SECTION
3
Length of shadows
PRACTICAL
As the Earth orbits the Sun the position of the Sun in the sky appears to change. How does
this apparent motion of the Sun affect shadows on Earth?
Apparatus
Safety
•
light source
•
object (between 2 and 3 cm high)
•
ruler
•
plain paper
•
retort stand and clamp
•
graph paper
Take care not to burn your
fingers on the hot light source.
Do not allow the object to fall
from a height.
Method
1
Place the object at one side of the shorter edge of the plain paper. Mark its position on
the paper.
2
Stand the light source on the bench 50 cm away from the object, on the opposite side
to the paper.
3
Mark the position of the end of the shadow furthest away from the object. Label this
‘bench level’.
4
Keeping the light source the same horizontal distance from the object, fix the light
source in the clamp on the retort stand. Raise the light and clamp it 20 cm above the
bench.
5
Mark the end of the shadow furthest away from the object again. Label this as 20 cm.
6
Raise the light source another 20 cm. Mark and label the position of the shadow.
7
Repeat step 6 twice more, so that you have a set of measurement for distances from
bench level to 80 cm above the bench.
Recording your results
1
Record your results in a table like the one below.
Height of lamp
Length of shadow
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Length of shadows
3
Considering your results/conclusion
2 Plot a graph of your results. Label the axes on the graph and draw a line of best fit.
3 Look at the graph. What is the relationship between the height of the lamp and the
length of the shadow?
Evaluation
4 How could you improve this experiment to get clearer shadows?
5 How does the height of the Sun affect the shadows seen on the ground?
6 Find out how a sundial works and what is was designed to measure.
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SECTION
3
Deeper craters
PRACTICAL
Sometimes meteors will crash into a moon or planet. Where these meteors have hit the
moon or planet the impact will create a crater. You are going to investigate what determines
the depth of these craters.
Apparatus
•
tray of sand
•
selection of masses
•
ruler
Safety
Take care when dropping
masses. The ‘drop zone’
should be separated off.
Keep your eyes away from
flying sand.
Method
1
Level the sand in the tray.
2
Drop the smallest mass from a height of 50 cm into the sand tray.
3
Measure the depth of the crater made by the mass. Record this in a table.
4
Repeat steps 1–3 two more times.
5
Level the sand and drop the next smallest mass from the same height 50 cm.
6
Measure the depth of the crater made by the mass and record it in your table.
7
Levelling the sand each time, repeat the dropping and measuring for this mass two
more times.
8
Repeat steps 5–7 with the rest of the masses that you have.
Recording your results
1
Draw a table to record your results. You must decide on the headings for each column
of your table.
2
Plot a graph of your results, making sure that you label the axes and draw a line of
best fit.
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Deeper craters
3
Considering your results/conclusion
3 How did the size of the object affect the depth of the crater?
4
Do you think the height from which the object was dropped could affect the crater
depth? Briefly describe how you could test whether your prediction is correct or not.
Evaluation
5
a What problems did you have when carrying out this experiment?
b How could you change your experiment to eliminate these problems?
6
Why are the craters on the Moon as clear and sharp now as they were when they were
formed?
7 What has happened to the craters formed on the Earth?
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3
Movement of the Sun
PRACTICAL
The aim of this experiment is to observe and record the movement of the Sun during the
day.
Apparatus
•
•
•
•
•
•
•
•
1.2 m long post
metre rule and/or measuring tape graduated in cm
spirit level
compass
something to help put the post into the ground
watch
protractor
a sunny day!
Safety
Do not look directly at the Sun.
Take care when putting the post
into the ground.
Method
1
Bang the post into the ground so that it is vertical and firm and
about 1 m sticks out.
2
Check that the post is vertical using the spirit level.
3
Measure the height (h) of the top of the post above the ground.
4
Work out where north and south are using the compass.
5
Record the time of day using a clock or your watch.
h
A
B
N
6
Measure the length of shadow of the stick
made by the Sun.
7
Measure the angle (B) that the shadow of the
stick makes with the north–south direction.
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3
Movement of the Sun
Recording your results
1
For each observation record the time of day, the length of the shadow and the
angle B.
2
Use your results to calculate the altitude of the Sun (angle A) at each observation.
Considering your results/conclusion
3
Plot two graphs:
•
Graph A showing the elevation of the Sun above the horizon (angle A) against
time
•
Graph B showing the direction of the Sun compared with the north–south line
(angle B) against time
4
From your graphs predict the time of the day when the Sun would be at its highest.
5
From your graphs predict the time of the day when the Sun would be due south.
6
Why must each set of readings be taken on the same day?
Evaluation
7
What do you consider to be the most inaccurate part of your experiment?
8
How could you improve the experiment?
9
What difference in your readings would you expect if you did the same experiment
three months later?
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3
Stars
PRACTICAL
Astronomers can find out the distances of certain stars by measuring their brightness. If
astronomers know how bright a star really is and can measure how bright it appears, they
can find out how far away it is. This experiment simulates this method.
Apparatus
Safety
•
sheet of paper with a wax spot on it
•
30 cm ruler
•
2 x 1.5 V cells in holders and connecting leads
•
2.5 V bulb in holder
•
cardboard shielding tube
•
measuring tape
Do not look at the bulbs for
more than a few seconds.
The bulbs may become hot.
Method
1
Set up your apparatus as shown in the diagram. The star is represented by the
teacher’s light bulb. You may need to shield your apparatus from other light sources in
the laboratory.
shielding tube
12
‘star’
bulb
d
wax spot
paper
D
2
Line up the cardboard tube with the ‘star’ so that the wax spot glows and then
measure the distance from your paper to the ‘star’ (D).
3
Move your small bulb towards and away from the wax spot until the spot disappears.
At this point the intensity of light falling on your paper from the two bulbs is the same.
4
Measure the distance from your small bulb to the wax spot (d).
5
Repeat the measurement of d.
6
Your teacher will now move the ‘star’ to a new position in the laboratory – it might be
closer to you or further away. This may happen more than once. This is now a new
‘star’.
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Stars
Method continued
7
For each new ‘star’, repeat your measurements.
8
Your teacher will now change the brightness of the ‘star’. For this new ‘star’ measure
the new value of d.
Recording your results
1
For each ‘star’ record D, the distance from your paper to the ‘star’.
2
Next, record d, the distance of your small bulb from the wax spot.
3
Work out an average value for the distance from your bulb to the wax spot for each
star and record this.
Considering your results/conclusion
3
For each ‘star’ (each different position of the teacher’s light bulb) calculate the
distance away using the equation:
distance of ‘star’ (D) = distance of your bulb from spot (d) x √(brightness ratio)
Your teacher will tell you what the brightness ratio is for your apparatus.
4
List the calculated distances of the ‘stars’ in increasing order.
5
Check your distance measurements after you have done the experiment using a
measuring tape (or a scale drawing of the laboratory).
