Pacemaker Pack: Space Exploration (Upper) by Teacher Superstore

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(F or 9-11 y ear s) (For year ears)

Space Exploration

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Activities to Extend Talented Students in . te the Regular Classroom o c . che e r o t r s super

Edited by Sandy Tasker. © Ready-Ed Publications - 2006. Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 580 2

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Contents Teacher’s Notes ............................................................................. Pages 4, 5 Student Record Sheet ........................................................................... Page 6 GALACTIONARY .................................................................................... Page7 EARLY FASCINATION ............................................................................ Page 8

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IF ONLY THEY KNEW ............................................................................. Page 9 MY VERY ENERGETIC MOUSE ................................................................ Page 10 A CREATIVE STAR ................................................................................ Page 11

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DESTINY IN THE SKY ........................................................................... Page 12

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WHO CAME FIRST? ............................................................................ Page 13

GETTING IT OFF THE GROUND .............................................................. Page 14

ONE GIANT LEAP ......................................................................... Pages 15, 16 LUNAR LOGIC ..................................................................................... Page 17 MOON MUTTERINGS .......................................................................... Page 18 ALL ABOUT APOLLO ........................................................................... Page 19

© ReadyEdPubl i cat i ons GRAVITY DEPRAVITY ........................................................................... Page 21 •f orr evi ew pur posesonl y• A FLOATY FIASCO .............................................................................. Page 22 BE A ROCKET SCIENTIST ..................................................................... Page 20

SPACE SUIT - ABLE ............................................................................ Page 23

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GETTING A PLACE IN THE SPACE RACE ................................................. Page 24 SCIENCE FICTION ............................................................................... Page 25 WHY SCI - FI? .................................................................................... Page 26

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THE NEW KID ...................................................................................... Page 27

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FACT OR FICTION ............................................................................... Page 28 A PIONEER PREDICAMENT .................................................................. Page 29 THE PERECT PIONEER ......................................................................... Page 30

SPACE DISASTERS .............................................................................. Page 31 IS ANYBODY OUT THERE? ................................................................... Page 32 WOULD YOU HAVE A BAR OF MARS? ................................................... Page 33 SCIENCE IN SPACE ............................................................................. Page 34 THE SPACE IN YOUR HEAD .................................................................. Page 35

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Teachers’ Notes This fully revised series was initially devised as a means of providing extension for students within the regular classroom, whilst catering for the needs of the teacher and providing materials that were designed along educationally sound lines. Although the content and layout for the revised series has been completely updated, the principles behind the series remain the same, using CONTENT LEVELS as a basis for categorising activities. The key to this approach, which we term the appropriate curriculum model, is that students are presented with activities appropriate to their levels of understanding of the content together with their mastery of the requisite higher-order thinking processes. The levels are an adaptation of Bloom’s Taxonomy of Educational Objectives, still a widely accepted and valued model of education.

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Below are the Content Levels and Indicators used in this book:

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What it means

What the student does

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Content Level 1

FINDING OUT: Recalling data, showing understanding through restating or extending ideas. Answers factual questions, interprets information, describes or illustrates events.

Content Level 2 What it means

USING INFORMATION: Using information in a new situation through extending or breaking down concepts being studied.

What it means

CREATING / EVALUATING: Putting together ideas to develop new products, making judgements based on new information.

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What the student does

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What the student does

Puts forward theories or original ideas and designs, forms and states opinions on theories.

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Moving Through the Content Levels

It is important that higher-order activities such as those at Content Level 3 are underpinned with a solid base of knowledge — the tasks and activities aligned with Levels 1 and 2 are designed to establish and expand this. It should never be assumed that students have the requisite content knowledge, but be prepared to advance students quickly to higher-level activities if they demonstrate a sound understanding of the facts and concepts presented in Levels 1 and 2. In considering the structure of this material, it is envisaged that in the heterogeneous classroom situation, the series can be implemented as follows:

Child Ability Level

Interpretation

M Above Average ________________ Emphasis on Level 2/3 M Average _____________________ Emphasis on Level 2 M Below Average ________________ Emphasis on Level 1 Many pages contain activities from more than one level. In this case, the TIME taken on each part will change focus, according to the outline above. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Teachers’ Notes Using the Pacemaker Packs in the Classroom > Promote interest in the theme — Set up a classroom learning centre that may contain: • Books and posters; • Models and artefacts; • CD-ROMS; • Art supplies and plenty of writing and drawing paper; • A “theme” table with items brought by students from home.

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> Decide on the approach to the theme that suits you and your students best: • Teacher - directed with the whole class completing teacher-assigned sheets at a specified time (teacher records progress). • Student - directed with students working through materials at their own pace at a specified time (student records progress). • As an interest-based approach with students working from a selection of photocopied worksheets at their own pace (student monitored and recorded). • As supplementary materials to a unit of study.

You may wish to use this series as a Learning Centre, with photocopied sheets displayed in pockets that students can select from, perhaps set up like this:

Pockets for photocopied Pacemaker sheets.

Slots - for title.

Instructions for use.

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Relevant resource books for research.

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Relevant resource books for research.

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Before commencing, talk over the activities contained in the book with your class. Encourage students to broaden their thinking to suit the open-ended nature of the upper - level activities, helping them to understand that there is not “one correct answer”. Outline a procedure for the activities: • How will students store and present their completed worksheets? (In a file, a booklet, a plastic sleeve.) • How can students work on the contents? (Individually, in pairs, in small groups.) • From where can further research sources be obtained? • What people or organisations might be able to help? • How and when will the sheets be available? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Student Record Sheet Topic: _______________________________________________

Name: .............................. ..............................

Activity

Date Finished

Student Comments

Teacher Comments

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Name:

Galactionary

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Use dictionaries, books or Internet references to find out the meaning of these “spacey” words. Add examples or interesting facts if you spot them.

Aerodynamic: _______________________________________________________________ ___________________________________________________________________________

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Cryonics: ___________________________________________________________________ ___________________________________________________________________________ Black Hole: _________________________________________________________________ ___________________________________________________________________________

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Constellation: ______________________________________________________________ ___________________________________________________________________________

Juggernaut : ________________________________________________________________ ___________________________________________________________________________

Light Year: _________________________________________________________________ ___________________________________________________________________________

Satellite: ___________________________________________________________________

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The Earth is ____ times larger than the moon. Saturn is ____ times larger than Earth.

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The gravity of Saturn is ____ times greater than that of the Earth.

In the space below write an acrostic poem about gravity:

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The gravity of the Earth is ____ times greater than that of the moon.

