Science 6

Core Unit: Exploring Space

Unit overview

The unit examines the impact of technology on the space program, in the past, and at present. Students also have an opportunity to speculate on the direction that space exploration could (or should) take in the future. Due to the nature of the material in this unit, fewer opportunities exist for hands-on activities. However, the unit provides many opportunities to develop Independent Learning, in conjunction with a Resource-Based Learning approach to researching and investigating space exploration.

The optional unit, earth's climate, can also be integrated with this unit. Climatic patterns on earth can be studied by analyzing information which has been sent back to earth from weather satellites. These satellites provide us with information that would have been difficult, if not impossible, to obtain otherwise. Once consideration is given to climate, then the related life science units on Ecosystems and Plant and Animal Adaptations can be brought in as well.

Science writing and reading activities, as discussed in this Guide, should be incorporated into each lesson. Writing science fiction stories based on science fact, reading articles from newspapers or magazines, and summarizing what they have read in the form of a chart are only two strategies through which students may refine their understanding of the concepts of science and develop their ability to communicate through the written word.

Science challenge, as described in this Guide, is meant to extend students' critical and creative thinking abilities in the context of the science concepts being studied. Activities involving science challenge should be incorporated into science lessons in each unit. The challenge is intended to give each student a chance to investigate an area of interest in more depth than would be possible for all students in a class to do. Science challenge is a key strategy for bringing the Adaptive Dimension to the classroom, and for encouraging independent learning.

Factors of scientific literacy that should be emphasized

Concept development

Foundational and learning objectives for Science and the Common Essential Learnings

Discuss the role of satellites and space probes in describing and monitoring the Earth and other planets .
1. Explain how rockets work.
2. Investigate how Landsat is used to monitor aspects of Canada's environment.
3. Describe Canada's network of communications satellites.
4. Study the problem of establishing geosynchronous orbits.
5. Examine the successes and failures of the Hubble space telescope project .
6. Compare the advantages and disadvantages of space missions which carry humans and ones which only carry remote sensing equipment.
7. Discuss the impact of the space program on the development of new technologies.
Predict the future impact of space exploration.
1. Research the NASA space program from the Mercury flights through the space shuttle program and beyond.
2. List some examples of international cooperation in space.
3. Identify some of the technical problems associated with space travel and space colonization.
4. Discuss some of the psychological and physical problems of human ventures into space.
5. Discuss ways that space may be used in the future.
6. Evaluate different scenarios of future space exploration .
Appreciate the value and limitations of technology within society. (TL)
1. Understand the dependence of the space program on technology.
2. Explore innovations in technology which have led to advances in the space program.
3. Assess technological developments in terms of economic factors, adaptation of the technology to uses other than for which it was designed, and public and worker health concerns.
Promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts. (CCT)
1. Respond to activities, projects, and assignments in innovative ways.
2. Develop ways to evaluate creative processes, assignments, and projects.
3. Understand that real life problems often have more than one solution.
4. Provide arguments related to principles and evidence for their answers, ideas, and responses.

Suggested activities

Note: Many of the resources listed in Science: An Information Bulletin for the Middle Level - Key Resource Correlations describe activities or ideas for activities.

Pioneer 10, launched on March 3, 1972, has now passed through our solar system and is heading into the deep space of the Milky Way galaxy. On this space probe a message about human knowledge and life on this planet has been etched on a gold-anodized aluminum plate. If there is intelligent life beyond our solar system, then perhaps someday in the distant future the information placed on that plaque may be important in establishing communication with such life. What information did people feel was important enough to place on this plaque? What were the designers trying to communicate to other life forms about life on Earth?

Ask students to extend this activity by designing their own space plaque to be placed inthe next deep space mission. Have them explain what they put on their plaques, and why they felt that information was important.

Another extension of this activity would be to create a time capsule which contains important information about the school, the community, and the culture. Arrange to have the time capsule placed in the cornerstone of a new building being erected in the community, with an inscription commemorating the project which will enable people at some later time to learn about their past.

If you found such a time capsule from the past, what would the artifacts and the information reveal about the people who made it? Perhaps the class could be presented with such a hypothetical time capsule, allowing them to explore their time capsule project from several different perspectives. How would time capsules from different parts of the province differ? How would they be the same? How would time capsules from different cultures compare?

Factors: A1, A2, C2, C4, D1, D3, E4, G1, G5
Objectives: 2.2, 2.5, 2.6, 4.1, 4.4
Assessment Techniques: group evaluations, written assignments, extended open response test items
Instructional Method: reflective discussion
Research Canada's participation in the space program. How are Canada's astronauts selected? What role does Canada play in planning what goes on during shuttle missions? Is the CanadArm the only piece of Canadian designed technology on the shuttle? Has Canada been involved in aspects of the space program other than the shuttle missions on which Marc Garneau, Roberta Bondar, and Steve McLean have flown? A good source of information is the Ministry of State for Science and Technology in Ottawa.

Factors: A1, A2, C2, C4, D1, D3, G1, G5
Objectives: 1.6, 1.7, 2.1, 2.2, 2.3, 3.2, 3.3
Assessment Techniques: portfolios, self- and peer-assessments, presentations
Instructional Methods: research, reports
Draw a diagram illustrating the paths taken by the Voyager 1 and Voyager 2 space probes. Alternatively, draw a diagram to show what these space probes looked like. What new information about our solar system did these space probes provide? Make posters showing the timelines of different space probes.