6
Work out the brightness of the new ‘star(s)’ compared with the original one. (Hint: the
brightness ratio will change but the distances will stay the same.)
Evaluation
7
Why did you need to shield the apparatus?
8
Did the experiment give a distance that was close to the measured distance? If not,
why do you think this is?
9
You measured the brightness of the ‘star’ (teacher’s light bulb) by matching it with the
brightness of your small bulb. Can you suggest an alternative way of measuring the
brightness of the ‘star’?
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SECTION
Length of shadows
3
PRACTICAL
Teacher and technician sheet
Safety
Hot lamps – risk of burning fingers
Light above bench level needs clamping to the bench.
Resources (per pupil or per group of pupils) Notes
1 lamp
retort stand and clamp or a way of raising the
lamp by measured amounts
Pupils need to be able to change the
height of the lamp above the bench up to
80 cm above the bench by clamping to a
stand or using something to put
underneath it
object 2–3 cm in height
This could be as simple as a piece of
card in a mirror holder.
1 sheet plain paper
Have more available if pupils cannot
make all their marks on one sheet.
graph paper
ruler
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SECTION
3
Deeper craters
PRACTICAL
Teacher and technician sheet
Safety
Dropping masses take care. The ‘drop zone’ should be separated off
Keep your eyes away from flying sand.
Resources per pupil or per group of pupils
Notes
One tray of sand
Needs to be deep enough for the craters
to form
Selection of masses
Need a large range to give different
depths
Meter rule
Graph paper
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SECTION
Movement of the Sun
3
PRACTICAL
Teacher and technician sheet
Safety
Do not look directly at the Sun.
Take care when putting the post into the ground.
Resources (per group of pupils)
Notes
1.2 m long post
suggest 1.2 m x 0.03 m x 0.03 m
approximately
metre rule and/or measuring tape graduated in
cm
spirit level
something to help put the post into the ground
compass
watch
protractor
sunny day!
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SECTION
3
Stars
PRACTICAL
Teacher and technician sheet
Safety
Do not look at the bulbs for more than a few seconds.
The bulbs may become hot.
Teacher’s note
You will need to find the brightness ratio for the pupils. This is done by carrying out an
experiment similar to that on the pupil sheet where the distances of both headlamp and
2.5 V bulb from the paper are known. It is suggested that the bulbs be placed about 3 m
apart and the paper with the wax spot moved along between them. The point to look for
is when the wax spot virtually disappears.
brightness ratio = (distance of headlamp bulb from wax spot)2/ (distance of small
(2.5 V) bulb from wax spot)2
= D2/d2
Resources for the teacher
Notes
12 V 36 W headlamp bulb in holder with
connecting leads
12 V variable voltage power supply
Resources (per pupil or per group of pupils) Notes
sheet of paper with a wax spot on it
This should be prepared in advance.
Light a candle and drop a small drop of
wax onto a plain sheet of paper (¼ of an
A4 sheet). The final wax spot should be
about 2 cm diameter and not too thick.
2 x 1.5 V cells in holders and connecting leads
2.5 V bulb in a holder
The value of the voltage for this bulb will
depend on the brightness of the
teacher’s bulb.
30 cm ruler
cardboard shielding tube
This must have a diameter of at least 5
cm. A suitable length is about 10–15
cm.
measuring tape
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SECTION
3.1 The planets
3
You are a travel company advertising trips into space to visit the planets in the solar system.
Your task is to choose one of the planets in the solar system and use the internet, books or
any other resource to find out as much as you can about that particular planet. You should
then produce a leaflet or brochure to advertise and inform potential visitors to the planet.
Where possible you should include images in your leaflet or brochure – remember you are
trying to attract them to the planet so that they take their holiday there!
Include in your presentation
Your leaflet or brochure should include:
•
what people can expect to see when they are there
•
what the temperature would be like
•
how long a day/year is
•
how long the trip to get there would be
•
the interesting ‘sights’ on the planet that they could see or visit such as rings or
moons.
Remember you are trying to attract visitors to the planet, so the advantages of the things
listed above for your planet should be outlined.
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SECTION
3
3.2 The Earth
Name
Date
Class
Questions
1
Write what each letter stand for in the questions below.
a) What E is used to describe what happens when the Moon goes into the Earth's
shadow? ____________________________________________________
[1]
b) An LY happens every 4 years. ___________________________________
[1]
c) On Earth we have four S. _______________________________________
[1]
d) What A does the Earth spin on? __________________________________
[1]
e) What D is it when that part of the Earth faces the Sun? ________________
[1]
[Total 5]
2
The diagram shows the orbit of the Earth around the Sun.
On the diagram label the following things:
a) the Earth’s axis
[1]
b) the Moon
[1]
c) which part of the world is in daylight
[1]
d) the Sun
[1]
e) the Earths’ orbit.
[1]
[Total 5]
3 Explain why we only ever see one side of the Moon. _______________________
_________________________________________________________________
_________________________________________________________________
[Total 2]
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3.2 The Earth
3
4 Explain why solar and lunar eclipses occur.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
[Total 4]
5 The Equator is usually warmer than the rest of the Earth. Explain why in terms of
sunlight concentration.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
[Total 2]
6
People often talk about the Sun rising in the east and setting in the west giving the
idea that the Sun moves. Why is the statement incorrect?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
[Total 2]
7
The Sun gives heat energy to the Earth but it is not burning. How is the heat energy
produced?
_________________________________________________________________
_________________________________________________________________
[Total 2]
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SECTION
3.3 Planets and gravity
3
Questions
1
The table shows the time the planets take to orbit the Sun.
Planet
Time to orbit the Sun
(Earth days/years)
Mercury
88 days
Venus
225 days
Earth
365.25 days
Mars
687 days
Jupiter
11.9 years
Saturn
29.7 years
Uranus
84 years
Neptune
248 years
a) What conclusions can you draw about the relationship between the distance
from the Sun of a planet and its orbit time?
[1]
b) Explain your conclusion. Use the words gravity and distance in your answer.
[2]
[Total 4]
2
The table shows the surface gravity relative to Earth and relative mass of the planets.
Planet
Surface gravity
relative to Earth
Relative mass
Mercury
0.38
0.06
Venus
0.90
0.82
Earth
1
1
Mars
0.38
0.11
Jupiter
2.5
318
Saturn
0.9
95
Uranus
0.9
14.5
Neptune
1.1
17.1
a) Use the data to draw a graph showing how surface gravity and relative mass
of the planets are linked.
[4]
b) Use your graph to make a conclusion about the link between gravity and
relative mass.
[2]
c) On which planet would you weigh the most?
[1]
d) On which planet would you have the lightest weight?
[1]
[Total 8]
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SECTION
Satellites
3
HSW
Humans have been studying space, the planets, moons and stars for many centuries. It is
only relatively recently that we have had the technology to send probes, satellites and space
shuttles into space. The invention of such technology has opened up new possibilities.