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G _________________________________________________________________________ R _________________________________________________________________________ A _________________________________________________________________________ V _________________________________________________________________________ I __________________________________________________________________________ T _________________________________________________________________________ Y _________________________________________________________________________ Ask your teacher to help you search up on some experiments on gravity (try http://schooldiscovery.com) and make up an experiment of your own. Write it on the back of this page. Include materials, method, predictions and findings.

Related Outcome: Students will use references to research basic vocabulary and facts about space. Subject: English - Reading; Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Early Fascination

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Historically, space has always held a fascination for people. Imagine that the early space enthusiasts shown below were applying for a new job. Find out about each of the people shown and make up a CV (curriculum vitae or resume) for each of them, outlining their major achievements to a potential employer. These sites may be handy in getting you started.

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Search: www.blupete.com (Copernicus), www.mos.org (Leonardo) www.kausal.com (Leonardo), www.enchantedlearning.com (Leonardo, Galileo, Newton), www.e43a.fsnet.co.uk (Newton & Galileo).

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r o e t s Bo r e p ok Leonardo Galileo u DaS Vinci Galilei

Nationality: _____________________

Date of Birth: ___________________

Major Discoveries: ________________

Inventions: _____________________

Ideas about the world: _____________

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Nicholaus Copernicus

Nationality: _____________________

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Isaac Newton

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Nationality: _____________________

Date of Birth: ___________________

Major Discoveries: ________________

Inventions: _____________________

Ideas about the world: _____________

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Other Skills: ____________________

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On the back of this page, draw one of these men accomplishing what you feel is their greatest discovery. Related Outcome: Students will research major achievements of well known earth and space scientists. Subject: Society & Environment - Time, Continuity & Change; Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

If Only They Knew

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If only the people who lived in Da Vinci’s or Galileo’s time knew how much their ideas would shape the world as it is today. After conducting your research on these two men, imagine how the people of yesterday and today react to their discoveries and theories.

You are Leonardo Da Vinci’s long lost cousin, who finds out about this man’s curious involvement in a wide variety of artistic and scientific ventures. What do you think about all this? Are you proud of him? Worried about him? Do you think he is just “losing his marbles?” Write Leonardo a letter, telling him your thoughts.

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Yours truly, _____________________________

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Galileo has wandered into a time warp and has suddenly appeared in your kitchen. You decide to disguise him in your dad’s clothes and take him on a tour of the 21st Century. What do you show him? Draw a cartoon strip with three things that you show or tell Galileo and his reaction. Make a longer cartoon on the back of this page if you wish.

Related Outcome: Students will relate their own life perspectives to well known historical scientists. Subject: English - Writing; Society & Environment - Time, Continuity & Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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My Very Energetic Mouse Write the planets of our solar system in order from the sun:

Name: .............................. ..............................

1) ___________ 2) __________ 3) ___________ 4) _________ 5) ___________ 6) __________ 7) ___________ 8) _________ 9) ___________ One way that some people remember the order of the planets is by using a mnemonic, where the first letter of a word corresponds to the first letter of the planet. Write the planets underneath each word in this example:

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My __________________________________ Skidded _____________________________ Very _________________________________ Under _______________________________

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Energetic _____________________________ Nana’s ______________________________ Mouse _______________________________ Piano _______________________________ Just _________________________________

Make up your own mnemonic to remember the planets. See how creative and humorous you can get! ___________________________________________________________________________

© ReadyEdPubl i cat i ons Did you know? That because the orbit of Pluto is elliptical rather than round, it sometimes travels closer to the f o rr ev i e w pu r p os so l y •from the sun. • In fact, between January 1979 and February 1999, Neptune wase actually the n farthest planet ___________________________________________________________________________

sun. Source: http://cse.ssl.berkeley.edu

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Some planets in our solar system have been named after ancient gods. Research to find out about these names: Go to www.gwydir.demon.co.uk for some help. (Look under ‘Myths’.)

Planet

God Origin

God’s name

God of ...

______________ Mars

_____________ Roman

______________ Mars

_______________ War

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_____________ ______________ _______________ . t e _____________ ______________ _______________ ______________ o c . ______________c _____________ ______________e _______________ h r er o _______________ ______________ _____________ ______________ st supe r ______________

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You have discovered a new solar system containing 4 planets. Write down a brief description of each planet, the name that you would give it, and the reason for this name. Make a chart with these headings on the back of this sheet. Description of planet

Planet Name

Reason for name

Related Outcome:Students will examine the names of planets in our solar system. Subject: Science - Earth & Beyond; Society & Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

A Creative Star

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Materials: ___________________________________________________________

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Be a creative star and draw your design for a model of the planets in our solar system. It might be a mobile that hangs from the ceiling, a pop-up card or a diorama in a shoebox. Make sure you label all parts and try to show how you can be “planet-friendly” and make it from recycled materials.

Ask your teacher if you can have time and access to materials to make your model for a classroom display.

© ReadyEdPubl i cat i ons Challenge! Find out about the relative sizes of the planets and the distance between them. • f o r r e vi e w pur posesonl y• Try and make your model to scale. A Sensational Singing Star

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Compose a song or poem that would help describe the size of the universe to a six year old. Title: __________________________ Composer / Author: ______________________________ ___________________________________________________________________________

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Outta Space? Use the back of this page if you need more! Related Outcome: Students will use creative ideas to illustrate aspects of space. Subject: Arts - Visual Arts, Music; Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Destiny in the Sky

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Your date of birth is believed to correspond with formations of stars seen from Earth. Find out the dates for six star signs, and complete the chart below, including the name and symbol of each one.

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Sign e.g. Aries Dates

Mar 2 121Apr 19

Symbol

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Resources: Daily papers, radio, magazines

Survey your classmates on their star signs. Make up a chart to show the tally of each sign. Look at your data to answer these questions: 1]

Which is the most common star sign in your class? ____________________________

The least common? ______________________________________________________

Find out your horoscope for the week. Write down all the things that are supposed to happen to you, then put your predictions in an envelope and seal it. At the end of the week, open the envelope. What did you discover?

Design another “horoscope experiment” to see how accurate they are. Write about your experiment and your findings here:

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Are you a true Leo, Scorpio or Aries? Write your star sign characteristics below and then cover it and get a friend to describe you in the next box. Star sign characteristics:

Your friend’s description of your personality:

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Uncover both and compare!! Related Outcome: Students will investigate personal accounts relating to astrological signs. Subject: Society & Environment - Investigate, Communicate & Participate; Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Who Came First?

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Research to find out about these SPACE FIRSTS.

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WHO

Hot air balloon

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Animal in space

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Man in space

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Woman in space

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Person on the moon

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FIRST

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Choose one of the above and describe the event in less than 100 words. Make sure you read carefully to get the important facts right. Event: _____________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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___________________________________________________________________________ In the speech bubbles below, list the positives and negatives of sending animals such as dogs and chimpanzees into space. Which do you agree most strongly with?

