Course Profile Earth and Space Science (SES4U), Grade 12, University Preparation, Catholic

Unit 1: The Earth As a Planet

Time: 22 hours

Unit Description

Students demonstrate an understanding of the properties of the Earth and of the internal (geological) and external (cosmic) processes operating on it. Students then draw comparisons with other objects in the solar system. Through investigation and analysis, students understand the Earth’s place in the solar system and the effects of cosmic and geological processes on it and on other objects in the solar system. Students conclude this unit by describing and explaining how observations of the Earth and other objects in the solar system, made both from Earth and from space, are used to study and better understand the natural and the human-made environments of the Earth.

Unit 1 is organized into three clusters. In Cluster 1, students discover the properties of the Sun and Moon as creator and protector. Through experimentation students analyse graphical and pictorial data about the sun. Further investigation in this cluster allows students to demonstrate the forces of collision and their effect on different landscapes within the solar system. In Cluster 2, students discover and explore our place in the cosmos as a gift of God. Students describe the size, shape, and motions of the solar system and the place of the Earth within it. Students describe the origin and evolution of the Earth and other objects in the solar system through the lens that God is the master creator of all things. Through research and investigation, students compare the Earth with other planets and objects within it, as well as the elements that influence Earth materials. In Cluster 3, students investigate the composition of the near-Earth space. Students also deal with the impact of human activity on near-Earth space. Through this discussion, students are encouraged to focus their attention on the technological contribution of Canadians to the study of our planet from near-Earth space.

Unit Synopsis Chart

Activity	Learning Expectations	Assessment Categories	Task
1.1 3.5 hours	EPV.01, EP1.04, EP2.03, EP2.06 SIS.03, SIS.06 CGE2b, 3e	Knowledge/Understanding Inquiry Communication	The Sun and Moon as Creator and Protector
1.2 3.5 hours	EPV.01, EP2.03, EP2.04, EP2.05, EP2.06 SIS.07 CGE1e	Inquiry Communication	The Universal Billiards Game
2.1 3.5 hours	EPV.01, EPV.02, EP1.02, EP2.01 SIS.05, SIS.06 CGE2b, 3e	Knowledge/Understanding Inquiry Communication Making Connections	Origin and Evolution of the Solar System
2.2 3.5 hours	EPV.01, EPV.02, EPV.03, EP1.01, EP1.03, EP2.02, EP3.01, EP3.02 SIS.05, SIS.06 CGE2b, 3e	Knowledge/Understanding Inquiry Communication Making Connections	Our Place in the Solar System
3.1 3 hours	EPV.03, EP1.05, EP3.06 SIS.08, SIS.09 CGE3f, 7i	Knowledge/Understanding Making Connections	Looking Down from Above
3.2 5 hours	EPV.03, EP3.03, EP3.04, EP3.05, EP3.06 SIS.06 CGE2c	Knowledge/Understanding Communication	Satellite Simulation

Activity 1.1: The Importance of the Sun

Time: 3.5 hours

Description

Students learn about the role of the Sun and its effects on the daily lives of humans. Students first analyse and match pictures of the Sun taken in both visible and X-ray radiation; they learn that most of the Sun’s rays are invisible. The teacher then leads the class in a discussion on the importance of the Sun and other stars in creation of elements. The teacher leads a lesson on the electromagnetic spectrum and the information that can be learned from analysis of different types of starlight. Students then participate in a lab, analysing graphical and pictorial data about the sun to make predictions about the speed of solar wind and patterns in solar activity.

Strand(s) & Learning Expectations

Strand(s): The Earth As a Planet

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experiences.

Overall Expectations

EPV.01 - demonstrate an understanding of the properties of the Earth and of the internal (geological) and external (cosmic) processes operating on it, and draw comparisons with other objects in the solar system.

Specific Expectations

EP1.04 - describe and explain the following external processes and phenomena that affect the Earth: radiation and particles from the “quiet” and “active” sun; gravity and tides of the sun and moon; and the impacts of asteroidal and cometary material;

EP2.03 - assess critically the scientific questions they have formulated and the information they have gathered in order to identify the fundamental forces and processes that shape the interior, surface, and atmosphere of the Earth and other objects in the solar system;

EP2.06 - assess the risks associated with solar ultraviolet radiation, and with the collision of asteroidal and cometary material with the Earth.

Scientific Investigation Skills

SIS.03 - select appropriate instruments and use them safely, effectively, and accurately in collecting observations and data (e.g., hand lens, polarizing microscope);

SIS.06 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., use an appropriate time scale when representing geological time, or appropriate units to represent astronomical distances).

Prior Knowledge & Skills

Grade 9 Academic: Earth and Space Science: The Study of the Universe

· An understanding of the formation, evolution, structure, and nature of our solar system and the universe.

Grade 10 Academic: Physics: Motion

· An understanding of different kinds of motion.

Grade 10 Academic: Earth and Space Science: Weather Dynamics

· An understanding of the factors affecting the fundamental processes of weather systems.

Grade 10 Academic: Chemistry: Chemical Processes

· An understanding of atoms, ions, and isotopes.