There has been a huge variety of spacecraft used in our exploration of space. Some of the
probes, satellites and shuttles have been manned spacecraft, while others have been
unmanned – controlled by computers in the spacecraft or on Earth. There are advantages
and disadvantages to both manned and unmanned spacecraft, depending on how far the
craft is going, where it is going and the job it has to do.
Questions
You have been asked to produce a presentation for an exhibition in the local library
about space exploration. Your presentation can be either a poster or a PowerPoint
presentation. You should approach your presentation in the following way.
a) Find out about manned and unmanned space missions. From those you find out
about in your search choose one manned and one unmanned mission to research
further.
[2]
b) For each of your examples include details of the following: payload, distance
travelled, accidents and repairs, time in space, returning to Earth and collecting
data.
[6]
c) For your manned example find out about how life was sustained during the
mission.
[1]
[Total 9]
You may also be awarded a mark for the quality of your presentation or poster.
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SECTION
Galileo
3
HSW
Who will believe Galileo?
Galileo was a respected and well- known lecturer in Florence. He was known to other
scientists but also had friends in the Roman Catholic Church. After years of studying the
planets and stars Galileo put forward evidence that to support Copernicus’ idea that the Sun
was the centre of the solar system. Galileo was able to put forward new evidence because
he was able to make observations using a telescope; the first person to do so
There were other scientists at the same time studying the sky. Johannes Kepler was writing
laws about the movement of the planets around the Sun. Another scientist, Tycho Brahe,
collected enough accurate information to back up Kepler’s ideas. One of these major ideas
was that the planets’ orbits were elliptical.
Questions
1
2
3
Copernicus put forward the idea that the Sun was the centre of the Solar system.
However it was Galileo who communicated this to others. Suggest why Galileo
rather than Copernicus was the one to communicate these ideas to others.
[3]
Find out what happened to Galileo when he gave all the best arguments to the
ideas of Copernicus rather than those of Ptolemy, who had said that the planets
and stars went round the Earth.
[2]
If you had been one of Galileo’s students, would you have believed his ideas?. Explain
your answer.
[1]
4 a) Why were Kepler’s ideas more likely to have been believed because of the work of
Brahe?
[2]
b) How would Kepler and Galileo share their ideas now with:
i)
other scientists
ii)
the public?
[2]
[Total 4]
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SECTION
Is there life in space?
3
HSW
Extra terrestrial intelligence is intelligent life that may have developed somewhere other than
Earth. No life has ever been discovered on any other planet. However scientists have
concluded that intelligent life may exist on planets orbiting some of the hundreds of billions of
stars in our galaxy. They have also found evidence of life support systems, for example
water that indicates that life could have existed on other planets in the past.
Scientists’ search for life elsewhere in the Universe is called SETI (Search for Extraterrestrial
Intelligence.) SETI believes the best way to discover other intelligent life is to look for it. They
look for evidence of technology believing that radio technology would develop first.
Researchers used radio telescopes to search the sky. In 1960 they believed they had found
a signal from two different stars. Further investigation showed that it was a natural pulse and
not made by an intelligent being.
By 1992 the researchers were looking for strong microwave signals. Funding for this
research originally came from the US government but now SETI has to fund itself.
In 1998 astronomers began searching for pulses of laser light because they believed
intelligent life elsewhere might have developed powerful lasers. They are also trying to look
at changes in the atmosphere around a planet as this could be a sign that something is
changing the atmosphere because of life processes or changes in technology.
Questions
1
What would need to be present on a planet for life as we know it to exist?
2
Why did SETI start by looking for radio signals?
[Total 3]
[Total 2]
3 a)
In 1992 the SETI shifted to using microwaves. Suggest a reason for this.
[1]
b) i) When did we start looking for laser light from space?
[1]
ii) Why was this done?
[2]
[Total 4]
4 a)
b)
Do you think we should be looking for intelligent life elsewhere? Explain your
answer.
[4]
Do you think that intelligent life could exist elsewhere in the Universe? Explain your
answer.
[4]
[Total 8]
5 Suggest two limitations to the SETI project.
[Total 3]
6 The USA government decided not to continue funding the SETI project. If you were a
government official in charge of the project and knew that space research was
important what would you say to try and change the governments mind? Explain your
answer.
[Total 4]
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SECTION
Development of ideas
3
EXTENSION
Imagine that you are one of the famous astronomers of the past. You could choose from
Galileo, Kepler, Copernicus, Ptolomey Halley or someone else that you have heard about
before who contributed to our ideas about space and the Universe. You have been invited to
NASA for an job interview with them. At this interview you have a few minutes to tell the
NASA scientists what your greatest discoveries are and how they have contributed to our
present understanding of the Solar System and the Universe.
Research, using the internet or books or any other resources you can access to find out
about the discoveries about space and the Universe of your chosen scientist. From your
research prepare your interview presentation. Your interview presentation should be done in
the form of a poster or Powerpoint show. .Remember you are competing with other
candidates so your presentation must be informative, interesting and not too long
Include in your presentation
1
What were your main ideas.
2
What evidence did you gather to support these ideas?
3
How did the idea develop over time.
4
a) What technology did you use to gather your evidence?
b) How did this technology contribute to the development of the idea.
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SECTION
3
Planetary gravity
EXTENSION
If you were to make a journey across our solar system and land on different planets you
would notice that you weighed different amounts on the different planets. This is because the
strength of the gravitational field is different on each planet.
If the gravitational field on one planet were double that on Earth you would weigh twice as
much as you do on Earth – and so would everything else!
You should be able to see from the table that the gravitational field at the surface of a planet
does not just depend on the mass of the planet. For example, the strength of the
gravitational field at the surface of Saturn is the same as that on the surface of Uranus,
although Saturn is much more massive.
Planet
Relative mass
(Earth = 1000)
Mercury
Radius (km)
Density
(kg/m3)
Gravitational
field strength
(N/kg)
60
2 440
5400
3.8
820
6 050
5200
8.8
Earth
1 000
6 400
5500
9.8
Mars
110
3 380
3900
3.8
Jupiter
318 000
71 400
1300
Saturn
95 000
60 400
700
10.4
Uranus
14 500
23 600
1300
10.4
Neptune
17 100
22 300
1600
13.8
Venus
25
The size of this gravitational field is very important – if it were too large we would be pulled
so strongly to the surface that we would be crushed. For this reason creatures living on
planets with high gravitational fields (high g) would need strong skeletons and really thick
legs!
low g
high g
You can calculate the value of g on the surface of a planet or moon if you know the radius of
the planet (or moon) and its density.
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Planetary gravity
3
Questions
1
Use the data for the first four planets in the table on page 1 to plot a graph of the
surface gravitational field (g) against the [(density x radius)/1 000 000].
[Total 5]
2
Use your graph to work out the surface gravitational field on the moons of the solar
system given in the table below.