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Animal Protection Activist

NASA Astronaut

Related Outcome: Students will consider historical events in space travel by exploring a variety of facts and opinions. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

Getting It Off the Ground

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Using your knowledge, together with further reading on the subject, list three major problems associated with SPACE FLIGHT.

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During TAKE OFF 1 ____________________________________________________________ 2 ____________________________________________________________

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3 ____________________________________________________________

During THE FLIGHT

1 ____________________________________________________________

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Upon LANDING

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2 _______________________________________________________ 3 _______________________________________________________

1 ____________________________________________________________ 2 ____________________________________________________________ 3 ____________________________________________________________

Knowing the risks involved in space travel, would you be a space explorer if you had the chance? Why or why not?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ___________________________________________________________________________ ___________________________________________________________________________

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Go to http://kids.msfc.nasa.gov to get you started.

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Select ONE of the problems that you listed above and devise your own solution. Prepare a report for NASA on the problem and solution, including plenty of ideas and illustrations that you feel would be useful.

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Related Outcome: Students will consider potential risks associated with space travel. Subject: Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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One Giant Leap

Name: ..............................

Who do you know that was at school on July 16, 1969 when the engines of the Saturn V rocket were fired and over 500 million people all over the world watched their TV screens to see the moonbound rocket take off? Astronauts Neil Armstrong, Edwin Aldrin and Michael Collins were aboard the Apollo 11 spacecraft preparing for the historic journey to the moon.

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It was 20:17 hours GMT (Greenwich Mean Time) on July 20, 1969 when Neil Armstrong stepped on to the moon and spoke the now famous words:

11. Lunar module separates; command and service modules remain in orbit.

12. Lunar module descends.

13. Landing on the moon.

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Four days later, Aldrin and Armstrong left Collins orbiting the moon whilst they manoeuvred a lunar module towards the moon’s surface.

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9 . Spacecraft enters lunar orbit.

10. TTw w o astr onauts astronauts transfer to lunar module.

8 . 3rd stage separates from spacecraft.

“That’s one small step for man ... one giant leap for mankind.”

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6 . Space craft separates. 5 . 3rd stage fires again, sending spacecraft to the moon.

Journey starts here.

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In any case, this remains one of the best-known historical quotes today!

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In actual fact, the quote should have been “That’s one small step for a man ... one giant leap for mankind” (think about how this makes more sense) but either Armstrong, in his excitement, made a small slip up and forgot the “a”, or the static in the transmission masked the word (depending on the source).

7 . Command and service modules turn around and dock with lunar module.

1. Lift off.

2 . 1st stage separates; 2nd stage fires.

4 . Space craft enters parking orbit.

3 . 2nd stage separates; 3rd stage fires.

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One Giant Leap 5. Lunar module separates. 4. Astronauts return to module.

3. Docking with command and service modules.

6. Service module’s rocket fires to send spacecraft to Earth.

After 15 hours, the lunar module carried Armstrong and Aldrin back into lunar orbit and to the command and service modules of Apollo 11. With the ignition of the service module’s rocket the astronauts made their journey home.

r o e t s Bo r e p ok u S 2 . Lunar module ascends.

7. Ser vice module Service separates.

The Pacific Ocean was the scene for the Apollo 11 splash down on July 24, and the safe return of the new heroes spelt the end of one of humanity’s most ambitious space journeys to date.

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1 . Lift off from moon.

(Continued)

However, for the astronauts there was a further wait to come. They were kept in quarantine for 17 days to make sure that they hadn’t brought back any “space bugs” with them.

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o c . che e r o t r s super 8 . Spacecraft enters Earth’s atmosphere.

9. Parachutes released.

10. Splashdown.

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Name:

Lunar Logic

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Australia played a very special role in the first landing on the moon. What was it? Clue: A 2000 film called “The Dish” has immortalised the contribution that occurred in a small town called Parkes. Check out some reviews of this film or research Parkes, NSW to find out more. Write 10 facts about Parkes and the famous dish below:

1] ________________________________________________________________________

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2] ________________________________________________________________________ 3] ____________________________________________________________ 4] _____________________________________________________ 6] _____________________________________________________ 7] _____________________________________________________

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5] _____________________________________________________

8] ____________________________________________________________ 9] ____________________________________________________________ 10] ___________________________________________________________

What do you think NASA would have done if the Parkes mission was not successful?

© ReadyEdPubl i cat i ons Imagine that, during the space flightp to u ther moon, Michael Collins and Edwin Aldrin decide • f o r r e v i e w p o s e s o n l y • that THEY want to be the first man to set foot on the moon. Write three creative ways that the ___________________________________________________________________________ ___________________________________________________________________________

three men could have decided who was to be the lucky one. 1 ________________________________________________________________________

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2 ________________________________________________________________________ 3 ________________________________________________________________________ How would you feel if you were Michael Collins, the man who had to stay behind, orbiting the moon, whilst the other two bounced around on the floaty surface?

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___________________________________________________________________________ ___________________________________________________________________________

The best way to get an idea of how people felt when they watched the landing on the moon is to conduct an interview. Ask a parent or grandparent (or other adult) if they watched the landing in 1969. Write five questions that you would ask in your interview: 1 ________________________________________________________________________ 2 ________________________________________________________________________ 3 ________________________________________________________________________ 4 ________________________________________________________________________ 5 ________________________________________________________________________ Related Outcome: Students will research information related to the first moon landing and apply findings to their own ideas. Subject: Society & Environment - Time, Continuity & Change; Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Moon Mutterings How would you feel if you were the first human ever to set foot on the moon?

Name: .............................. ..............................

Neil Armstrong made famous the words “That’s one small step for man ... one giant leap for mankind” when his foot hit the moon’s surface. What would YOU say? Would it be funny? Symbolic? Meaningful? A special message to your loved ones?

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Write your famous moon-landing quote here:

Use a thesaurus to write a list of interesting words that you could use when describing your feelings to all the journalists that would interview you:

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“When I stepped onto the moon, I felt ...

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The three lunar astronauts had to be placed in quarantine to make sure they were not infected by “space bugs”. Think of some imaginary symptoms that a space bug may cause: ___________________________________________________________________________

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Draw a space bug as seen under a microscope

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An American flag was placed on the moon to celebrate the first landing. Draw 3 items that you would leave on the moon to show that an AUSTRALIAN had been there.

Related Outcome: Students will apply knowledge of the moon landing to their own perspectives and ideas. Subject: Society & Environment - Culture; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Below - All About Apollo

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Find out about Apollo 11 and write these facts below: 1] Apollo 11 was named after ____________________________

2] It was _____________ metres tall (you may have to convert from feet). 3] On your school playing field, measure out the height of Apollo 11 on the ground. Time how long it takes you to run the distance.