Note: While the Grade 10 course is not a prerequisite, this knowledge would be valuable.

Planning Notes

· Since many students will not have taken Earth and Space Science, Weather Dynamic, Grade 10 Academic, prepare material about weather systems that would be pertinent to this unit.

· Gather pictures of the Sun in both visible and X-ray light (from a variety of solar Wind Velocity websites or resources) photocopy enough pictures so that students can work on this activity in small groups (see Resources for websites).

· Prepare a lesson on the electromagnetic spectrum, including the harmful effects of UV light.

· Design and copy an assessment rubric for students.

Teaching/Learning Strategies

The teacher:

· distributes worksheets for this introductory activity (sample in Appendix A), explaining to the class that they have been given two sets of pictures of the Sun: one set of images taken using a white light camera and a set of the same images taken using an X-ray camera;

· leads an introductory discussion with the class on stars as “cosmic recyclers”, explaining the concept of element building from hydrogen atoms, which form the basic building blocks of our planet and universe;

· leads a discussion on the nature of electromagnetic radiation (including the dangers associated with ultraviolet light) and the use of different types of radiation to gather astronomical information;

· explains the lab activity on solar wind.

Students:

· complete the matching activity, in groups, by putting the images of the sun into pairs and giving reasons for their matching;

· participate in the class discussion;

· complete the lab activity on solar wind.

Solar Wind Lab Activity

1. Students analyse graphs to determine the velocity of the solar wind particles and the time required to for these particles to reach the Earth.

2. Students examine pictures of the Sun at different times to determine how activity on the Sun changes and predict trends.

3. Students answer discussion questions.

Assessment & Evaluation of Student Achievement

Students’ answers to the questions from the lab activity are assessed for Knowledge/Understanding, Inquiry, and Communication skills using a rubric.

Accommodations

· Enrichment – For the lab activity, students are given additional data and create a butterfly graph of sunspot activity.

· For students with physical impairments, peer assistance should be encouraged.

· ESL/ELD students are given opportunities to demonstrate their understanding by alternative means (spoken English, direct demonstration, pictorial representation).

Resources

Gombosi, Tamás I. Physics of the Space Environment. Cambridge: Cambridge University Press, 1998.
ISBN 0-52159-264-X

Jokipii, J.R. Cosmic Winds and the Heliosphere. Tucson: University of Arizona Press, 1997.
ISBN 0-81651-825-4

Websites

Lab on Solar Wind Velocity – http://sohowww.nascom.nasa.gov/explore/lessons/swvelocity9_12.html

The Changing Sun – http://zebu.uoregon.edu/~imamura/122/feb14/feb14.html

Solar Observation Lab – www.williams.edu/Astronomy/solarlab/Solar.html

The Sun: Live on Video – www.lmsal.com/SXT/movies/lastsfd.html

Sunspot Activity – www.lmsal.com/YPOP/Classroom/index.html

Activity 1.2: The Universal Billiards Game

Time: 3.5 hours

Description

The teacher begins this series of lessons with a simple demonstration, showing how differing forces affect a collision between two objects. The teacher engages the class in a lesson on collisions, touching on simple physics equations. Students then analyse different pictures of objects in the solar system and discuss how collisions have helped shape the landscape. Students model collisions in a lab, testing different variables in making impact craters. Students then draw impact craters and compare them to real pictures.

Strand(s) & Learning Expectations

Strand(s): The Earth As a Planet

Ontario Catholic School Graduate Expectations

CGE1e - speaks the language of life…“recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

Overall Expectations

Specific Expectations

EP2.04 - identify surface features of the Earth and other objects in the solar system (e.g., craters, faults, volcanoes), using light, infrared, and radio/radar images;

EP2.05 - investigate, either through laboratory activities or research, the interaction of radiation and impacting particles with Earth materials such as air, water, and rock;

EP2.06 - assess the risks associated with solar ultraviolet radiation, and with the collision of asteroidal and cometary material with the Earth.

Scientific Inquiry Skills

SIS.07 - communicate the procedures and results of investigations and research for specific purposes using data tables and laboratory reports (e.g., prepare a table of known and unknown minerals sorted in groups according to physical properties such as hardness, colour, and streak).

Prior Knowledge & Skills

Grade 9 Academic: Earth and Space Science: The Study of the Universe

· An understanding of the formation, evolution, structure, and nature of our solar system and the universe.

Grade 10 Academic: Physics: Motion

· An understanding of different kinds of motion.

Planning Notes

· Collect materials for the demonstration (potato and straw/coffee stir-stick).

· Prepare a lesson on kinetic energy, force, and collisions.

· Gather pictures of impact craters from different planets, moons, and asteroids in the solar system.

· Collect pictures of different impact craters on the Earth, including Meteor Crater in Arizona, the Yucatan Peninsula, the Ungava Region of the PQ, and the Sudbury basin.

· Assemble materials for the lab (students may be asked to bring in boxes and flour if they are not available in the school).

· Check for student allergies to material being used in the impact water lab and provide an alternate assignment if necessary.