[Total 6]
Moon
Radius (km) Density (kg/m3)
Io (a moon of Jupiter)
1830
3550
Ganymede (a moon of Jupiter)
2634
1940
Callisto (a moon of Jupiter)
2403
1860
Titan (a moon of Saturn)
2576
1880
Titania (a moon of Uranus)
789
1600
Triton (a moon of Neptune)
1352
2070
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SECTION
Questions and answers
3
The Sun is part of the solar system
in which galaxy?
Milky Way
How is the time artificial
satellites take to orbit the
Earth controlled?
Name a natural satellite of Earth.
The Moon
How long does it take a
communications satellite to
orbit the Earth?
24 hours
When the Moon is between the
Earth and the Sun what kind of
eclipse occurs?
A solar eclipse
Give the name of Jupiter’s
largest Moon.
Ganymede
If an apple has a mass of 1.5 kg,
what is its weight on Earth?
15 N
Why does the tail of a comet
disappear as it travels further
away from the Sun?
The dust and gas
making up the
comet re-freezes
and is no longer
lit up by the Sun.
If an apple with a mass of 1.5 kg is
sent into space, what will its weight
be?
Zero – it will be
weightless
Which planet did William
Herschel discover in 1781?
Uranus
Is a geostationary orbit for a
satellite above the poles or
the equator?
Equator
What unit is used for weight?
The newton (N)
What force keeps the planets in
orbit around the Sun?
Gravity
How much does a 55 kg woman
weigh on Earth?
550 N
Is a weather satellite in a polar or
geostationary orbit?
Polar
What is a white dwarf?
A star that has
collapsed in on
itself
Between which two planets is the
asteroid belt?
Mars and Jupiter
What shape are the orbits of the
planets in our solar system?
Elliptical
Which planet in the Solar System is
the hottest?
Venus
Name two dwarf planets.
Eris, Ceres, Pluto
Which planet in the Solar System is
the least dense?
Saturn
What are meteoroids?
Small pieces of
asteroids or
comets
By the height of
the orbit
How often do we get a leap year on
Earth?
Every fourth year
What are comets?
Lumps of ice or
dust orbiting the
Sun (in elongated
orbits)
Which planet has now been
reclassified as a dwarf planet?
Pluto
Who suggested that stars were
points of light fixed on a sphere?
Ptolemy
Name two planets in the Solar
System that can be seen by the
naked eye.
Mercury, Venus,
Mars, Jupiter,
Saturn
Why was Galileo able to make
better observations of the sky than
earlier scientists?
He used a
telescope
Does the Earth or the Sun move in
the sky?
Earth
Whose laws form the basis of our
understanding of the solar system?
Kepler’s
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Progression ladder
Name
Date
PROGRESSION
Class
Tick the boxes that apply.
Or use traffic lights to show how confident you are (red = ‘I don’t know this’; orange = ‘I’m not
very confident about this’; green = ‘I’m confident I know this’).
Level
At the end of the section
5
Define the following bodies in space: Milky Way,
Universe, solar system, dwarf planet, comet,
asteroid.
5
Describe how the gravitational attraction between
two objects depends on the masses of the objects.
5
Use a model to explain the length of day and night
at different points on the Earth.
5
Describe how gravity acts between masses.
5
Explain, in terms of balanced forces, why the
planets stay in orbit around the Sun.
5
Name and describe two different types of orbits
satellites may have.
5
Describe the relationship between weight and
gravity.
6
Explain why different types of satellites are placed
in different orbits.
6
Use a model to explain why the same side of the
Moon always faces the Earth.
6
State the basic uses of satellites and what
evidence can be gathered by them.
6
Explain why stars appear to be of different
brightnesses in the sky.
6
Explain why phases of the Moon happen.
6
Explain the difference between a solar and a lunar
eclipse.
6
Explain why the pull of gravity is different on the
Moon from here on Earth.
6
Use a model to explain why we have seasons.
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this
I need more
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this
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Progression ladder
Level
At the end of the section
6
Describe one of the early ideas about the solar
system.
7
Describe how ideas about the solar system have
changed to bring us to our current understanding.
7
Describe the relationship between gravity and the
movement of spacecraft.
8
Explain the relationship between our
understanding of space and the development of
science and technology.
8
Use examples to explain the need for manned and
unmanned spacecraft in space research.
8
Use quantitative explanations for differences in
gravity on different planets and moons.
8
Describe the stages stars such as our Sun go
through during their life cycle.
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this
3
I need more
work on
this
Page 2 of 2
SECTION
3
Progression ladder
Name
Date
PROGRESSION
Class
Tick the boxes that apply.
Or use traffic lights to show how confident you are (red = ‘I don’t know this’; orange = ‘I’m not
very confident about this’; green = ‘I’m confident I know this’).
Level
At the end of the section
I can
do this
I need more
work on this
Define the following bodies in space: Milky Way,
Universe, solar system, dwarf planet, comet,
asteroid.
Describe how the gravitational attraction between
two objects depends on the masses of the objects.
Use a model to explain the length of day and night
at different points on the Earth.
Describe how gravity acts between masses.
Explain, in terms of balanced forces, why the
planets stay in orbit around the Sun.
Name and describe two different types of orbits
satellites may have.
Describe the relationship between weight and
gravity.
Explain why different types of satellites are placed
in different orbits.
Use a model to explain why the same side of the
Moon always faces the Earth.
State the basic uses of satellites and what
evidence can be gathered by them.
Explain why stars appear to be different
brightnesses in the sky.
Explain why phases of the Moon happen.
Explain the difference between a solar and a lunar
eclipse.
Explain why the pull of gravity is different on the
Moon from here on Earth.
Use a model to explain why we have seasons.
Describe one of the early ideas about the solar
system.
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Progression ladder
Level
At the end of the section
I can
do this
3
I need more
work on this
Describe how ideas about the solar system have
changed to bring us to our current understanding.
Describe the relationship between gravity and the
movement of spacecraft.
Explain the relationship between our understanding
of space and the development of science and
technology.
Use examples to explain the need for manned and
unmanned spacecraft in space research.
Use quantitative explanations for differences in
gravity on different planets and moons.
Describe the stages stars such as our Sun go
through during their life cycle.
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3
End of section test
Name
1
Date
HIGHER
Class
This diagram shows part of the solar system. Fill in the missing names.
Jupiter
Sun
Mercury
a) i)
Earth
Label Venus on the diagram above.
[1]
ii) Why is Venus the hottest planet? __________________________________
_____________________________________________________________
b) Which planet will take the longest time to go round the Sun? _______________
[1]
[1]
[Total 3]
2
Name three planets that can be seen with the naked eye.
___________________________________________________________________
[Total 1]
3
a) Write these objects in order of size. Start with the largest.
Sun
Moon
galaxy
solar system
Universe
Jupiter
Earth
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
[1]
b) Which of the objects in the list above reflect the Sun’s light?