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4] It took me _________ to run the length of Apollo 11.

1cm = 10m

Alongside your picture of Apollo, using the same scale, draw: • You; • Your house; • The Eiffel Tower; • Something of your own choice.

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On a piece of squared paper make a SCALE DRAWING of Apollo 11 to the scale:

In the spaces below, write a diary entry for two different students who watched the landing on the moon on TV at school. Choose between these students.

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A Year 3 student who is amazed by the whole thing. A Year 4 student who wants to be an astronaut one day. A Year 5 student who would rather be out playing sport. A Year 6 student who likes watching science fiction movies and believes in alien life. A Year 7 student who believes that nature should not be messed with.

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• • • • •

___________________________________ ___________________________________

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Related Outcome: Students will expore the dimensions of the Apollo 11 spacecraft. Students will investigate the moon landing from a variety of perspectives. Subject: Maths - Measurement; Society & Environment - Time, Continuity & Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

Be A Rocket Scientist

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Refer back to your findings on Apollo 11 (page 19). 1]

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How many stages made up the rocket? __________________

Select one stage and do some further research. Use diagrams and a description to show what you know about this stage and the function it served on the mission.

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Stage __________________________________________________________ Description:

Diagrams

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What is a space shuttle?

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How has the development of the space shuttle changed space exploration? ______________________________________________________________________ ______________________________________________________________________

Related Outcome: Students will describe one stage of Apollo 11 using words and diagrams. Subject: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Gravity Depravity

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The Earth’s gravity is 5 times greater than that of the moon. You would have seen images of “weightlessness” where space travellers appear to float through the air. But what are some of the other effects of the moon’s gravitational pull? Visit ??????????????? to find out more. Describe the gravity conditions on the moon:

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1 ________________________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Imagine that your classroom suddenly had as little gravity as the moon. Draw the changes that you would 2 ________________________________________________________________________ 3 ________________________________________________________________________

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make to the classroom furniture, books, chalk and the students to cope with this situation.

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Related Outcome: Students will apply imaginative and logical ideas to the concept of ‘microgravity’. Subject: Science - Earth & Beyond; Natural & Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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A Floaty Fiasco The idea of floating free sounds great doesn’t it? However, just think of all the problems it would create.

Name: .............................. ..............................

Complete this diary of “The Week I was Weightless” and the problems it caused.

MONDAY ...

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What a day! I woke up this morning and found myself floating near the ceiling. I screamed out to my family ... ___________________________________________________________ ___________________________________________________________________________

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Related Outcome: Students will write an imaginative story using concepts relating to “microgravity”. Subject: English - Writing; Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Space Suit-Able

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The harsh environment of space includes a lack of oxygen, no air pressure, extreme temperatures, radiation exposure and fast-moving dust particles. Think about aspects of space travel such as maintaining normal body functions, protection from the environment, enabling vision and communication and providing adequate mobility. Write down 5 things that YOU THINK need to be included in a space suit.

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1 _______________________________________________ 2 _______________________________________________

3 __________________________________________________

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4 __________________________________________________

5 ______________________________________________________________

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Draw and label the main parts of a SPACESUIT. www.howstuffworks.com (Space suit) is a great site that gives a lot of detail, or you may like to research in books about Space.

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Why do you think that space suits are so expensive? Write three reasons:

1 ________________________________________________________________________ 2 ________________________________________________________________________ 3 ________________________________________________________________________ On the back of this page design a space suit for a DOG. Did you know? Children who suffer from rare disorders that make them super-sensitive to UV light have worn space suits designed by NASA. Related Outcome: Students will investigate and design appropriate attire for attributes of the environment in space. Subject: Science - Earth & Beyond; Technology - Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Getting a Place in the Space Race During your reading about space, you would probably have encountered the term SPACE RACE. In the spaces below, write WHAT YOU KNOW or YOUR OPINIONS on these questions: 1]

Name: .............................. ..............................

What is or was the SPACE RACE? _________________________________________

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_________________________________________ _________________________________________ 2]

Why did the SPACE RACE develop?

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What have been some benefits to the world today as a result of SPACE EXPLORATION? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Do you think huge amounts of government money should be spent on SPACE TRAVEL? ______________________________________________________________________

What other types of “races” between countries can you think of?

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______________________________________________________________________

If you were to create a world-wide competition to be the FIRST at something, what would it be? It may be linked to exploration, invention, medical discoveries, human achievements or anything else you can think of. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Compare your opinions to your classmates and discuss.

Related Outcome: Students will demonstrate their own knowledge and opinions related to the space race. Subject: Society & Environment - Time, Continuity & Change; Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Science Fiction

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What is science fiction or sci-fi sci-fi? ________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

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Although science fiction books are still widely read, the most publicised forms of sci-fi are television, movies and computer games.

_______________________

(PG, G or M)

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Use a newspaper to fill out the chart below about current sci-fi movies that are showing. Movie Title Who are the stars? What is the movie about? Rating?

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Check the results two weeks later. Were there any changes? Why / Why not?

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___________________________________________________

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Do you think movies like Star Wars, Men in Black, Independence Day and other more recent movies show the real outer space? Give reasons for your answers? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ You be a censor (find out what that is!). Prepare a report for the newspapers on what changes need to be made to sci-fi movies so that they give a more accurate image of space. Related Outcome: Students will analyse current science fiction and relate findings to their understanding of space facts. Subject: English - Viewing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Why Sci-Fi?

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In most science fiction movies, the aliens are portrayed as the enemy. Why do you think this is the case?

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You are a movie writer who has decided to make a movie about aliens that arrive on earth in peace. • Create an alien character and draw it on a poster for your movie. • Include a “catchphrase” (one short phrase that sums up your movie and catches people’s attention) and a short “blurb” about the plot of your movie in smaller print. • Also write the stars of the movie down the bottom. • It may help to look at other posters to get an idea of layout.

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Related Outcome: Students will use their own ideas to explore themes portrayed in science fiction movies. Subject: English - Viewing; Society & Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The New Kid

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In the movie that you have just created in “Why Sci-Fi?” (page 26) imagine that an 11 year old character takes the alien to school. What problems would the alien encounter with ... The desk? ____________________________________________

SCHOOL

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____________________________________________ ____________________________________________ The objects in the classroom?

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The teacher?

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The students?

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Go back and look at your picture of the alien character. Draw the changes that will need to be made to a normal school uniform so that the alien “fits in” more easily.

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Related Outcome: Students will consider the potential outcomes of bringing alien life to school. Subject: Society & Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Fact or Fiction? You are a newspaper or radio reporter. This is the most exciting story of your career! You are on the scene of a reported landing of an alien spacecraft. What you find is a rather dazed person who was held hostage by the aliens for two days. Write up your questions and the person’s answers in an interview below:

Name: .............................. ..............................