Teaching/Learning Strategies

The teacher:

· demonstrates the effect of force on collisions, using a potato and a straw or coffee stir-stick. Holding a potato up, the teacher pokes the potato gently with the straw. The straw will bend, showing the force of a low-impact collision. The teacher then pokes the potato sharply with the straw, punching a hole in the potato. The teacher then explains that the force of a collision is more important than the mass of an impacting object;

· discusses kinetic energy and the formula KE = MV², and the equation F = ma, and how these equations are important to understanding the damage done by impacting objects;

· shows the class pictures of different members of the solar system, e.g., Mercury, Moon, asteroids, and Mars, and leads a discussion on the effects of collisions in shaping planets and moons, including a discussion of the collision of Comet Shoemaker – Levy 9 with Jupiter;

· directs students to examine pictures of impact craters on the Earth’s surface and hypothesize on the results of a large asteroid colliding into a populated area;

· discusses with the class the effects of atmospheric friction on particles entering our atmosphere;

· explains the theory of an asteroid striking the Earth in Chicxulub, Yucatan Peninsula, Mexico, leading to the extinction of the dinosaurs;

· explains the connection between catastrophic processes (meteor impact) and the formation of a resource (mineral deposits) that can be used to extract useful metals, e.g., Sudbury;

· discusses with students how fragile and precarious life is, and how scientists are generating plans to protect the Earth in case of an asteroid impact;

· assembles materials and instructs students on how to carry out the collision modelling lab.

Students:

· participate in class discussion;

· analyse pictures and postulate theories as to what might happen if a large object was to impact the Earth;

· participate in the impact crater lab activity.

Impact Crater Lab Activity

1. Line a box (min. 15-cm deep) with a trash bag. Add flour to the box to a depth of approximately
10 cm. (A layer of dry tempera paint on top of the flour may improve results by helping students see the ejected material more clearly).

2. Make craters by dropping marbles from different heights into the flour. Analyse the results, looking for cratering features, such as basin, raised rim, ejecta blanket (material excavated from the crater and dumped around it, visible as white flour on the coloured powder), and rays (material shot out at high velocity, forming lines that point directly away from the impact site).

3. Create top and profile drawings of the craters and compare craters formed by different size projectiles, different velocities, different densities of flour, e.g., rice flour, wheat flour, white flour, refined flour, etc., and different angles of impact. Different-sized projectiles can be dropped from measured heights so that they have common velocities.

4.   Produce graphs, comparing:
a)   the height that the projectile is dropped from versus the diameter of the impact crater;
b)   the height that the projectile is dropped from versus the depth of the impact crater.

Assessment & Evaluation of Student Achievement

Students’ answers and the diagrams from the lab activity are assessed for Inquiry and Communication skills using a teacher-created rubric.

Accommodations

Enrichment

· Students research Carl Sagan’s theory of nuclear winter and compare it with the possible results of an asteroid collision.

· To view impact craters firsthand, the moon can be viewed in the daylight hours during its first and third quarter. Look 90 degrees east of the Sun in the first quarter and 90 degrees to the west in the third quarter.

Resources

Benest, Daniel and Claude Froeschlé. Impacts on Earth. New York: Springer, 1998. ISBN 3-540-64209-9

Cox, Donald W. Doomsday Asteroid: Can We Survive? Amherst, NY: Prometheus Books, 1996.
ISBN 1-573-92066-5

Keys, David. Catastrophe: an Investigation into the Origins of the Modern World. London: Century, 1999. ISBN 0-712-68069-1

Montgomery, Carla W. Environmental Geology. Dubuque, Iowa: Wm. C. Brown, 1992.
ISBN 0-697-09811-7

Websites

Canadian Space Agency – www.space.gc.ca/home/index.asp

Impact Crater in Quebec – http://sts.gsc.nrcan.gc.ca/page1/landf/ungava/ungava.htm

Impact Crater Lab – www.solarviews.com/eng/edu/craters.htm

Impact Craters from Around the World – www.solarviews.com/eng/tercrate.htm#intro

The Nine Planets – http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets.html

Activity 1.2.1: Origin and Evolution of the Solar System

Time: 3.5 hours

Description

Students examine the origin and evolution of the Earth and other planets in our solar system. Students describe the interaction of gas, dust, and several forces during the accretion of matter into planets of varying composition, shape, and size.

Strand(s) & Learning Expectations

Strand(s): The Earth As a Planet

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experiences.

Overall Expectations

EPV.02 - investigate and analyse the Earth’s place in the solar system and the effects of cosmic and geological processes on it and on other objects in the solar system.

Specific Expectations

EP1.02 - describe the origin and evolution of the Earth and other objects in the solar system, and identify the fundamental forces and processes involved;

EP2.01 - formulate scientific questions about the nature, origin, and evolution of the Earth and other objects in the solar system.

Scientific Investigation Skills

SIS.05 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., use an appropriate time scale when representing geological time, or appropriate units to represent astronomical distances);

SIS.06 - select¸ integrate, and analyse information from print and electronic resources, including Internet sites, and, either in writing or using a computer, compile and display the information in various forms, including flow charts, tables, and graphs (e.g., use the Internet to compile information on areas of major earthquake activity, and compare the frequency and intensity of the activity in graphical form).