______________________________________________________________
[1]
[Total 2]
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End of section test
4
Jessica had three fruits. She used a balance to find the mass of each.
50
50
40
50
40
30
40
30
20
30
20
10
0
20
10
0
10
0
a) What is the weight of the strawberry? (100 g weighs 1 N) __________________
[1]
b) Which fruit would have the largest weight on the Moon? ___________________
[1]
[Total 2]
5
A lunar eclipse happens when the __________ is between the __________ and the
Moon. It takes about __________ days for the Moon to go round the Earth. The
Moon is held in orbit by the Earth’s __________.
[Total 2]
6
The diagram shows a spacecraft orbiting above a moon.
a) Which force keeps the spacecraft in orbit? _____________________________
[1]
b) i) What type of orbit would a weather satellite have if it were to give a detailed
picture of the Earth? ___________________________________________
[1]
ii) Name one other type of satellite which would have the same orbit.
____________________________________________________________
[1]
c) Draw an arrow on the diagram to show the force of the Moon on the spacecraft.
Label the arrow M.
[1]
d) How would the size of the arrow be different if the spacecraft were orbiting the
Earth? _________________________________________________________
[1]
[Total 5]
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End of section test
7
3
Comets and meteors are part of our solar system.
a) Where is the asteroid belt found in our solar system?
________________________________________________________________
[1]
b) Why does the tail of a comet appear brighter as it approaches the Sun?
________________________________________________________________
________________________________________________________________
[1]
c) Explain why a comet’s tail gets longer the closer to the Sun it goes.
________________________________________________________________
________________________________________________________________
[1]
[Total 3]
8
The model of the solar system in ancient Greek times was very different from our
views today. Describe the ancient Greeks’ model of the solar system.
___________________________________________________________________
___________________________________________________________________
[Total 2]
9
The diagram shows some of Jupiter’s moons.
a) Between which moon and Jupiter is the force of gravity the greatest?
______________________________
[1]
b) You have a weight of 500 N on Io. On which moon would your weight be
approximately half of this? __________________________________________
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3
c) i) Suppose some debris drifted into the space around Jupiter’s moons.
Towards which moon would the particles of debris accelerate the fastest?
_____________________________________________________
ii)
[1]
Explain your answer to part i). ___________________________________
____________________________________________________________
[2]
d) Galileo observed Jupiter’s moons and came up with a hypothesis that changed
the ideas about the solar system. What was his hypothesis?
________________________________________________________________
[1]
[Total 6]
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3
End of section test
Name
1
Date
EXTENSION
Class
The model of the solar system in ancient Greek times was very different from our views
today.
a) What was the centre of the solar system according to the Greeks?
________________________________________________________________
[1]
b) The Greeks did not have telescopes. How did this affect their view of the solar
system? ________________________________________________________
________________________________________________________________
[1]
[Total 2]
2
The diagram shows some of Jupiter’s moons.
a) Between which moon and Jupiter is the force of gravity the greatest?
___________________________
b) i)
[1]
On which moon would you have the smallest weight? _________________
ii) How did you work out your answer? _______________________________
____________________________________________________________
[1]
[Total 2]
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End of section test
3
The diagram show a method used to weigh the Earth.
Why is the plumb line not vertical at B and C? __________________________
_______________________________________________________________
[Total 1]
4
The diagram shows the Cassini space probe.
Cassini.
a) What is the purpose of the nuclear power supply?
_________________________________________________________
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3
b) Cassini is an unmanned spacecraft. Give three reasons why this could be an
advantage over manned spacecraft.
________________________________________________________________
________________________________________________________________
________________________________________________________________
[3]
c) Give two reasons why a manned spacecraft could be more useful.
________________________________________________________________
________________________________________________________________
[2]
[Total 6]
5
Astronauts are trained to cope with feeling weightless in a special aeroplane, which is
sometimes called the ‘Vomit Comet’. The aeroplane flies up and down and during parts
of the flight the trainee astronauts feel weightless.
a) An astronaut has a mass of 80 kg (1 kg weighs 10 N).
i)
What would be his weight on Earth? _______________________________
[1]
ii) Why does the astronaut feel weightless where shown on the graph?
_____________________________________________________________
_____________________________________________________________
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b) How much height has the aeroplane gained in one curve?
________________________________________________________________
[1]
c) How long did it take the aeroplane to reach its maximum height?
________________________________________________________________
[1]
d) For how long were the astronauts weightless each time?
________________________________________________________________
[1]
[Total 5]
6
a) How does the Sun produce its energy? ________________________________
________________________________________________________________
[1]
b) The Sun’s energy will not last for ever. What will happen as the Sun’s energy
runs out? Include the different stages the Sun will go through.
________________________________________________________________
________________________________________________________________
[2]
c) Explain briefly how the planets formed around the Sun.
______________________________________________________________
[1]
[Total 4]
7
The diagram shows Kepler’s model of the
elliptical orbit of a planet around the Sun.
a) Why is the force on the planet at C smaller than when it is at position B?
________________________________________________________________
[1]
b) What is happening to the speed of the planet at C? _______________________
________________________________________________________________
[1]
c) Draw arrows on B and D showing the size of the force on the planet at these
positions.
[1]
d) Draw a comet between A and B and between D and E. You must put on the size
and direction of the comet’s tail on both comets.
[2]
[Total 5]
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End of section mark scheme
Higher tier (equivalent to NC levels 5 and 6)
Question
Answer
Mark scheme
NC Level
(optional)
1
i
2nd planet out from Sun
1 mark
4
ii
[Because] of the greenhouse effect
1 mark
5
Saturn (last planet on diagram )
1 mark
5
three from Mercury, Venus, Mars,
Jupiter, Saturn
1 mark
5
a
Universe, galaxy, solar system, Sun,
Jupiter, Earth, Moon
All objects must be
given in the correct
order for 1 mark
5
b
Jupiter, Earth and Moon
1 mark – all objects
must be correct
5
a
0.25 N or 1/4 N
1 mark
5
b
plum
1 mark
5
5
Earth
Sun
28
gravity
½ mark for each
correct answer
6
6
5
6
6 a
gravity
1 mark
6
polar or around the poles
1 mark
6
GPS, survey, spy (any that observes
the Earth)
Do not accept communication satellite.
1 mark
6
c
arrow labelled M drawn towards the
Moon
1 mark
6
d
a larger arrow or 6 times the size
1 mark
6
between Mars and Jupiter
1 mark
5
b
reflects the Sun’s light
1 mark
6
c
begins to melt
1 mark
6
Earth centred
1 mark
6
a
b
2
3
4
b i
ii
7 a
8
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End of section mark scheme
9
planets and Sun orbit Earth
1 mark
a
Ganymede
1 mark
6
b
Europa
1 mark
6
i
Ganymede
1 mark
6
ii
has largest mass
therefore largest gravitational pull
1 mark
1 mark
6
All the planets orbit the Sun.