You may like to just write the questions and then swap with a classmate to write the answers. 1]

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Q. _________________________________________________________ A. ................................................................................................................ ................................................................................................................... Q. _______________________________________________________

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A. ............................................................................................................ .........................................................................................................

Q. _______________________________________________________

A. ........................................................................................................................................... ..............................................................................................................................................

© ReadyEdPubl i cat i ons A. ........................................................................................................................................... • f orr evi ew pur posesonl y• Q. _____________________________________________________________________

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A. ........................................................................................................................................... ..............................................................................................................................................

Q. _____________________________________________________________________ A. ........................................................................................................................................... ..............................................................................................................................................

Related Outcome: Students will use an interview format to consider the type of information that would create a good news item. Subject: Society & Environment - Culture; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

A Pioneer Predicament

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A new planet has just been discovered that can be inhabited by human beings. The only trouble is that it takes a year of space travel and an enormous amount of money to get there. The government has decided to fund a group of four “pioneers” who will be the new planet’s first settlers. They will stay there for 2 years in an experiment to see how well they survive.

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In order of importance, these people should go...

WHO

WHY

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You have been given the task to decide! Who should go? 1. An elderly chemist - a widower. 2. A male market gardener - 30 years old. 3. A female computer operator - 24 years old. 4. A male minister of religion - 36 years old. 5. A mother aged 24 who used to work in a bank. 6. A female teacher aged 21. 7. An Olympic weightlifter. 8. A male TV reporter. 9. A female university student studying politics.

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4th

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Now work with another person who has done this activity and try to convince them to agree with your order and selections. See if you can reach CONSENSUS with that person on your selections. orm that each of the 10 people have to fill out to On a computer, create an application fform help you choose. What details do you need to know about the person in order to determine that they are fit for space? List some important points here:

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_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ What questions will you ask? _________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Try out your application form on a friend or relative ... are THEY ready to venture into space? Related Outcome: Students will consider what contributions certain members of society could make to a new community settlement. Subject: Society & Environment - Natural & Social Systems. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The Perfect Pioneer Having successfully filled the four available places for the new space settlement, the government finds that it has a fifth place.

Name: .............................. ..............................

Select someone who should be included (it may be yourself or a respected person in your community) and using 250 words or less, provide all the reasons why that person should be the fifth pioneer. ___________________________________________________________________________

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___________________________________________________________________________ ___________________________________________________________________________

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Related Outcome: Students will assume the perspective of a community member and relate skills and attributes suitable for being part of a new settlement. Subject: Society & Environment - Natural & Social Systems; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Space Disasters

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Space travel has a number of risks involved. Two well-known space disasters are the Challenger disaster in 1986 and the Colombia disaster in 2003. Research one of these disasters and provide the following information:

Disaster: _______________________________ Date: ______________________________ Names of astronauts who lost their lives on the space journey:

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___________________________________________________________________________ ___________________________________________________________________________

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Purpose of the mission:

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Description of the disaster:

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Probable cause of the disaster:

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Future precautions taken?

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In the space below, design a memorial dedicated to the crew on the ill-fated flight that you have researched.

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Related Outcome: Students will research facts as a basis of a memorial design for space-disaster victims. Subject: English - Reading; Art - Visual Arts. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Is Anybody Out There? Space exploration is continually evolving, with technological advances that were once only dreamed of. Although we have not yet reached the level of humans bouncing around on the surface of all the planets in our solar system, the use of probes carrying cameras has provided plenty of information.

Name: .............................. ..............................

A scientist named Gary Flandro came up with the idea of “gravity assist” — using the gravity of one planet to accelerate a space probe and “sling” it towards another planet and in the 1970’s, when the giant planets were aligned, two spacecraft named Voyager 1 and Voyager 2 were built and launched into the great unknown.

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The Voyagers were only about 3 metres across — about the size of a small car — with a reflector for radio transmission to earth, two TV cameras to provide visual data, and three computers.

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As the Voyager moves further away from Earth, the time lag (the time it takes for the radio signals to reach Earth) increases. From Neptune, it is about 4 hours and 6 minutes.

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Another feature of Voyager is a record called “Sounds of Earth”, containing messages and coded images which may sometime in the future be deciphered by another intelligent life form that Voyager may encounter as it escapes out of our solar system.

Write some suggestions of sounds and images in the shape below that you think should be included on spacecraft that may have a chance of being found by some intergalactic alien scavenger.

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Visits to our solar system planets by various spacecraft have provided us with a wealth of information through photographic images and atmospheric analysis.

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Mercury, visited by Mariner 10 in the mid-1970’s, has some unusual atmospheric conditions that create a bizarre sunset. The sun would be seen to rise, appear to increase in size, stop, reverse, then decrease in size and move back towards the horizon, with stars moving three times faster across the sky. Venus, initially thought to be very similar to Earth, is now known to experience extreme temperatures due to a dense atmosphere. Voyager 2, visiting Uranus in 1986 found a blue planet, its colour due to methane gas absorbing red light. Another blue planet, Neptune, (Voyager 2, 1989) has a rapidly changing atmosphere with very fast winds up to 2000 km/ hour. Jupiter, with the Galileo taking images of it in 2002, is the largest planet (318 times that of Earth) and a gaseous planet with 61 satellites (moons). The icy particles in Saturn’s rings have been measured and analysed. Related Outcome: Students will use original ideas to convey their own view of the Earth to an alien being. Subject: Society & Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Would You Like to Have a Bar of Mars?

Name: .............................. ..............................

One of the most easily accessible planets for exploration is our closest neighbour, Mars.

Mars was first explored by vessels flying by and taking pictures in passing, like the Mariner spacecraft of the 1960’s and 70’s. Small, robotic craft took pictures of the surface of Mars that could be compared to Earth’s own.

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Next, came orbital spacecraft that could travel around Mars for longer periods of time, giving more detailed information. This orbital exploration is continuing into today as more sophisticated instruments are able to measure the atmosphere and analyse the surface of Mars.

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In 1976, the first craft successfully landed on Mars, and in 1997 another craft called Pathfinder proved a very successful mission, landing on the surface of Mars and providing a huge amount of data on the rocks, soil, winds and weather. One of the main points of interest is a sign that Mars has had water in its liquid form in the past, indicated by images of flood and erosion. The presence of water on a planet also suggests the increased likelihood of life at some stage of its history. By 2014, NASA hopes to launch internationally supported missions in which the first samples of Martian soil and rock can be returned to Earth for some “hands-on” investigation. With technology advancing all the time, who knows what will be possible? Do some further research on Mars exploration (start at http://kids.msfc.nasa.go http://kids.msfc.nasa.gov/ v/) v/ and create a timeline of Mars exploration, starting from the 1960’s. Add future exploration up to 2020 or further if you wish. 2020

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You are an environmentalist who is AGAINS AINSTT plans to settle on Mars one day to Mars for two reasons: 1. You think it gives humans more of an excuse to destroy Earth. 2. You think is it wrong for us to explore a planet that is not “ours”.