Prior Knowledge & Skills

Grade 9 Academic Science: Earth and Space Science

Planning Notes

· Collect the print materials and select websites in advance.

· Use available resources from community libraries.

· Current information on the evolution of Earth and other bodies in the solar system can be collected from journals, such as Scientific American, Astronomy, Sky and Space Telescope, and New Scientist.

· Photos of gaseous nebula, young stars, dust grains, and asteroids should be collected.

· Collect materials, such as foam balls, velcro, swivel chairs, etc.

· Review the Catholic perspective document (see Appendix B – Background Information for Teachers Delivering the Catholic Curriculum).

· Read or photocopy The Creation Story in the Book of Genesis (Genesis 1:1-31, 2:1-4).

· Review the ethical use of the Internet with students.

Teaching/Learning Strategies

Angular Momentum Demonstration

1. A student holds bottles of water in both hands. The student sits on a swivel chair and extends both arms.

2. The teacher spins the chair and instructs the student to pull his/her arms inward.

3. The teacher compares this example to rotation of a skater as he/she pulls the arms inward.

The teacher:

· explains angular momentum and the conservation of angular momentum through demonstrations and analogies;

· reviews gravity and its effects on two bodies as the distance between them increases or decreases;

· explains centrifugal force through the use of familiar analogies, such as the force experienced by passengers in an automobile making a sharp turn, carnival rides, etc.;

· demonstrates centrifugation by attaching a rubber stopper to the end of a long elastic band and spinning it around at various speeds; this demonstration must be completed in a clear area and the teacher must secure the stopper to the rubber band;

· describes the processes by which the elements in our universe are recycled;

· reviews the relationship between the mass and stellar evolution and death;

· describes the production and dissemination of stellar matter in super nova and the integration of new stellar matter into nebulas, galaxies, and solar systems;

· defines the terms nebula and protosun and shows a photo of a nebula, e.g., Orion Nebula - M42;

· groups students in pairs and provides each group with a picture of a nebula;

· instructs students to use the forces described in Activity 1.1 and the picture of the nebula to describe the solar nebula theory;

· reviews the solar nebula theory;

· provides students with an excerpt from a book or article describing the origin and evolution of hydrogen, helium gas, and heavier elements, such as iron, nickel, magnesium, carbon, and oxygen;

· instructs students to summarize their information in the form of a chart, mind map, organization chart, etc.;

· demonstrates the process of accretion by throwing several Velcro®-covered foam balls at each other;

· describes the formation of terrestrial and Jovian planets;

· explains that the Doppler planet-detection technique is used to detect extrasolar planets; this technique can be visualized through a variety of forms, such as diagrams, teacher-led demonstrations, or computer-generated models;

· instructs student pairs to describe the solar nebula theory and the formation of the planets of the solar system and to present their work in the form of a diagram, comic book, or computer-generated model, etc.;

· assesses student pairs’ final product using a teacher-prepared rubric;

· discusses the importance of God during the evolution and creation of our planet and universe, referring to the Catholic perspective document and The Creation Story in the Book of Genesis (Genesis 1:1-31, 2:1-4).

Students:

· summarize angular momentum and the conservation of angular momentum;

· summarize the effects of gravity between two objects;

· create a mind map or organizational chart to describe the origin and production of hydrogen, helium gas, and heavier elements;

· define the terms accretion, planetesimal, protoplanet, escape speed, condensation temperature, terrestrial planet, Jovian planet, meteors, asteroids, ice, and rock-forming minerals;

· compare and contrast the formation of the terrestrial and Jovian planets;

· create a note on extrasolar detection;

· write a reflection paper on the importance of searching for protosuns and nebula;

· write a pencil-and-paper test on the topics covered in Activities 1.1.1 and 1.1.2;

· use the picture of the nebula, the forces, and terminology described in Activities 1.1.1 and 1.1.2 to describe the solar nebula theory and the formation of planets in the solar system;

· submit their assignments for assessment.

Assessment & Evaluation of Student Achievement

· The assignment may be evaluated for Knowledge/Understanding, Inquiry, Communication, and Making Connections using a teacher-prepared rubric.

· The test is evaluated for Knowledge/Understanding, Inquiry, Communication, and Making Connections using a marking scheme.

Accommodations

Enrichment

· Write a short essay to describe the chemical processes by which elements are produced in stars that resemble our sun and massive stars.

· Students research the latest observations of protoplanetary disks.

· Students calculate the escape speed on Earth or on other bodies in the solar system

(escape speed = square root ((2 × G × M)/R), where M, R, G are the mass, radius of the planet and the gravitational constant, respectively).

