Solar System Planets
Click the picture to access NASA information on the planets of our solar system.
Reason For Seasons
Click on the picture if you want to learn more about what causes seasons.
Earth and Space Science Unit
- Different types of celestial objects in the solar system and universe have distinct properties that can be investigated and quantified.
- People use observational evidence of the properties of the solar system and the universe to develop theories to explain their formation and evolution.
- Space exploration has generated valuable knowledge but at enormous cost.
OVERALL EXPECTATIONS
By the end of this course, students will:
-analyse the major challenges and benefits of space exploration, and assess the contributions of Canadians to space exploration;
-investigate the properties of different types of celestial objects in the solar system and the universe;
-demonstrate an understanding of major astronomical phenomena and of the principal components of the solar system and the universe.
SPECIFIC EXPECTATIONS
Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
-research the challenges associated with space exploration, and explain the purpose of materials and technologies that were developed to address these challenges and how these materials and technologies are now used in other fields of endeavour (e.g., robotic arm technology developed for the space program is used in industry to handle hazardous chemicals; synthetic materials developed to protect astronauts are used in fire-fighting equipment) [IP, PR, AI, C]
Sample questions: Why is radiation a particular hazard for astronauts? What sorts of instruments are used to monitor radiation levels? What sorts of materials have been developed to protect astronauts from radiation? What uses would such instruments and materials have on Earth?
-assess the contributions of Canadians to space exploration (e.g., as astronauts; in research and development) [AI, C]
Sample issue: Canadian companies committed major financial and human resources to develop specialized technologies such as the Special Purpose Dexterous Manipulator ("Dextre"). Although the required investment was great, such projects result in a positive reputation and other benefits for Canada in the field of space exploration.
Sample questions: What contributions have Canadian researchers made to space exploration? How have Canadian governments, universities and colleges, or Canadian-owned companies contributed to space exploration?
Developing Skills of Investigation and Communication
By the end of this course, students will:
-use appropriate terminology related to space exploration, including, but not limited to: astronomical units, gravitational pull, and universe [C]
-investigate patterns in the night sky (e.g., constellations) and the motion of celestial objects (e.g., the sun, our moon, planets, stars, galaxies), using direct observation, computer simulations, and/or star charts, and record the information using a graphic organizer or other format [PR, AI, C]
-use a research process to compile and analyse information on the characteristics of various objects in the universe (e.g., planets, stars, constellations, galaxies) [PR, AI]
-investigate a technological challenge related to the exploration of celestial objects that arises from the objects' specific properties, and identify the solution that has been devised (e.g., multiple booster rockets power spacecraft travelling to distant planets; heat shields protect the space shuttle from extreme temperatures when re-entering Earth's atmosphere) [PR, AI]
Understanding Basic Concepts
By the end of this course, students will:
-describe the major components of the universe (e.g., planets, moons, stars, galaxies), the motion of the different types of celestial objects, and the distances between certain objects, using appropriate scientific terminology and units (e.g., astronomical units, light years)
-compare the characteristics and properties of celestial objects that constitute the solar system, including their motion and their distance from other celestial objects in the solar system (e.g., composition, size, rotation, presence and composition of atmosphere, gravitational pull, magnetic field)
-identify the factors that make Earth well suited for the existence of life (e.g., a magnetosphere that protects the planet from solar wind; Earth's distance from the sun; the ability of Earth's atmosphere to trap heat, preventing extreme fluctuations in temperature)
-describe the characteristics of the sun and the effects of its energy on Earth and Earth's atmosphere
-describe the causes of major astronomical phenomena (e.g., the aurora borealis, solar/lunar eclipses) and how various phenomena can best be observed from Earth (e.g., solar eclipses should be viewed through a telescope equipped with a solar filter, not with the naked eye)
-describe the role of celestial objects in the traditions and beliefs of selected cultures and civilizations (e.g., Aboriginal peoples; ancient Greek, Mayan civilizations)
- People use observational evidence of the properties of the solar system and the universe to develop theories to explain their formation and evolution.
- Space exploration has generated valuable knowledge but at enormous cost.
OVERALL EXPECTATIONS
By the end of this course, students will:
-analyse the major challenges and benefits of space exploration, and assess the contributions of Canadians to space exploration;
-investigate the properties of different types of celestial objects in the solar system and the universe;
-demonstrate an understanding of major astronomical phenomena and of the principal components of the solar system and the universe.
SPECIFIC EXPECTATIONS
Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
-research the challenges associated with space exploration, and explain the purpose of materials and technologies that were developed to address these challenges and how these materials and technologies are now used in other fields of endeavour (e.g., robotic arm technology developed for the space program is used in industry to handle hazardous chemicals; synthetic materials developed to protect astronauts are used in fire-fighting equipment) [IP, PR, AI, C]
Sample questions: Why is radiation a particular hazard for astronauts? What sorts of instruments are used to monitor radiation levels? What sorts of materials have been developed to protect astronauts from radiation? What uses would such instruments and materials have on Earth?
-assess the contributions of Canadians to space exploration (e.g., as astronauts; in research and development) [AI, C]
Sample issue: Canadian companies committed major financial and human resources to develop specialized technologies such as the Special Purpose Dexterous Manipulator ("Dextre"). Although the required investment was great, such projects result in a positive reputation and other benefits for Canada in the field of space exploration.
Sample questions: What contributions have Canadian researchers made to space exploration? How have Canadian governments, universities and colleges, or Canadian-owned companies contributed to space exploration?
Developing Skills of Investigation and Communication
By the end of this course, students will:
-use appropriate terminology related to space exploration, including, but not limited to: astronomical units, gravitational pull, and universe [C]
-investigate patterns in the night sky (e.g., constellations) and the motion of celestial objects (e.g., the sun, our moon, planets, stars, galaxies), using direct observation, computer simulations, and/or star charts, and record the information using a graphic organizer or other format [PR, AI, C]
-use a research process to compile and analyse information on the characteristics of various objects in the universe (e.g., planets, stars, constellations, galaxies) [PR, AI]
-investigate a technological challenge related to the exploration of celestial objects that arises from the objects' specific properties, and identify the solution that has been devised (e.g., multiple booster rockets power spacecraft travelling to distant planets; heat shields protect the space shuttle from extreme temperatures when re-entering Earth's atmosphere) [PR, AI]
Understanding Basic Concepts
By the end of this course, students will:
-describe the major components of the universe (e.g., planets, moons, stars, galaxies), the motion of the different types of celestial objects, and the distances between certain objects, using appropriate scientific terminology and units (e.g., astronomical units, light years)
-compare the characteristics and properties of celestial objects that constitute the solar system, including their motion and their distance from other celestial objects in the solar system (e.g., composition, size, rotation, presence and composition of atmosphere, gravitational pull, magnetic field)
-identify the factors that make Earth well suited for the existence of life (e.g., a magnetosphere that protects the planet from solar wind; Earth's distance from the sun; the ability of Earth's atmosphere to trap heat, preventing extreme fluctuations in temperature)
-describe the characteristics of the sun and the effects of its energy on Earth and Earth's atmosphere
-describe the causes of major astronomical phenomena (e.g., the aurora borealis, solar/lunar eclipses) and how various phenomena can best be observed from Earth (e.g., solar eclipses should be viewed through a telescope equipped with a solar filter, not with the naked eye)
-describe the role of celestial objects in the traditions and beliefs of selected cultures and civilizations (e.g., Aboriginal peoples; ancient Greek, Mayan civilizations)
Odd New Discovery
Class Notes
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