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Write a letter to NASA explaining your point of view, with some real facts on environmental destruction to back up your opinion.

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Draft a plan for your letter here:

Related Outcome: Students will research information to create a timeline of Mars exploration. Students will consider interplanetary settlement from an opposing perspective. Subject: Society & Environment - Time, Continuity & Change; Place & Space. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Science in Space Imagine if you could have your next science class in a space shuttle! Well, some school children from Glen Waverley Secondary College worked together with NASA and the Royal Melbourne Zoo to create the next best thing. In 2003, eight “spidernauts” were sent up into space — these were golden orb weaver spiders that were raised at the zoo and sent up in the space shuttle Columbia to discover the effect of micro-gravity on how the spiders spun their webs. The students carried out some experiments before the spiders were sent to determine the best conditions (like the most appropriate age of the spiders and how hunger increases the likelihood of web spinning) for the experiments.

Name: .............................. ..............................

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Also on the Columbia were experiments with fire. In micro-gravity, flames form balls instead of teardrop shapes (because hot air rises in a gravitational field).

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Two flowers were sent on the Columbia as well, to continue findings that flowers in space produce different smells. In fact, the scent from a mini rose sent into orbit on a previous flight was bottled into a perfume called “Zen”. Unfortunately, the Columbia was shattered in an explosion just 16 minutes before it was due to land back on Earth and this great human tragedy also brought the end of these and many other experiments. http://chemistry.about.com

What would YOU like to know about in space? E.g. Can ants build tunnels in space? What happens if you sneeze in space? Design an experiment that astronauts can take up on a space journey with them based upon your questions.

© ReadyEdPubl i cat i ons Question: __________________________________________________________________ •f o rr evi ew pur posesonl y• ___________________________________________________________________________

Equipment required: ________________________________________________________

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Steps for the experiment:

1] ________________________________________________________________________ 2] ________________________________________________________________________ 3] ________________________________________________________________________ 4] ________________________________________________________________________ 5] ________________________________________________________________________ 6] ________________________________________________________________________ Draw your experiment on the back of this page.

Related Outcome: Students will design an experiment to be conducted in space. Subject: Science - Working Scientifically; Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The Space in your Head Use your brain to tackle these intergalactic activities.

FINDING OUT Investigate the kinds of foods that space explorers eat on their journeys. What are the reasons for their differences to Earth foods? It is fascinating to find out about other daily routines that we take for granted, such as sleeping, brushing teeth and exercising in space. Find out more about these and draw some pictures for a class display, or act them out in a demonstration for your class.

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Find out how much you would “weigh” on the moon. Explain to someone else how you can weigh less without losing body mass. Compare your moon weight with an object from your classroom.

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How many songs can you find about space? Are most of them based on reality or fantasy?

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How do the climate and weather patterns on Earth affect rocket launchings? Find out more and then plan the best time for a rocket to leave YOUR home city or town.

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USING

• Use your knowledge of micro-gravity movement to design some Olympic sports that could be done on the moon. Remember that there is only LESS gravity on the moon, not none at all.

• Use all of the new space words that you have learned in this unit to create a crossword.

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• Measure up parts of your body and draw a design for a space suit that is tailor-made for you. • Learn as much as you can about the current position of the planets and the way that they rotate. Use your classmates to act as “planets” and act out the solar system in the classroom.

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classmates, showing everything that was done by silently acting it out.

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• Use the information on the first landing on the moon to write a children’s book with illustrations. Make sure it is based on fact, but fun to read.

• Look closely at a picture of a space shuttle then try to draw it from memory. How did you go? • Play charades on the topic of space with others that have studied activities in this book.

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The Space in your Head CREATING / EVALUATING • Invent some anti-gravity tools/appliances or daily living objects that can be used in spacecraft, for example a drill, electric razor, hairdryer, or toothbrush. Draw your designs on a plan, including an explanation of how it deals with no gravity. • Arrange a debate on the topic “Money spent on space travel should be spent on health and education”.

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• Recently, very rich civilians have paid for the privilege of going to space with a trained space crew. Imagine that there is a competition for an Australian student to go to space. Write a letter of two pages explaining why you should go. Make sure your application is unique and eye-catching.

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• Many astronauts say that it is a life-changing experience seeing the Earth from space. Imagine that you get to see our whole planet from the moon. Write a poem or a song about your feelings.

• A group of aliens have been secretly studying our actions on Earth for some time now. One day they decide to take over our planet — not to destroy it but to help us fix it up! Write or draw a map of the aliens’ plans. • Use a tape recorder to record some “Sounds from Earth” and put them on a musical background.

• Several animals have been sent into space during the last few decades. Write a report on your attitudes about this, draw a design of a spacecraft that is more suitable for a chosen animal, or write a diary of space travels from an animal’s point of view. •

© ReadyEdPubl i cat i ons Imagine that your little brother is having a party with as space theme. Create some yummy • f o r r e v i e w p u r p o e s o n l y • party snacks for the party, e.g. an alien cake or moon shaped cookies. Draw the foods and write the recipes.

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• Write some “space dilemmas” such as “Should animals be sent to space?”; “Is it OK to have space junk (remnants from spacecraft) floating around?” Lead a discussion in a group of classmates. • Use some facts that you know about space to make up a new computer game. Design the characters, draw the background graphics and write the rules of the game.

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• At the end of this space unit, write ten realistic predictions on what you think will happen in space exploration in the next twenty years. If you are really keen, seal them in an envelope and try to keep them with some documents at home, like your birth certificate. You might even get to open them and experience what it is like to open a time capsule! • After the 2003 Columbia tragedy, many American newspaper cartoonists depicted the disaster in the daily papers. Do an internet search on these cartoons, e.g. http:// cagle.slate.msn.com (choose “The Columbia Tragedy”). Write about your opinions. Are these cartoons appropriate? Do they consider the feelings of others? Do you think they sum up the feelings of a nation? Create your own newspaper “cartoon”, making sure that you are considerate and sensitive.

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Answers GALACTIONARY (Page 7) Aerodynamic: designed with round edges and smooth shape to reduce wind friction and increase travel efficiency. Cryonics: freezing and storing the body of a person who has died of a disease that will potentially be curable in the future (so that they can be unfrozen and brought back to life). Black Hole: a region of space thought to be created form the collapse of a star with an extremely strong gravitational pull. Constellation: a formation of stars that is perceived as a figure or design, e.g. a mythical creature or animal, often related to star signs.