Resources

Kaufmann, W., J. and R.A. Freedman. Universe. New York: W.H. Freeman and Company, 1999.
ISBN 0-7167-3823-6

Websites

Astronomy Picture of the Day – http://antwr.gsfc.nasa.gov/apod/archivepix.html

Evolution of the Solar System – www.sprl.umich.edu/GCL/paper_to_html/evolut_star.html

Explorezone – http://explorezone.com

Giant Planets Orbiting Faraway Stars – http://astron.berkeley.edu/~gmarcy/sciam.html#link1

Origin of the Universe – http://csep10.phys.utk.edu/astr161/lect/solarsys/nebular.html

Origin of the Universe – www.seds.org/nineplanets/nineplanets/origin.html

A Satellite’s Centrifugal Force – http://sln.fi.edu/tfi/activity/space/sp-3.html

University of California Planet Search Project – http://exoplanets.org/exoplanets_pub.html

Activity 1.2.2: Our Place In the Solar System

Time: 3.5 hours

Description

Through research, students examine the composition, size, mass, and motions of the planets and other objects in the solar system. Students use multimedia presentations to make comparisons between the Earth and other planets of the solar system. Through class discussions, students identify famous astronomers, their time in history in the context of Cosmic time scale, and their contributions to the field of planetary observation and motion. Through research, students describe how planetary exploration has been used to better understand the Earth. They also describe how planetary exploration has been used to enhance human life.

Strand(s) & Learning Expectations

Strand(s): The Earth As a Planet

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experiences.

Overall Expectations

EPV.02 - investigate and analyse the Earth’s place in the solar system and the effects of cosmic and geological processes on it and on other objects in the solar system;

EPV.03 - describe and explain how observations of the Earth and other objects in the solar system, made both from Earth and from space, are used to study and better understand the natural and the human-made environments of the Earth.

Specific Expectations

EP1.01 - visualize and describe the size, shape, and motions of the solar system, and the place of the Earth within it;

EP1.03 - compare the Earth with other objects in the solar system with respect to such properties as mass, size, composition, rotation, and magnetic field;

EP2.02 - visualize and describe the size, shape, and motions of the solar system, and compare the Earth with other planets and objects within it, on the basis of information gathered through research;

EP3.01 - explain how the study of other planets and objects in the solar system has led to a better understanding of the Earth (e.g., explain how studying the greenhouse effect on Venus has increased understanding of the same effect on Earth);

EP3.02 - demonstrate an understanding of some of the historical, cultural, and aesthetic consequences of changes in the perception and understanding of the Earth’s place in space (e.g., evaluate the impact of images of the whole Earth taken from space).

Scientific Investigation Skills

Prior Knowledge & Skills

· Grade 9 Academic Science: Earth and Space Science

Planning Notes

· Provide astronomy textbooks for defining unfamiliar astronomical terms or phenomena (e.g., retrograde motion, perihelion, etc.).

· Collect biographies of Ptolemy, Galileo, Brahe, Hyugens, Copernicus, and Kepler.

· Make arrangements to have students visit the school library/resource centre as required.

· Photos and/or models of planets, asteroids, and comets should be collected in advance.

· Collect journal articles as required.

· Gather a variety of computer-generated simulations. These programs can be used to describe planetary motion and other planetary properties.

· Make students aware of the SI units that are used in planetary exploration, e.g., light year, astronomical unit.

· Review the ethical use of the Internet with the students.

· In order to complete all the activities in this section more time may be required. As an alternative reporting to the class may be left out.

Teaching/Learning Strategies

The teacher:

· reviews the proper format for writing essays, bibliographies and footnotes;

· reviews the terms revolution, rotation, sidereal period, inferior and superior planets, eccentricity, perihelion, and ecliptic;

· reviews the difference between the earth-centred and heliocentric models of the universe;

· leads a class discussion to describe the major contributions of several astronomers, such as Ptolemy, Hyugens, Galileo, Brahe, Copernicus, and Kepler, to the fields of planetary observation and motion;

· groups students in pairs and assigns a multimedia presentation to compare the properties of a planet with properties of the Earth;

· uses computer-generated animations or other forms of media to simulate the retrograde motion of both the inferior (inner) and superior (outer) planets as perceived by an observer from Earth;

· describes, using pictures, the locations and properties (average size, mass, composition, and motion) of asteroids and comets;

· describes both recent and future NASA missions to other planets;

· assesses the multimedia project.

Students:

· create notes of the terms and provide examples;

· summarize the contributions of Ptolemy, Hyugens, Galileo, Brahe, Copernicus, and Kepler;

· create a multimedia presentation:

· work cooperatively in pairs to model the retrograde motion of the inferior and superior planets;

· write an expository essay on how planetary exploration has been used to better understand the natural phenomena of the Earth, e.g., studying the greenhouse effect on Venus to describe the same effect on the Earth, studying the surface of Titan to increase our understanding of the evolution of life on the Earth, etc.;

· write a second expository essay on how planetary exploration has led to several technological advancements, e.g., recreating the high pressures of Jupiter to produce metallic hydrogen, which can be used in the fields of electronics, energy, and materials.

Properties of Planets Multimedia Presentation

1. Working in pairs, students (or teachers) select properties of a planet to study. Properties include rotation, radius, density, gravitational pull, atmosphere, period of rotation, period of revolution, surface gravity, escape speed, etc.

