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Local StandardsTechnology

Chapter

Chapter at a Glance

Section

4

Review and Assessment Test Preparation

Section

3

Section

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Section

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2

Exploring Space

Space Exploration Vehicle

Teaching Resources

• Chapter Project Teacher Notes, pp. 102–103• Chapter Project Student Overview, pp. 104–105• Chapter Project Student Worksheets, pp. 106–107• Chapter Project Scoring Rubric, p. 108

3 periods1 1/2 blocks

The Space Program

J.2.2.1

Describe the space race.

J.2.2.2

Discuss the Apollo program.

1 period1/2 block

Exploring Space Today

J.2.3.1

Distinguish between the roles of space shuttles and those of space stations.

J.2.3.2

Identify features that space probes have in common.

1 period1/2 block

Using Space Science on Earth

J.2.4.1

Explain how the conditions in space are different from those on Earth.

J.2.4.2

Identify the benefits that space technology has provided for modern society.

J.2.4.3

Describe some uses of satellites orbiting Earth.

3 periods1 1/2 blocks

Teaching Resources

• Key Terms Review, p. 139• Transparency J21• Performance Assessment Teacher Notes, p. 148• Performance Assessment Scoring Rubric, p. 149• Performance Assessment Student Worksheet, p. 150• Chapter Test, pp. 151–154

Test PreparationBlackline Masters

The Science of Rockets

J.2.1.1

Explain how rockets were developed.

J.2.1.2

Demonstrate how a rocket works.

J.2.1.3

Identify the main advantage of a multistage rocket.

Video Preview

PHSchool.com

Video Assessment

PHSchool.com

Video Field Trip

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For more activities

LAB ZONEEasy Planner CD-ROM

Chapter Activities Planner

Student Edition Inquiry Time Materials Skills Resources

Chapter Project, p.39

Open-Ended

Ongoing (3 to 4 weeks)

Teaching Resources

See p. 102Observing, making models

Lab zone Easy Planner

Section 1

Discover Activity, p. 40

Guided 10 minutes

Safety goggles, balloon Inferring

Lab zone Easy Planner

Try This Activity, p. 42

Directed 20 minutes

Plastic or paper cup, paper, tape, film canister with a lid that snaps on inside the canister, water, fizzing antacid tablet, safety goggles

Observing

Lab zone Easy Planner

Technology Lab, pp. 46–47

Guided 45 minutes

Water rocket launcher, tire pump, round balloon, scissors, tap water, inclinometer, 50 paper clips in plastic bag, empty 2-liter soda bottle, poster board, modeling clay, hot glue gun or tape

Observing, inferring

Lab zone Easy PlannerLab Activity Video

Technology Lab:

Design and Build a Water Rocket, pp. 116–117

Section 2

Discover Activity, p. 48

Guided 15 minutes

Moon map Inferring

Lab zone Easy Planner

Skills Activity, p. 50

Directed 10 minutes

Calculator Calculating

Lab zone Easy Planner

Section 3

Discover Activity, p. 53

Guided 15 minutes

Pen and paper Drawing conclusions

Lab zone Easy Planner

Section 4

Discover Activity, p. 58

Guided 15 minutes

Cordless drill, drill with electric cord, space pen, regular pen

Drawing conclusions

Lab zone Easy Planner

Consumer Lab, p. 63

Directed 30 minutes

1 cloth blanket piece, 1 foil blanket piece, 4 thermometers, 3 identical small test tubes, 3 identical large test tubes, 1 beaker (600 mL), ice, cellophane tape or rubber bands, cotton balls, hot water, tap water

Graphing, interpreting data

Lab zone Easy PlannerLab Activity Video

Teaching Resources

Consumer Lab:

Space Spinoffs, pp. 137–138

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tChapter 2 Content Refresher

For: Professional development supportVisit: NSTA.orgWeb Code: scf-0620

Section 2 The Space ProgramHistory of NASA The National Aeronautics and Space Administration (NASA) was begun in 1958. Its mission was to explore space. In 1958, that meant human space flight. As a result, NASA immediately embarked on Project Mercury to see whether humans could survive in space. The project involved sending an astronaut into Earth’s orbit on board a small craft. The success of the program led to Project Gemini, which involved using spacecraft built for a crew of two astronauts. During Project Gemini, NASA learned about living and working in space, as well as how to maneuver spacecraft in orbit. This last lesson became important later in the space program when spacecraft had to dock, or join up with, each other. Project Gemini was quickly followed by Project Apollo, which put astronauts on the surface of the Moon in 1969. Although the last Apollo mission was in 1972, NASA began human space missions again in 1981 with the birth of the Space Shuttle program.Apollo 13 Apollo 13 was launched on April 11, 1970. At first it seemed that this might be the smoothest flight of the entire program. Two days into the flight, however, an oxygen tank blew up. Like all Apollo projects, Apollo 13 had a three-passenger Command Module (CM) and a two-passenger Lunar Module (LM). The CM’s supply of electricity, light, and water was lost.