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Juggernaut: a massive force that seems to crush everything in its way.

Light Year: the distance that light travels in a vacuum in one year, approximately 9.46 trillion (9.46 × 1012) kilometres. Satellite: a celestial body, such as a moon or planet, that orbits another planet. OR a man-made structure that is launched to orbit Earth or another planet / moon and transmit messages / images.

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The Earth is 4 times larger than the moon. The gravity of the Earth is 6 times greater than that of the moon. Saturn is 9 times larger than Earth. The gravity of Saturn is 0.916 times greater than that of the Earth.

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• • • •

EARLY FASCINATION (Page 8)

Name: Leonardo Da Vinci Nationality: Italian Date of Birth: April 15, 1452 Inventions: Drew many ideas about machines, flight, etc. Came up with many ideas that are now used in modern flight such as parachutes, helicopters, etc. Other Skills: Artist, (painting, sculpting and sketching), exploring human anatomy, flying, geometry, nature studies, architecture.

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Name: Nicholaus Copernicus Nationality: Polish Date of Birth: 1473 Major Discoveries: The Earth spun on its own axis and also revolved around the sun. Ideas about the world: Earth was not “the centre of the universe”. Other Skills: Painting

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Name: Galileo Galilei Nationality: Italian Date of Birth: February 15, 1564 Major Discoveries: Moons of Jupiter, Phases of Venus. Inventions: Perfected the refractive telescope. Ideas about the world: Supported Galileo’s ideas of a sun-centred solar system. Developed the “Law of Intertia” - the foundation of Newton’s “First Law of Motion”. Other Skills: Had a unique approach to solving problems.

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Name: Isaac Newton Nationality: English Date of Birth: December 25, 1642 Major Discoveries: Defined the laws of motion and universal gravitation which he used to predict precisely the motions of stars, and the planets around the sun. Constructed the first reflecting telescope. Inventions: Integral calculus (maths). Ideas about the world: Also interested in religion. www.blupete.com (Copernicus), www.mos.org (Leonardo) www.kausal.com (Leonardo), www-gap.dcs.st-and.ac.uk (Galileo), www.lucidcafe.com (Galileo), www.lucidcafe.com (Newton) http://galileoandeinstein.physics.virginia.edu (Newton)

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MY VERY ENERGETIC MOUSE (Page 10) My Very Energetic Mercury Venus Earth Planet Mars Jupiter Venus Neptune Mercury Saturn Uranus Pluto

Mouse Mars

Just Jupiter

God Origin Roman Roman Roman Roman Roman Roman Roman Roman

Skidded Saturn

Under Uranus

Nana’s Neptune

God’s name Mars Jupiter Venus Neptune Mercury Saturn Uranus Plutus

Piano Pluto

God of ... War King of Gods Goddess of Love The Sea Messenger of Gods Time Father of Saturn Wealth

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DESTINY IN THE SKY (Page 12)

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Taurus: Bull; April 20 - May 20 Cancer: Crab; June 22 - July 22 Virgo: Virgin; August 23 - September 22 Scorpio: Scorpion; October 23 - November 21 Capricorn: Goat; December 22 - January 19 Pisces: Fish; February 19 - March 20

WHO CAME FIRST? (Page 13) FIRST Hot air balloon

Animal in space Man in space Woman in space Person on the moon

WHO Invented by the Montgolfier Brothers - first passengers were a sheep, a rooster and a duck Laika - a dog Yuri Gargarin Valentina Tereshkova Neil Armstrong

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Aries: Ram; March 21 - April 19 Gemini: Twins; May 21 - June 21 Leo: Lion; July 23 - August 22 Libra: Scales; Sept 23 - October 22 Sagittarius: Archer; Nov 22 - Dec 21 Aquarius: Water; Jan 20 - Feb 18

WHEN

1783 1957 April 12, 1961 June 16, 1963 July 20, 1969

BE A ROCKET SCIENTIST (Page 20)

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SPACE SUIT-ABLE (Page 23)

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There are three stages in the Apollo spacecraft. What is a space shuttle? The space shuttle is used to launch astronauts and satellites into space. The shuttle takes off like a rocket, flies around the earth as a spaceship, and lands like an airplane. How has the development of the space shuttle changed space exploration? On some missions, the astronauts release satellites that stay behind in space, or they might do scientific experiments inside the shuttle. Also the space shuttle is re-usable, improving cost and time effectiveness of the space program.

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Space suits need protection from particles, stabilisation of temperatures, provision of oxygen, removal of carbon dioxide, vision screens, access to water, enabling movement, radio communication, etc.

GETTING A PLACE IN THE SPACE RACE (Page 24)

What is or was the SPACE RACE? The Space Race began as a result of the Cold War between the United States and the Soviet Union (Russia) after World War II. It was basically a race to develop as many “firsts” in space as possible as a show of power and technology. Why did the SPACE RACE develop? Fears that the advances in rocketry would result in nuclear warfare led to competitive advances made as both countries tried to stay ahead in technological advances. In the 1960’s the goal of being “first man on the moon” became a major event in the space race. At the same time, other, more secretive goals of being able to photograph enemy territory from space was also on the agenda. What have been some benefits to the world today as a result of SPACE EXPLORATION? Space exploration has given hope that the impossible can be possible. It has allowed us to see climate and weather patterns, launch satellites for widespread communication, conduct experiments on many things in a new environment, produce advanced materials that are now used in everyday life, etc.

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SCIENCE FICTION (Page 25) What is science fiction or sci-fi? Science fiction is the telling of a story that reflects the world based on a fantasy of a scientific idea or an extra-terrestrial concept or belief. Examples include books and movies about aliens, supernatural creatures, ghosts, robots or machines ruling the world, future worlds, space travel, time travel, etc.

SPACE DISASTERS (Page 31) Disaster: Challenger Date: January 28, 1986 Names of astronauts: Sharon Christa McAuliffe, Francis Scobee, Michael Smith, Ronald McNair, Ellison Oonizuka, Judith Resnik, Gregory Jarvis. Purpose of the mission: To carry some cargo, to fly a module designed to track the tail of Halley’s comet, to start a new program called the “teacher in space” program.