2. Compare the properties of the selected planet to properties of the Earth and compile findings in a report. The project should also include one or two observations that have been documented in the past two or three years.

3. Report to the class, if time allows, using different modes of presentation, including overheads, handouts, presentation software, visual art poems, etc.

4. Provide a summary of the presentation to peers.

Assessment & Evaluation of Student Achievement

· A paper-and-pencil test is assessed for Knowledge/Understanding, Communication, and Making Connections using a suitable marking scheme.

· Multimedia presentations are assessed for Knowledge/Understanding, Communication, and Making Connections using a rubric.

· Students’ expository essays are assessed for Knowledge/Understanding, Inquiry, Communication, and Making Connections using a rubric.

Accommodations

· Student-teacher conferencing can be used to discuss multimedia presentations.

Enrichment

· Students research Kepler’s three laws and use the laws to complete a worksheet.

· Students research and write an article describing Canada’s role in the production of the Next Generation Space Telescope.

· Students research and outline the contributions of Canadian astronomers.

· Students write an essay describing the recent assignments of the International Space Station.

· Students research and write an article describing the contributions of Carl Sagan to planetary exploration.

Resources

Asphaug, E. “The Small Planets.” Scientific American, V. 282 (May 2000): pp. 46-55.

Kaufmann, W.J. and R.A. Freedman. Universe. New York: W.H. Freeman and Company, 1999.
ISBN 0-7167-3823-6

Nellis, W.J. “Making Metallic Hydrogen.” Scientific American, V. 282 (May 2000): pp. 84-90.

Websites

Demos and Animations for Astronomy – www.astro.uiuc.edu/projects/data/

Near-Earth Object Program – http://neo.jpl.nasa.gov/index.html

Retrograde Motion – http://astrosun.tn.cornell.edu/courses/astro201/retrograde.htm

Retrograde Motion of Mars – http://currentsky.com/activities/retrograde2001/index.html

Science U – www.scienceu.com/observatory/

Solar System Exploration – http://solarsystem.nasa.gov/

SPACE.com Canada Inc. “Starry Night.” Toronto: SPACE.com, 2001.

Activity 3.1: Looking Down from Above

Time: 3 hours

Description

The teacher begins this activity with a lesson on the ozone layer, including the chemistry behind it, and discusses naturally fluctuating ozone levels and the damage being done to it by humans. Students then work on a graphing assignment, studying changing ozone levels. Finally, students work on a summary sheet of the different levels of Earth’s atmosphere.

Strand(s) & Learning Expectations

Strand(s): The Earth As a Planet

Ontario Catholic School Graduate Expectations

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE7i - respects the environment and uses resources wisely.

Overall Expectations

Specific Expectations

EP1.05 - describe the properties of the near-Earth space environment;

EP3.06 - evaluate the negative effects of human activity on near-Earth space (e.g., space debris, pollution of the electromagnetic spectrum).

Scientific Inquiry Skills

SIS.08 - express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures;

SIS.09 - select and use appropriate SI units (units of measurement of the Système international d’unités, or International System of Units).

Prior Knowledge & Skills

· Grade 9 Academic: Earth and Space Science: The Study of the Universe

· Grade 10 Academic: Earth and Space Science: Weather Dynamics (location and protective function of the ozone layer)

Planning Notes

· Prepare a lesson on ozone chemistry and the damage humans are causing to the ozone layer.

· For the jigsaw assignment, book the library/resource centre or Internet lab or pre-select resources for student use.

Teaching/Learning Strategies

The teacher:

· teaches an introductory lesson on ozone chemistry: how the ozone layer works to protect humans, how low-level ozone is a pollutant, how ozone layers fluctuate normally, and how humans are altering ozone levels;

· discusses with students the importance in Earth science of identifying sources of stress on our environment and how we can modify our activities as humans to alleviate these stressors;

· gives students an activity to a) graph changing ozone layer levels (in Dobson units) using satellite images, and b) analyse other graphical data on the ozone layer;

· assigns students into home groups for the jigsaw activity;

· administers a pencil-and-paper quiz.

Students:

· participate in a lesson on the ozone layer and brainstorm with the teacher ways to reduce human impact on the ozone layer;

· complete graphing activity on changing ozone layer levels and analyse graphical data on the ozone layer;

· participate in a jigsaw activity on layers of the atmosphere;

· write a quiz.

Ozone Layer Jigsaw Activity

· Students leave the home groups and join their expert groups.

· Each expert group is assigned one sphere of the atmosphere: troposphere/tropopause, stratosphere/stratopause, mesosphere/mesopause, thermosphere/thermopause, or exosphere.

· Each expert group prepares a summary sheet for their layer, including average temperature, chemical characteristics, ability to absorb electromagnetic radiation, width, and other interesting characteristics.

· Students return to their home groups and present their summaries.

Assessment & Evaluation of Student Achievement

· Students are assessed for Knowledge and Making Connections using a pencil-and-paper quiz.