Mission Control on Earth and the crew decided to use the LM to pilot the crippled CM around the moon and back to Earth. The astronauts had enough oxygen, but they had to conserve water, power, and food. They also had to find a way to remove carbon dioxide from the spacecraft, which they were finally able to do by using materials on board. On April 17, after surviving frigid temperatures and losing a total of almost 15 kg through dehydration, the crew landed safely in the Pacific Ocean near Samoa.Going Back to the Moon The end of Project Apollo did not spell the end of lunar exploration. Since 1972, three NASA spacecraft have visited the moon. All have been uncrewed. In 1990 and 1992, on its way to Jupiter, the Galileo probe photographed the lunar north pole and sent back new information about the surface of the moon. Both passes by the moon were part of planetary flybys that gave Galileo a gravitational boost to continue on toward Jupiter. In 1994, Clementine was sent to map the lunar surface. In 1998, Lunar Prospector was put into a low polar orbit around the moon to look for possible polar ice deposits and to measure the moon’s magnetic and gravity fields.

Section 1 The Science of RocketsAtlas Rockets Since the late 1950s, NASA has used Atlas rockets to launch probes into space and satellites into orbit around Earth. Recent versions of the rockets are approximately 58 meters high. They are usually made up of three stages. The first stage, simply called Atlas, uses both solid-fuel boosters and liquid-fuel engines to launch the payload into space. The second stage, known as Centaur, uses liquid-fuel engines to maneuver into proper orbit. The third stage is the payload—the satellite or spacecraft carried by the rocket. The payload is released from the Centaur, which falls back to Earth and burns up on reentry into the atmosphere.

Atlas rockets have been regularly upgraded over time. They were used to launch the Surveyor missions to the moon and the early Pioneer missions. More recently, they have been used to launch satellites into space for both governmental and commercial enterprises.

Third Stage

Second Stage

First Stage

Help Students Read

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tSection 3 Exploring Space TodayFloating Robots A new type of technology planned for the International Space Station (ISS) includes a small robot called a “personal satellite assistant.” Under microgravity conditions, the spherical robot floats next to an astronaut, using small internal fans to change course or move in various directions.

Powered by solar cells, the personal satellite assistant is equipped with sensors that can monitor temperature, pressure, and air quality. This, in turn, will alert astronauts to any potential problems in the space station environment. Its small size allows the robot to easily monitor the most remote parts of the station, and it is programmed to conduct regularly scheduled maintenance checks on its own.

In addition to a camera and light, the personal satellite assistant has a “videophone” that will allow astronauts to communicate with one another, regardless of where they are in the station. The videophone is also linked to Mission Control on Earth.

Section 4 Using Space Science on Earth

Benefits of Space Science According to NASA, less than 1 percent of the U.S. budget is spent on the space program. NASA officials estimate that for every dollar invested in its ventures, the U.S. economy receives a $7 return in the form of job creation, economic growth, and taxes.

NASA stresses its contribution to the country’s economic welfare for good reason—many people argue against funding the space program. These people believe that the money would be better spent elsewhere, such as for education or for medical research.

To counter these arguments, NASA includes a detailed justification of space exploration on the program’s Web site. In the document, NASA points out that the basic knowledge about the universe gained through space exploration gives us a better understanding of Earth. Space exploration has allowed applications in satellite communications. Many technological breakthroughs have resulted from the space program. The space program supports many jobs, and so it is good for the economy. The exploration of space serves as an inspiration to humans to explore the unknown and push back boundaries.

Thinking AloudVerbalizing Thought Processes While Reading

Strategy Model cognitive and metacognitive processes that students can use to build meaning, self-correct, and monitor their own comprehension. Choose part of a section and preview it. As you do, imagine that you are reading these paragraphs for the first time, just as your students will be doing. Make a copy of the section, and on it write comments and questions that you can use as “thinking-aloud” models.

Example1. Read several paragraphs aloud and have your students follow along silently. Have them listen to how you pause to check your own comprehension and to determine meaning at trouble spots. You might model some of the following strategies aloud as you read:

• Make a prediction, then revise or verify it.• Describe mental pictures as they form.• Connect new information with prior knowledge or

related ideas; share an analogy.• Verbalize confusing points and work out steps to clarify

their meaning; adjust your reading pace, if necessary.2. Select a logical stopping point. Then, have students read the next paragraph silently and apply similar strategies internally. Afterward, ask students to tell which strategies they used. Repeat this step several times.

