. Using a list of scientists connected to space study, the
Figures students will choose at least two people and complete research reports about each
of them.
Assessment will be based on evidence of research, a clear explanation of the
scientist’s contribution to knowledge about space, grammar and spelling,
presentation of information (careful typing/writing, attractive).
Possible · provide examples of how the Canadian government and/or Canadian

Outcomes Space Agency is involved in research projects about space (112-6)
Addressed · describe examples of science-and technology-based careers in
Canada that are associated with space exploration (112-11)
· describe the science underlying three technologies designed to
explore space (109-11, 111-5)
Student Forum Students will work in teams, each team taking on an area of expertise
(astronomer, engineer, environmentalist, economist, etc.). After in-depth
exploration and research about the pros and cons of a specific topic (the building
of the Hubble Space Telescope, building space stations, sending people to the
moon or to other planets, for example), student teams will prepare statements to
describe and defend their positions on the topic. Each team must be prepared to
answer questions from an audience. (This could take place in a debate format.)
Assessment will be based on evidence of research, clear and concise arguments,
scientific/technical accuracy of information, listening to the other arguments,
accepting others’ viewpoints, logical basis of arguments presented.
Possible · explain the need for new evidence in order to continually test existing
Outcomes theories about the composition and origin of our solar system and
Addressed galaxies (110-6, 210-3)
· provide examples of how the Canadian government and/or Canadian
Space Agency is involved in research projects about space (112-6)
· defend their position regarding societal support for space exploration
(211-5)
(208-4, 211-1)
· describe examples of science-and technology-based careers in
Informational Students will work in groups to present informational material (poster,

Assignments multimedia presentation, cartoon strips, songs or poems) about topics such as the
life cycle of a star or components of the universe or solar system.
Assessment will be based on evidence of research, variety of materials used,
originality, appropriate use of medium chosen, spelling/grammar correct, and
contributions from all members of the group.
Possible · describe and explain the apparent motion of celestial bodies (312-4)
Outcomes · describe theories on the formation of the solar system (312-1)
Addressed · describe the composition and characteristics of the components of the
solar system (312-5)
· explain how data provided by technologies contribute to our
knowledge of the universe (109-3)
Skits Students will work in groups to create skits which demonstrate their knowledge
and understanding of some aspect of space study. They will then perform the
skits for the class and/or invited audience. Topics could include: space exporation
or light traveling from another star.
Assessment will be based on evidence of research, the story must show an
understanding of information, use of props to enhance the story line, performance
polished, and contributions from all members of the group.

· calculate the travel time to a distant star at a given speed (210.9)
Multiple Students must work individually to provide information about two different
Intelligences topics. They must choose two different formats for presenting the information
Assignments which does NOT reflect their most comfortable type of intelligence. Options for
presentation may include mind maps, models, poems, stories, role-playing, songs,
posters, presentations, cartoons, video. Topics could include a study of the effects
of solar phenomena on the earth or space or space-related careers.
Assessment will be based on evidence of understanding of the topic, presentation
is clear and polished, product reflects the use of an intelligence style other than
the preferred one.

·
Space Raps (or Students work in pairs or small groups to create “space raps” which demonstrate
other song their understanding about topics such as cosmic phenomena, the universe, or how
forms) scientists collect information about space.
Assessment will be based on accuracy of the information included, music (words,
beat, rhythm) appropriate and interesting, presentation interesting and well-
rehearsed, and creativity/originality of song and performance.

Space Station Several excellent activities are available through the Challenger Center for
and other Space Science Education. Go to http://www.challenger.org/tr/tr_act_set.htm
Design/Build and choose the space subject. There is an excellent downloadable activity called:
Activities “International Space Station Boeing Activities Booklet”. This booklet was
created for grades K-5, but some of the activities could also be adapted for
grade 9 students. Other challenges for a space unit can be found at the
website for Space Day 2004, at http://www.spaceday.org/. Click on the link for
Teachers/Event Planners to view the three design challenges for this year’s
Space Day. These challenges include assessment information and rubrics.
Possible · provide examples of how the Canadian government and/or Canadian

Outcomes Space Agency is involved in research projects about space (112-6)
Addressed · defend their position regarding societal support for space exploration
(211-5)
(208-4, 211-1)
This rubric will be adapted to individual projects.
Sample Rubric for Assessment of Space Unit Projects
Topic Title _____________________________________________________________
Group Name (s) ___________________________ Date __________________________
Criteria 5 points 4 points 3 points 2 points 1 point
Content: Extensive Much Sufficient Some Little

Evidence of Evidence Evidence Evidence Evidence Evidence
research carried
out, completed
and used in
preparation of
product
Creativity: Extensive Much Sufficient Some Little

Used a variety Evidence Evidence Evidence Evidence Evidence
of materials and
approaches to
present ideas;
information
presented in
new or different
ways
Grammar and Extensive Much Sufficient Some Little

Writing: Evidence Evidence Evidence Evidence Evidence
Spelling and
grammar are
correct; material
has been proof-
read and edited
Extensive Much Sufficient Some Little

Information and Evidence Evidence Evidence Evidence Evidence
ideas carefully
organized and
nicely
presented;
information
flows logically
and well

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The Study of the Universe Part 3

Earth is surrounded by a magnetic field that is strongest near the North

Near the poles, they come in contact with particles in Earth’s

In the northern hemisphere, we call these colourful displays of light the

Mercury is just 58 million km away.

Other objects are much farther away. Neptune is almost 4 billion km

It would take a spacecraft travelling at 28 000 km/h almost 50 years to

Voyager 1 is a spacecraft launched in 1977. Travelling at 61,000 km/h It

Voyager 2, which is traveling below the plane of the planets, is expected

Measuring Distances in the Solar System

The AU provides a more manageable way to measure astronomical

Asteroids are small celestial objects in the Solar System composed of

Asteroids vary in size and can have a diameter of up to 950 km.

A meteoroid is a piece of metal or rock in the Solar System that is

Meteoroids sometimes get pulled in by Earth’s gravity.

Meteors enter Earth’s atmosphere at speeds of more than 1.5 × 10 5

On rare occasions, larger meteors do not burn up completely in the

This is an image of a crater in Arizona which was created 49 000 years

Now it is time to decide on a PROJECT for this unit.

Outcomes · outcomes depend on design chosen by the student

Possible · describe theories on the formation of the solar system (312-1)

Student Projects – Space Grade 9

Possible · provide examples of how the Canadian government and/or Canadian

Informational Students will work in groups to present informational material (poster,

Student Projects – Space Grade 9

Possible · describe theories on the formation of the solar system (312-1)

Possible · describe theories on the formation of the solar system (312-1)

Student Projects – Space Grade 9

Possible · describe theories on the formation of the solar system (312-1)

Possible · provide examples of how the Canadian government and/or Canadian

This rubric will be adapted to individual projects.

Sample Rubric for Assessment of Space Unit Projects

Topic Title _____________________________________________________________

Group Name (s) ___________________________ Date __________________________

Criteria 5 points 4 points 3 points 2 points 1 point

Content: Extensive Much Sufficient Some Little

Creativity: Extensive Much Sufficient Some Little

Grammar and Extensive Much Sufficient Some Little

Extensive Much Sufficient Some Little

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Group Name (s) _ Date