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Description of the disaster: After several re-schedules of the launch, due to mission control problems and poor weather, the Challenger finally set off. In front of millions of spectators, the shuttle exploded 73 seconds after liftoff

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Probable cause of the disaster: Failure of an “O-ring” seal in the solid-fuel rocket. Hot gases leaked through the joint. Flames from the booster rocket burned through, the booster broke off and pierced a tank containing liquid hydrogen and liquid oxygen, igniting the mixture and causing the shuttle to tear apart. It was largely seen as a fault of decision-making — there was too much pressure to go ahead with the launch and much recent success made the possibility of risk seem smaller. Future precautions taken? The space shuttle program was grounded during the investigation. Technical modifications were made, such as a re-design of the O-rings and stricter regulations regarding quality control and safety were imposed. The number of launches was reduced. Disaster: Columbia

Date: February 1, 2003

Names of astronauts: Rick Husband, William McCool, Michael Anderson, David Brown, Kalpana Chawla, Laurel Clark, Ilan Raymon

Purpose of the mission: Mainly scientific research, including projects from school children.

Description of the disaster: Soon after descent towards touchdown, ground control loses data from temperature indicators but the crew is not alerted. Further changes in temperature and lost data occurs, leading to an alert of the crew. Communication is then lost and at approximately 9 am, debris falls across the sky. NASA declares an emergency and at 11 am flags are lowered to half-mast at the Kennedy Space Station. Probable cause of the disaster: Possible loss of insulating foam from external fuel tank at launch which whacked into the left wing. Early investigations indicate that increased heat on the left wing side may be linked to the incident.

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WOULD YOU HAVE A BAR OF MARS? (Page 33)

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Future precautions taken? Space shuttle program was grounded until full investigations have been carried out, although some continued travel was necessary because there were three astronauts still in the International Space Station. This information was obtained from various sources and information may vary over time. Most students will only have some of these missions on their timeline. Detail will vary. 1964 Mariner 4: First successful Mars mission. Passed the red planet and returned 22 TV pictures of its surface. Discovered the cratered nature of Mars’ surface. 1965 Zond 3 (USSR): Flight to Mars orbit. Transmitted 25 images of the lunar far side. 1969 Mariner 6 (Nasa): Successful fly-by occurred. Returned data and 75 photos, mainly from the equatorial region. Found that most of Mars’ atmosphere was made of carbon dioxide. 1969 Mariner 7 (Nasa): Successful fly-by; returned data and 126 photos, flying over the south polar region. Was probably struck and slightly damaged by a meteor a few days before arrival. 1971 Mars 2 (USSR): The lander became the first human-made object to reach the surface of Mars when it crashed on the planet on the same day. Because of a global dust storm at arrival time, the orbiter could return only pictures with little surface detail. 1971 Mars 3: The lander achieved the first soft landing on Mars on the same day but failed after 110 seconds after transmitting a small portion of a picture. Together with the images returned by Mars 2, a color picture of the global dust storm of December 1971 was composed. 1971 Mariner 9 (Nasa): Successfully achieved Mars orbit to become Mars’ first artificial satellite, and returned 7,329 TV pictures covering the entire surface of Mars, providing the first full photographic atlas, or photo globe, of a celestial body, Discovered volcanoes, flow channels, and more surface structures.

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1975 Viking 1 (Nasa): Orbiter and lander mission. 1976, the lander softlanded on Mars. Both orbiter and lander performed extremely successful missions,. 1975 Viking 2 (Nasa): Orbiter and lander mission. Reached Mars orbit on August 7, 1976, lander softlanded. 1992 Mars Observer (Nasa): Reached Mars and sent some TV images on approach. Contact was lost during its orbit insertion ignition; it may have been damaged, blown up, or simply frozen after having lost orientation. 1996 Mars Global Surveyor (Nasa): Mars orbiter. Reached Mars and successfully entered Mars’ orbit. 1996 Mars Pathfinder (Nasa): renamed Carl Sagan Memorial Station after landing; Mars lander with Sojourner rover; softlanded on Mars on July 4, 1997, and performed investigations of Martian soil and rocks. 2001 2001 Mars Odyssey, Mars Surveyor 2001 Orbiter (Nasa): Mars orbiter. After an over 6 month interplanetary cruise, the spacecraft arrived at Mars and was successfully inserted into Mars orbit. Studied Mars weather and climate. It is also intended to test aerocapture techniques, study Mars from orbit, serve as a communications relay for future landers. 2003 Mars Express (ESA): Orbiter and Lander. 2003 2003 Mars Exploration Rover 1, MER-1, Spirit, MER-A, Mars Surveyor 2003 Lander/Rover A: A large rover, to be landed using an airbag system, without stationary lander. Landing scheduled for January 2, 2004. The lander should investigate the landing site region for at least 90 days.

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Missions scheduled for the future: 2004 Rosetta (ESA): Was scheduled for launch in January 2003, as Mars/asteroid/comet mission, will flyby Mars for gravity assist on August 26, 2005, to finally reach and land on Comet 46 P/Wirtanen. Because of problems with the Ariane V launcher, the mission was rescheduled and may or may not include a Mars encounter. 2005 Mars Reconnaissance Orbiter, Mars Surveyor 2005 Orbiter (Nasa, France?): Scheduled to arrive at Mars in March, 2006. To study Mars from orbit between March 2006 and July 2008, perform high-resolution measurements including images with a resolution of 20 to 30 cm, and possibly serve as communications relay for later Mars landers until about 2010. 2007 Mars 2007 Remote Sensing Orbiter 2007 Mars 2007 Netlanders (CNES, French Space Agency): Network of 4 small landers to perform scientific measurements on the surface of Mars over one Martian year. 2007 Mars 2007 Communications Orbiter (ASI, Italian Space Agency): Communications orbiter for Netlanders and future missions. 2007 Mars 2007 Small Scout Missions (Nasa): One or more of a series of small “scout” missions, including small landers and balloons. 2009 Mars Smart Lander, Mars 2009 Mobile Scientific Laboratory (Nasa): Formerly scheduled for 2007. Long-range, long-duration rover equipped to perform many scientific studies of Mars, and to demonstrate the technology for accurate landing and hazard avoidance in order to travel to difficult-to-reach sites. 2009 Mars 2009 Communications Satellite (Nasa, Italy; under study): Possible communications satellite. 2009 Mars 2009 Small Net-Landers (Nasa, France; under study): Possible small Net-Landers. 2011 Mars 2011 (Nasa, France, international?; under study): Possible first sample return mission. 2014 Mars 2014 (Nasa, international?; under study): Possibly a sample return mission, or orbiters, landers, rovers. 2016 Mars 2016 (Nasa, international?; under study): Possibly another sample return mission, or orbiters, landers, rovers. For the time after 2016, a continuation of the research missions is planned. Nasa officials have expressed their intention that these efforts should eventually be leading to a Mars mission with a human crew to be launched in 2018 (and to arrive at Mars in 2019), and to begin an era of permanent human presence on our neighbour planet. These dates are under steady review, with the aim to do the mission sooner.

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Source: www.seds.org/~spider/mars/mars-l.html

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