Students may think that the ISS is far from Earth. However, the ISS orbits Earth at an average altitude of 354 kilometers. For a strategy for overcoming this misconception, see Address Misconceptions in Exploring Space Today.

fpo[Art for personal satellite assistant TK]

Solar cell

Environmentalsensor panel

Rangefinder

Inventoryscanner

Motionsensor

Speaker

Wireless link

Searchlight

Camera

Micropropulsion

Video display

• Complete student edition• Video and audio• Simulations and activities• Section and chapter activities

Objectives

This project will help students understand the difficulties involved in using remotely controlled technology to explore space. After this Chapter Project, students will be able to

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observe and identify many of the geological features found on the planets and moons of the solar system

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problem-solve ways to build a vehicle that can move around the landscape of a planet or moon

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design, build, and test a model of the vehicle

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communicate the features of the model to the class

Skills Focus

observing, problem solving, making models, communicating

Project Time Line

3 to 4 weeks

Teaching Resources

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Chapter Project Teacher Notes

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Chapter Project Worksheet 1

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Chapter Project Worksheet 2

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Chapter Project Scoring Rubric

Developing a Plan

Encourage small groups to each select a different planet or moon with a solid surface for its project. Students should get approval from you before they build or test their vehicles. Before students test their vehicles, have them determine the criteria they will use to evaluate the models.

Possible Materials

Students will need construction and design tools such as rulers, scissors, and glue. Prototypes can be built out of simple materials such as cardboard, foam board, and craft sticks. Wooden dowels may be helpful for wheel axles. Have students attach a long string to each vehicle so that it can be pulled across a test course. If you are testing the vehicles in the classroom, a test course can be made by placing obstacles such as books, boxes, or rugs on the floor.

Exploring Space

Chapter Preview

1 The Science of RocketsDiscover What Force Moves a Balloon?Try This Be a Rocket ScientistAnalyzing Data Rocket AltitudeActive Art A Multistage RocketTechnology Lab Design and Build a Water Rocket

2 The Space ProgramDiscover Where on the Moon Did Astronauts Land?Skills Activity CalculatingAt-Home Activity Landmarks in Space Flight

3 Exploring Space TodayDiscover What Do You Need to Survive in Space?

4 Using Space Science on EarthDiscover Which Tool Would Be More Useful in Space?At-Home Activity Spinoffs at HomeConsumer Lab Space Spinoffs

An astronaut working on the InternationalSpace Station in orbit around Earth

L3

Possible Shortcuts

Give the class a list of geological features found on a particular planet or moon. Have all students design their vehicles to negotiate the terrain on that planet or moon. Allow students to work in groups when building and testing the vehicles.

Launching the Project

Display photographs of all-terrain vehicles

(ATVs) on Earth. Ask:

What features do

these vehicles have in common?

(

Possible answer: Wide tires, powerful engines, independent suspension systems

) Stress that ATVs can move over rough landscapes on Earth that are similar to those found on certain planets and moons.

Performance Assessment

The Chapter Project Scoring Rubric will help you evaluate how well students complete the Chapter Project. Share the rubric with students at the beginning of the project so that they will know what is expected. Students will be assessed on

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how thoroughly they researched their chosen planet or moon

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how well they designed the model vehicle

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how well the vehicle performed

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how thorough, organized, and complete the presentation is

Exploring Space

Show the Video Preview to present an overview of the chapter content. Discussion question:

How does underwater training help prepare astronauts for their space flight?

(Weighted underwater, the astronauts are able to simulate the feeling of being in an environment of microgravity.)

Video PreviewVideo Field TripVideo Assessment

Design and Build a Space Exploration VehicleHow do scientists study the other planets in our solar system? One way is to send a remotely operated vehicle to explore the surface, as was done by two Mars rovers in 2004. Such a vehicle must be designed to meet specific requirements, such as communicating with scientists on Earth and being able to operate in a variety of environments.

Your Goal To design, build, and test a vehicle for exploring the surface of a planet

You will● identify the geological features that are found on the planets and

moons of the solar system● select a planet or moon, and brainstorm ways to build a vehicle

that can move around its surface● design and sketch a model of the vehicle● build and test a model vehicle, and present your vehicle to the class● follow the safety guidelines in Appendix A

Plan It! Begin by identifying the different types of planetary surfaces found in the solar system. Next, brainstorm how a vehicle could move over some of these surfaces. You may want to think about how all-terrain vehicles on Earth are designed. Con-sider how you would build a model of the vehicle, and what materials you will need. Then build and test your vehicle.

Exploring Space