1 mark
6
c
d
Extension tier (equivalent to NC levels 6, 7 and 8)
Question Answer
1
2
Earth
1 mark
6
b
They could base their ideas only on what
they could see with the naked eye.
1 mark
6
a
Ganymede
1 mark
6
i
Europa
ii
moon with smallest mass, so least
gravitational pull
1 mark but must have
Europa for b i
6
mass of the mountain attracts the plumb
line
1 mark
6
a
provide electricity to run instruments
1 mark
7
b
payload, life support not needed, size,
heating, length of time in space, distance
travelled
1 mark for each point
up to a maximum of 3
marks
7
c
opposite to part b plus able to make
judgements and repair spacecraft
1 mark for each point
up to a maximum of 2
marks
7
i
800 N
1 mark
7
ii
aeroplane falling at the same speed as
the astronaut
1 mark
7
b
8800 feet
1 mark
7
c
38–40 s
1 mark
7
d
24–26 s
1 mark
7
a
nuclear fusion; helium nuclei fuse to form
hydrogen
1 mark
8
3
5
6
NC Level
(optional)
a
b
4
Mark scheme
a
6
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End of section mark scheme
7
b
Sun will expand in size and cool.
The stages that it will go through are: red
giant, white dwarf, black dwarf.
1 mark
1 mark for all stages
mentioned in correct
order
8
c
swirling clouds of dust and gas clumped
together
1 mark
8
a
B is nearer to the Sun so the force of
gravity is stronger
1 mark
8
b
slowing down
1 Mark
8
c
arrows B and D should go towards the
Sun; arrow B must be the largest
1 mark given if
8
arrows are in the right
direction and size
d
both tails facing directly away from the
Sun
longer tail on comet between A and B
1 mark
7
1 mark
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SECTION
3
Question bank
Name
1
Date
Class
Satellites have two main types of orbit around the Earth; one is a geostationary orbit.
a) i)
Name the other type of orbit. _____________________________________
[1]
ii) Give one use for a satellite in this type of orbit.
_____________________________________________________________
[1]
b) Give one advantage of landing a space probe on a planet, rather than sending
an unmanned mission that doesn’t land. _______________________________
________________________________________________________________
________________________________________________________________
[1]
[Total 3]
2
We have held a model of our solar system for thousands of years. Recently scientists
have updated this model.
a) i)
Name three of the first known planets. _____________________________
____________________________________________________________
ii)
[3]
Suggest why these planets were discovered first. _____________________
____________________________________________________________
[1]
b) Which planet was recently reclassified as a dwarf planet? __________________
[1]
c) Name two other dwarf planets. _______________________________________
[1]
[Total 4]
3
Comets form part of our solar system.
a) What is a comet? _________________________________________________
________________________________________________________________
[1]
b) How does the orbit of a comet around the Sun differ from that of a planet?
________________________________________________________________
________________________________________________________________
[1]
[Total 2]
4
Why is gravity less on the Moon than on the Earth? __________________________
____________________________________________________________________
[Total 1]
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Question bank
5
Ptolemy’s model of the solar system had the Earth as the centre.
a) Give one other difference between Ptolemy’s view and how we model the solar
system today. ____________________________________________________
[1]
b) Galileo spent many years watching the moons of Jupiter. What main idea did he
conclude from his observations? _____________________________________
________________________________________________________________
[1]
c) Astronomers cannot see planets around other stars. Give a reason for this.
________________________________________________________________
[1]
[Total 3
6
It is summer in the northern hemisphere when the north pole is tilted towards the Sun.
Norway
north pole
Arctic circle
tropic of Cancer
Equator
tropic of Capricorn
south pole
Antarctic circle
a) Why does Norway have maximum hours of daylight in summer? ____________
_______________________________________________________________
[1]
b) What is the season at the south pole if the north pole is tilted towards the Sun?
________________________________________________________________
[1]
c) Explain why it is hotter at the Equator than at the north pole. _______________
________________________________________________________________
[1]
[Total 3]
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Question bank
7
The diagram shows an eclipse of the Sun.
a) On the diagram show the paths of the rays of light. Use arrows to represent the
rays.
[1]
b) From Earth we only see one side of the Moon. Explain why. ________________
________________________________________________________________
________________________________________________________________
c)
[1]
When astronauts landed on the Moon they left footprints. Why are those footprints as
clear today as they were when they were made? __________________________
_________________________________________________________________ [1]
[Total 3]
8
When a rocket is launched from Earth, it accelerates very slowly at first. As it gets further
away from Earth its acceleration increases.
a) Give two reasons why this happens. One reason must include ideas about
gravity.
i)
_____________________________________________________________
_____________________________________________________________
[1]
ii) _____________________________________________________________
_____________________________________________________________
[1]
b) Satellites orbit the Earth because of gravity. Explain this statement.
________________________________________________________________
________________________________________________________________
[1]
c) Your mass on Earth is 50 kg (1 kg weighs 10 N). Calculate:
i)
your weight on Earth ___________________________________________
[1]
ii) your weight on Jupiter (Hint: Jupiter is 10 times the Earth’s mass)
_____________________________________________________________ [1]
iii) your mass on Jupiter ____________________________________________ [1]
[Total 6
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3
Question bank mark scheme
Question Answer
1
2
3
6
7
8
NC Level
(optional)
i
polar
1 mark
5
ii
any one from: weather forecasting,
exploring the Earth, GPS, spying
1 mark
5
b
any one from: can collect samples, closeup photographs, chemical analysis
1 mark for each
correct point
5
a
any three from Mercury, Venus, Mars,
Jupiter, Saturn
3 marks
5
closest to us so most easily seen
1 mark
6
b
Pluto
1 mark
5
c
two from Ceres, Eris, Makemake,
Haumea
1 mark – ½ mark for
each correct
5
a
frozen rock and ice, large dirty snowball
1 mark
5
b
any one from: more elliptical orbit, orbit in
a different plane, goes into deep space
1 mark
6
Moon has less mass than the Earth
1 mark
6
a
any one from: circular orbits, all in same
plane including the Sun, stars around the
edge
1 mark
6
b
Sun is the centre of the solar system with
planets orbiting the Sun
1 mark
5
c
distance away or light pollution
1 mark
5
a
tilted towards the Sun, so maximum
sunlight per unit area
1 mark
6
b
winter
1 mark
6
c
same sunlight spread over a larger area
Do not accept ‘nearer the Sun’.
1 mark
6
a
straight lines from the top and bottom of
the Sun touching edges of the Moon and
extending to the Earth (must use a ruler)
arrows from the Sun to the Earth
1 mark
6
b
one rotation of the Moon in the same time
as it takes the Moon to orbit the Earth
1 mark
6
c
no weather or erosion on the Moon
1 mark
7
a
gravitational force pulling back to Earth
1 mark
7
a
4
5
Mark scheme
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Question bank mark scheme
decreases the further away from Earth
the rocket travels (decreased gravitational
field strength)
fuel used up so rocket mass decreases;
1 mark
same thrust gives greater acceleration
b
Earth’s gravity keeps the satellite falling
towards Earth but because it is moving it
follows a circular path.