Accommodations

Enrichment

· Students research the discovery of the hole in the ozone layer: first by Australian scientists, then later “rediscovered” by North American scientists.

Resources

Newman, E.I. Applied Ecology and Environmental Management, 2nd ed. Malden, MA: Blackwell Science, 2000. ISBN 0-63204-265-6

Sheehan, Kathryn and Mary Waidner. Earth Child. Don Mills: Council Oak Books, 1995.
ISBN 0-93303-193-9

VanLoon, Gary W. Environmental Chemistry: a Global Perspective. New York: Oxford University Press, 2000. ISBN 0-19856-441-4

Websites

Atmosphere and Ozone Chemistry – www.ucar.edu/learn/1.htm

Current Ozone Layer Levels – http://jwocky.gsfc.nasa.gov

Graphical Ozone Data and Worksheet – www.homepages.dsu.edu/warrenb/web_sites.htm

Links for Ozone Chemistry – www.homepages.dsu.edu/warrenb/web_sites.htm

Online Ozone Layer Activity – http://toms.gsfc.nasa.gov/teacher/O3fulllesson/ACT-O3fulllesson.html

Ozone Layer Data and Worksheet – www.bom.gov.au/lam/Students_Teachers/ozanim/Worksheet7.shtml

Activity 1.3.2: Satellite Simulation

Time: 5 hours

Description

Students research and participate in a panel discussion on satellites. A panel of students represents the Canadian Space Agency and listens to proposals for launching different types of satellites. The panel evaluates and makes a decision, based on criteria they generate with the help of the teacher, as to which satellites receive licences.

Strand(s) & Learning Expectations

Strand(s): Earth As a Planet

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

Overall Expectations

Specific Expectations

EP3.03 - describe how observations and measurements of the Earth made from space are used to study and better understand natural physical elements of the Earth’s environment (e.g., its crust, water, air) as well as human-made elements (e.g., crops, cities, air and water pollution);

EP3.04 - describe the challenges of designing piloted and robotic spacecraft, and of operating them in near-Earth space;

EP3.05 - investigate Canada’s contributions to the study of our planet from near-Earth space (e.g., Radarsat, International Space Station), using information from various print and electronic resources;

EP3.06 - evaluate the negative effects of human activity on near-Earth space (e.g., space debris, pollution of the electromagnetic spectrum).

Scientific Inquiry Skills

SIS.06 - select, integrate, and analyse information from print and electronic sources, including Internet sites, and, either in writing or using a computer, compile and display the information in various forms, including flow charts, tables, and graphs (e.g., use the Internet to compile information on areas of major earthquake activity, and compare the frequency and intensity of the activity in graphical form).

Prior Knowledge & Skills

· Grade 9 Academic: Earth and Space Science: The Study of the Universe

· Grade 10 Academic: Earth and Space Science: Weather Dynamics

Planning Notes

· Make available computers with Internet access

Teaching/Learning Strategies

The teacher:

· discusses with the class the role of Canadian astronauts on Space Shuttle missions, including construction of the Canadarm and the International Space Station;

· describes the assignment to the class and divides the class into groups for research;

· reviews the etiquette and rules of conduct for a debate;

· facilitates the debate.

Students:

· work in their groups to research their assigned topics;

· participate in the debate, either presenting proposals or evaluating proposals.

Panel Discussion Activity – the Canadian Space Agency

1. Four to five students act as the government panel, listening to proposals for satellite licences. A limited number of groups will be successful in their applications, e.g., in a class with five groups, the panel grants only two licences.

2. Groups presenting a satellite will research the specific type of satellite (telecommunications, research, weather, navigation, reconnaissance, etc.) and include: type, (orbital type, make and specifications of satellite etc), use, how it works, orbiting altitude, cost, any environmental impact, benefits, approximate lifespan of satellite, and plans for disposal.

3. The government panel assigns experts to research different fields: satellite technology, costs/benefits of launching satellites, environmental chemistry, mechanics of orbiting, etc. The panel determines the criteria for weighing the proposals.

4. Satellite licences are determined through debates between groups presenting proposals and groups evaluating proposals.

Assessment & Evaluation of Student Achievement

· Students are assessed for Knowledge/Understanding and Communication using an appropriate rubric. Although students are working in groups, they can be given individual marks by assessing each student’s research summary and contributions during the presentation proposal.

Resources

Video

What We Learn about Earth from Space. Washington, DC: National Geographic Society, 1996.

Websites

Earthquakes and Volcanoes – http://collaboratory.nunet.net/cybrary/get_links.cfm?CatID=303

Links to Satellite Images – www.uky.edu/KGS/education/remotesensing.html

Live Pictures of Active Volcanoes – www.ssec.wisc.edu/data/volcano.html

NASA Satellites: A History – http://pao.gsfc.nasa.gov/gsfc/earth/sentinel/earthsen.htm

Appendix A

Lab Activity: Mapping Solar Winds to Solar Images

Adapted from – http://sohowww.nascom.nasa.gov/explore/lessons/swvelocity9_12.html

Purpose: Students interpret CELIAS solar wind velocity graphs and EIT solar images.