1 mark
7
c i
500 N
1 mark
7
ii
5000 N
1 mark
7
iii
50 kg
1 mark
7
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SECTION
SECTION
43
Answers
3.2 Earth – Quick check questions
Pupil Book answers
1
3.1 The Universe – Quick check
questions
1
2
3
4
The telescope is above the atmosphere,
so no dust or vapour can spoil the
pictures.
[1]
Pluto [½], Ceres [½], Eris, Haumea,
Makemake [1 for the remaining three]
[2]
It is called a meteoroid when it is in space
[1], a meteor while it is falling through the
atmosphere [1], and a meteorite if it hits
the ground [1].
A meteoroid is metallic or stony, and a
comet contains ice. [1]
A comet has a tail when it is near the Sun,
meteoroids do not. [1]
2
[3]
2
3.1 The Universe – Questions
1
There are nine planets in the solar
system. These planets are held in orbit
and position around the Sun by the Sun’s
gravity. The hottest planet is Venus,
because the gases in its atmosphere
cause a greenhouse effect. The largest
planet is Jupiter. The planet nearest to
the Sun is Mercury. Four planets have
rings; these are Jupiter, Saturn, Neptune
and Uranus. A planet does not travel in a
circular orbit around the Sun but in an
ellipse. [10 x ½]
[5]
2
pupil’s own answer
[2]
3
a)
b)
They are all spherical [1], and all orbit
the Sun [1]. Dwarf planets are smaller
than planets (or dwarf planets are not
big enough to have cleared other
small objects from their orbits) [1].
Telescopes are improving all the time
[1] so astronomers may discover
more dwarf planets at the edge of the
solar system [1].
3
a)
solar eclipse
[1]
b)
lunar eclipse
[1]
In summer the Sun appears higher in the
sky in the middle of the day. When the
northern hemisphere is tilted towards the
Sun it will be summer time. There the days
will be long and the nights short. The Earth
takes 24 hours to spin once and 365.25
days to orbit the Sun. [6 x ½]
[3]
a
ii),iv), v)
[3]
b
rewritten statements
i) The Moon is a natural satellite.
[1]
iii) An eclipse of the Sun is caused
by the shadow of the Moon.
[1]
cross marked in the northern
hemisphere
[1]
vertical line drawn and the half
shaded that is facing away from the
Sun
[1]
Earth should be on the right of the
diagram with axis in same orientation
so the S is now nearer to the Sun
[1]
should be halfway between summer
and winter in front of the Sun with
axis in same orientation as in Figure
2.8
[1]
Moon should be between the Sun
and the Earth
[1]
It is not true to say that the Sun rises in the
east and sets in the west because it is the
Earth that moves, not the Sun.
[2]
a)
b)
c)
d)
e)
[3]
4
[2]
4
advertisement or travel brochure
5
The planets reflect the light from the Sun,
which is why we can see them.
[2]
The further the planet is away from the
Sun, the longer its year.
[4]
6
[3]
3.2 Earth – Questions
1
[2]
The Sun is higher in the sky in summer
than in winter [1]. Days are longer in the
summer [1]. The Sun feels hotter in the
summer than in the winter [1].
[4]
3.3 Gravity – Quick check questions
1
30 N [1 for 30, 1 for correct unit]
[2]
2
It has a smaller mass, because it has
burnt most of its fuel/dropped the booster
rockets [1].
The force of gravity on it is less, because it
is further from the Earth [1].
[2]
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3
Answers
3
There is no air resistance to slow it down.
[1]
HSW Satellites – Questions
4
shorter
[1]
1
a)
diagram showing a geostationary
orbit as in Figure 3.7, page 81
[2]
diagram to show polar orbit as in
Figure 4.6, page 86
[2]
diagram to show the object falling
slightly each time
[2]
Satellites in polar orbit move very quickly
in a low orbit, constantly changing position
above the Earth. For satellite TV the
satellite needs to be in a fixed place so
that signal can be received and
transmitted.
[3]
Polar orbit satellites because they are
closer to the Earth’s surface.
[1]
Weather satellites in geostationary orbit
are better for weather in one area – they
constantly monitor the same part of the
Earth.
[2]
3.3 Gravity – Questions
1
2
3
4
5
b)
The name of the gravitational force acting
on a mass on the surface of the Earth is
weight. Larger masses have greater
gravitational fields. If the gravitational field
is stronger on a planet, objects will
accelerate towards the ground at a faster
rate. [4 x ½]
[2]
The gravitational pull of the Moon is less
[1]. The rocket would weigh less [1], so
less thrust would be required.
[ 2]
a)
gravity or centripetal force
[1]
b)
if not, air resistance (drag) would
reduce their speed [1], they would not
follow a circular path [1] and they
would spiral towards Earth [1].
c)
3
4
[3]
Planets that are further away experience
less gravitational pull towards the Sun [1],
they travel more slowly [1] and they have
a longer orbital path [1].
[3]
a)
Mercury: 200 N
[1]
Jupiter: 26 N
[1]
Neptune: 12 N/kg; 600 N
[2]
Uranus: 11 N; 550 N
[2]
Jupiter
[1]
b)
2
End of Section questions
1
2
3
HSW Changing ideas – Questions
1
2
3
4
All planets in circular orbit [1]. Fewer
planets [1]. Earth centred [1]. Moon in
orbit with planets [1]. Stars round the
outside [1].
If it got smaller and then disappeared it
could have fallen off the Earth and we
could say the Earth was flat [1]. Instead
the ship gradually ‘sinks’ below the
horizon [1] because it is following the
curve of the Earth [1].
The Roman Catholic Church held the
view that God put Man on Earth so the
Earth was the centre of the Universe [1].
By saying that this was not true, Galileo
was questioning the authority of the
Church [1].
The masking may be to allow the reflected
light from the planet to be seen, as it is so
much fainter than the light from the star.
[5]
4
5
[3]
6
Each ball will travel towards the centre of
the Earth [1]. On the opposite side of the
Earth they travel in opposite directions [1].
[2]
Neptune has a larger gravitational field [1]
creating a larger force of attraction [1].
[2]
As the spacecraft travelled away from the
Earth there would be less and less force
pulling it towards the Earth [1]. There
would be a point where the pull of the
Earth was balanced by the pull of the
Moon [1]. It would then be pulled towards
the Moon by the Moon’s gravitational field
[1].
[3]
different uses of satellites, e.g. weather,
spying, television, telephones [1 for each
point to a maximum of 4]
[4]
It would take longer to orbit the Earth,
because it is further from the Earth, which
means a bigger orbit, so a longer time to
orbit at the same speed.