Materials

· MTOF/PM GRAPH: Carrington Rotation 1913

· Printouts of EIT images for Aug 27, 1996, and Coronal Plots.

· Individual student science notebooks or paper.

Background Information: The Solar and Heliospheric Observatory (SOHO) is designed to give scientists an uninterrupted view of the Sun. It was launched jointly by the National Aeronautics Space Administration (NASA) and the European Space Union (ESU) in 1995. It orbits the Earth at a distance of approximately 1.5 million km. It is equipped with devices to study many different aspects of the Sun. The data gathered comes from SOHO.

Procedure

1. Study MTOF/PM GRAPH: Carrington Rotation 1913. Using Vsw plot, what was the average velocity of the solar wind on August 30? (MTOF– Mass Time of Flight Spectrometer– a SOHO device used to determine the elemental composition of solar wind; PM – Proton Monitor – an auxiliary SOHO device to measure the solar wind proton parameters, including speed and direction)

MTOF/PM GRAPH: Carrington Rotation 1913

Appendix A (Continued)

2. If the distance from the Earth to the Sun is approximately 150 million km, determine when the solar wind reaching SOHO left the Sun and when it can be expected to reach the Earth.

3. A solar wind above 500 km/sec is a fast solar wind. It has been proposed that fast solar winds are emitted from coronal holes. Remember the solar corona is the outer atmosphere of the sun, extending from the solar “surface” out into space. The corona is a difficult region to observe normally, seen only during solar eclipses or with special equipment. A coronal hole is a large region in the corona, less dense, and cooler than its surroundings. Such holes may appear at any time of the solar cycle.

Did, in fact, a coronal hole exist during August 27 in an area that was in our direct line of sight? Remember, the solar wind that affects SOHO, and, therefore the Earth is at the centre of the Sun in a direct line with us. We can determine this using Extreme Ultra-violet Imaging Telescope (EIT) images (again, from SOHO) for Aug 27, 1996, along with Coronal plots from the National Optical Astronomy Observatory (NOAO - a conglomeration of several American telescopes).

Note: Use EIT images for Aug 27, 1996 along with Coronal plots from NOAO for the dates (found at – http://sohowww.nascom.nasa.gov/explore/lessons/swvelocity9_12.html).

Compare these two diagrams with a YOHKOH X-ray diagram of a coronal hole (found at – http://www.spacescience.com/headlines/y2000/ast23feb_2.htm) Does there appear to be a coronal hole on August 27th that caused this high-speed solar wind? Explain your answer.

Coronal plots from the National Optical Astronomy Observatory (NOAO) for August 27, 1996.

Appendix A (Continued)

4. Complete the chart below, calculating the time to reach earth for solar wind velocities of 100 km/sec to 800 km/sec (in units of 50 km/sec)

Solar Wind Velocity (km/s)	Time to Reach Earth (days)
200
300
400
500
600
700
800

5. Create a graph of solar wind velocities (y-axis) versus days for the wind to reach the earth (x-axis). Using the graph, determine the time needed, in days, for the solar wind to reach Earth with a velocity of 100 km/s and 900 km/s.

6. Is there enough time to warn communication satellites to shut down before a large coronal mass ejection (CME) takes place? How fast are CMEs traveling? How accurate would these predictions be? You will need to research past disruptions on earth.

7. The sun is a source of x-rays and gamma radiation. In large amounts, these forms of radiation are deadly. However, we also use these forms of radiation for medical purposes.

a) Explain how these types of radiation are used in medicine.

b) Compare the radiation at sea level that humans receive naturally in one year to the amount received by a chest x-ray. How much more radiation is received by people living in the mountains at an elevation of 1500 metres?

c) How much radiation (how many chest x-rays) is received on a flight from Toronto to Vancouver?

Appendix B

Background Information for Teachers Delivering the Catholic Curriculum

“When the Lord created his works from the beginning, and in

making them, determined their boundaries, God arranged the

works in an eternal order, and their dominion for all generations.”

Sirach 16.26-27

Catholic curriculum emphasizes the human person as an integral part of creation. As our understanding and knowledge grows, we begin to recognize just how awesome creation is and how every intricate detail was lovingly thought out. Creation is a gift, a very fragile gift that we must cherish and protect. The more we know, the more likely we are to become protectors rather than exploiters.

When we look into the history of the earth, both its internal and surficial processes, we are looking at the force, the power, and the essence of the Creator. It is important that the student recognize this from the very start. The study of the earth and its place within the larger universe does not conflict with religious understandings. Our study of astronomy, chemistry, mathematics, and physics utilizes the very gifts that God has given each person. It is these gifts that empower and command us to respect what was given out of love.

The study of earth and space science is an act of worship. We seek to understand our beginnings and our place. We, like our ancestors of old, ask the eternal questions. Unlike our ancestors, we have walked on the surface of the moon and seen the red soil of Mars. We can chart the rising of the sun to its setting with pinpoint accuracy. But, at the same time, we have never lost the sense of awe and respect for our cosmos.

Overview | Course Profiles Main Menu