[1]
a)
[2]
b)
[2]
arrow from the Earth pointing towards
the Sun [1]; arrow from the Sun
pointing towards the Earth [1]; both
arrows approximately the same size
[1]
[3]
The Earth is moving through space
[1]. Due to gravity it is pulled towards
the Sun [1]. This causes the Earth to
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Answers
change direction [1] and it follows a
circular path around the Sun [1].
c)
7
a)
b)
8
a)
b)
9
[4]
yes [1]; as it orbits the Earth [1]
both the Earth and the Moon orbit the
Sun together [1]
[3]
because it isn’t big enough to be
called a planet
[1]
mass of Jupiter / its distance from
Jupiter
[1]
three different examples of how life
would be easier:
e.g. easier to walk up stairs; you
could jump higher; objects with a
large mass would be easier to carry;
you could kick a ball further
due to the lower gravitational field [1]
muscles would not need to make as
much effort [1] and so muscle
development would be significantly
reduced [1]
The energy from the Sun comes from
nuclear fusion [1] not from anything
burning [1] as there is no oxygen [1].
15 The temperature on the day side of
Mercury is very high [1], but it is very cold
on the side facing away from the Sun [1].
[2]
Practical and Assessment
Teacher Pack answers
Topic worksheets
3.1 The planets
It is suggested that 12 marks are awarded in
total for the leaflet or brochure. These should
be awarded as follows:
•
a clear outline of what people can expect
to see on the chosen planet
[2]
•
description of the climate on the planet.
[1]
•
temperature on the planet given.
[1]
•
length of day and year given.
[2]
•
distance from Earth to the planet and how
long it would take to get there as well as
how they would get there
[2]
outline of what there would be to visit or
see, any notable rings, moons, craters or
any other features
[2]
quality of poster or presentation
[2]
[3]
[3]
[3]
•
10 Need to look at the information chart and
estimate temperature, day length and
distance from the Sun. Should be colder,
longer orbit than Pluto.
[5]
•
11 a)
moon and satellite
[1]
3.2 The Earth
b)
Sun
[1]
1
c)
galaxy
d)
e)
a)
eclipse
[1]
[1]
b)
leap year
[1]
asteroid
[1]
c)
seasons
[1]
planet
[1]
d)
axis
[1]
e)
day
[1]
12 Planets orbit in one plane, comets cut
through the orbits of planets. A planet has
a shallow elliptical orbit; a comet has an
exaggerated one. A comet goes out into
space and close to the Sun.
14 a)
[1]
Geostationary satellites stay in the
same place over the Earth [1], which
means that they can be used to
transmit television pictures [1].
see labelled diagram p5 of this sheet
[1]
3
The Moon completes one rotation in the
same time as it takes to orbit the Earth.
[2]
A solar eclipse occurs when the Moon is
between the Sun and the Earth and blocks
the Sun’s rays coming to the Earth.
[2]
A lunar eclipse occurs when the Moon
passes through the Earth’s shadow so that
the light from the Sun is blocked from
reaching the Moon.
[2]
4
[4]
24 hours
2
[4]
13 Many meteoroids burn up before hitting
the Earth [1] but there is no air on the
Moon to make this happen [1]. Craters on
the Earth will be worn away by
weathering and erosion [1], but this does
not happen on the Moon [1].
b)
3
5
[2]
The sunlight is most concentrated at the
Equator because this part of the Earth is
directly facing the Sun [1]. The curve of
the Earth means that the energy is less
concentrated as you move away from the
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Answers
Equator as it is spread over a larger area
[1].
6
7
It only appears to rise in the east and set
in the west [1]. The motion is actually due
to the rotation of the Earth [1].
The Sun’s energy comes from nuclear
fusion [1]. This is the joining of hydrogen
atoms to produce helium atoms which
releases energy [1].
[2]
3
[2]
4
a) Except for Uranus, the further from the
Sun the greater the time that it takes a
planet to orbit.
b) The further from the Sun the planet is
the greater the distance that has to be
covered in the orbit [1]. The further the
planet is from the Sun the smaller the
force of gravity exerted on the planet
by the Sun, so it takes longer to
complete the orbit [1].
2
a)
his book was banned or wrote about his
other scientific work
[2]
Opinion plus an explanation backing up
the opinion.
[1]
a) Brahe made accurate observations
Collaborative work
b)
[2]
3.3 Planets and gravity
1
3
b)
[1]
i) any one from; conferences,
scientific papers, collaborative work
[1]
ii) any one from; newspapers and
media reports, internet, popular
science magazines
[1]
Is there life in space?
1
2
[2]
[2
3
Oxygen, water, food or light, suitable
temperature and climate
[3]
SETI believes that this is the technology
that would develop first.
[1]
Radio technology was available to them.
[1]
a) Microwaves available to SETI for use.
[1]
b)
[1]
x-axis labelled correctly [1], y-axis
labelled correctly [1]; points plotted
correctly [1]; graph given title [1]
[4]
The greater the relative mass, the
greater the surface gravity relative to
Earth.
ii) They believed that intelligent life
may have developed laser
technology.
[2]
available to SETI for use.
c)
Jupiter
[1]
4
a) & b) Pupils’ own answers
d)
Mercury and/or Mars
[1]
5
Technology available to SETI to use.
b)
[2]
[Total 8]
Knowledge of what other life forms might
have been able to have developed in
terms of technology.
HSW worksheets
Satellites
a) 1 manned and 1 unmanned space mission
selected and named.
i) 1998
Funding
[2]
b) 1 correct point about each of the following
included: payload, distance travelled,
accidents and repairs, time in space, returning
to Earth and collecting data
[6]
c) outline of how life was sustained on the
manned mission.
[1]
mark for quality of poster or presentation
[1]
Scientists’ time
Interference from other sources
Any other sensible suggestion.
6
[3]
Pupils’ own answers
[Total 4]
Extension worksheets
Galileo
Development of ideas
1
It is suggested that 12 marks are awarded in
total for the presentation. These should be
awarded as follows;
known to other scientists
had friends in the church
able to back up his ideas with
observations because of the invention of
the telescope
2
[3]
A clear outline of the main ideas that the
chosen scientist put forward.
arrested and tried for heresy
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[2]
Page 4 of 5
3
Answers
A list of the evidence that the chosen scientist
used to back up their ideas.
2
[2]
A clear outline of the way that the idea
changed over time with a relation to the part
technology (e.g. invention of the telescope)
played in this.
[4]
Quality of poster or presentation
[2]
Moon
Surface
gravity (N/kg)
Io
Ganymede
Callisto
Titan
Titania
Triton
1.82
1.43
1.25
1.35
0.35
0.78
[6]
Planetary Gravity
1 Pupils’ own graphs
[5]
Topic Worksheet 3.2 The Earth Question 2 diagram
This part of the
world in daylight.
The Sun
Earth’s axis
The Moon
Earth’s orbit
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