Pioneer, Mariner, and Venera were several other space probe projects. Have students investigate these projects to determine how our knowledge of the solar system was increased. What are some of the advantages and disadvantages of using probes with remote sensing equipment rather than using space vehicles with humans on them? How have these space probes been of benefit to society? Has society been at risk from the development of this technology?

Design a future space probe. What characteristics does it have? Why are these characteristics important?
Factors: A1, A2, B1, B15, C2, C4, D1, D3, E4, G1
Objectives: 1.6, 1.7, 2.1, 2.5, 2.6, 3.1, 3.3, 4.3
Assessment Techniques: written assignments, oral assessment, presentations
Instructional Methods: model building, discussion
Develop a model for an Earth-orbiting space station. Show how the space station would have to be designed to allow humans to occupy it for extended periods of time.

How successful was the Biosphere-2 project in Arizona? What aspects of its design would be useful for an orbiting space station? Which aspects would be impracticial for an orbiting station but useful or essential for a station built on the surface of another planet or a moon?
The following are some examples of open-ended assignments which can be used as group or individual projects, or as debates. They require students to use a resource-based approach to acquiring, interpreting, analyzing, synthesizing, and evaluating information. Note in particular how these activities help develop Critical and Creative Thinking. Extended periods of time should be provided because of the level of complexity involved. Suitable resource materials would also have to be available. This requires planning with the resource centre staff.
- The Soviet Union had many accomplishments in space. A "space race" between the two major superpowers developed even before 1957, when the Soviet Union launched Sputnik, the world's first artificial satellite. What were some of the scientific, political, economic, military, or social consequences of the "space race" between the two superpowers?
- The Soviet Union had many accomplishments in space. Cosmonauts on their space stations set records for staying in space for long periods of time. Their research led to the discovery of new problems facing cosmonauts (or astronauts) who remain in a confined space for a long time. Find out what some of those problems are. Find out how scientists are trying to make it easier for humans to stay in space for a long time. Use what you have learned to design a special gym for space stations, to allow people to stay healthy in space.
- Suppose you were assigned to be a research member of an orbiting space station. Prepare an outline of the types of research projects you would suggest for inclusion on the space station. Be able to explain why that research should be done in space rather than on Earth. Assume that each crew member is given an allotment of 3 m3 (2 m by 1.5 m by 1 m) of private living space for sleeping and storage of personal equipment. Design an arrangement for your space.
- Suppose that within the next few years, an international space station will be put into orbit around the Earth. Discuss how this effort might affect international relationships. How might the space station be designed and what functions might it serve?
What type of training does an astronaut need when preparing for a space mission? How does role differentiation on a flight have an effect on the type of training needed? Compare the training for such roles as a payload specialist, a researcher, an engineer, or a navigator. What are the educational backgrounds of the astronauts?

Another good research project involves investigating life in a zero gravity environment. What problems might be encountered trying to eat, sleep, or exercise in that situation?

Students could also examine the features of a space suit to see how the suit has been designed for the conditions in space.
In April, 1985, astronauts on the Space Shuttle Discovery took some toys with them into space. They were interested in seeing how these "Earth toys" behaved in a microgravity environment. They used the following toys: gyroscope, wind-up car, metal top, Ratstuff�, paddle ball, Wheelo�, magnetic marbles, yo-yo, ball and jacks, Slinky�, and paper airplanes.

Have students bring some Earth toys to class. They should experiment with each one, becoming familiar with how they behave in response to gravity. Have the students predict how the toys would behave in microgravity. They can illustrate, record, or attempt to simulate any unusual characteristics that they anticipate.

If it is available, view either Toys in Space, showing the Space Shuttle crew investigating the toys they brought along, or Microgravity, which illustrates how microgravity has its own peculiar characteristics. Some of these characteristics are useful for scientific or industrial processes which can not be done easily on Earth. Consider the predictions made earlier. Compare those predictions to what actually occurs in the Toys in Space video.
The way in which television and motion pictures have depicted space travel and exploration over the years has undergone change. These changes keep pace with advances in the technology of space exploration as well as with the new technologies available in special effects cinematography. Science fiction has also changed to keep up with new advances.

View a motion picture or a television program that was made several decades ago. Find any inaccuracies and stereotypes about space travel. The dialogue, costumes, and hair styles are interesting to consider to see if there are any trends or cultural assumptions depicted which are no longer popular. It may be interesting to look specifically for highly propagandized narratives. The Buck Rogers series and The Day the Earth Stood Still are examples of science fiction classics. There are dozens of such classics available. Ask your resource centre staff to gather science fiction books suitable for grade 6. If a teacher-librarian is available, ask that some book talks be scheduled.
Students may have more difficulty analyzing a modern science fiction production. Often it is difficult to appraise cultural assumptions and stereotypes unless they can be isolated in a different time or a different place. Nevertheless, have students examine a more recent production. (As an example, the sound effects in the space combat in Star Wars mimic the sound of jet fighters in the atmosphere. Sound does not travel in a vacuum.) An interesting comparison might be to consider how the Star Trek: The Next Generation series differs from the original Star Trek series.

As either a follow-up activity or an alternative activity, depending on one's preference, analyze some science fiction writing. A novel by Jules Verne might be compared to a more recent one by an author such as Isaac Asimov, Arthur Clarke, Robert Heinlein, or Orsen Welles. Look as well for differences in writing style and language usage based upon the time in which the material was written.

Integrate the activity with Arts Education and English Language Arts.
Recently, an experiment designed at the University of Saskatchewan was selected for a Shuttle mission. Crystals would be grown in space. The crystals would then be analyzed back on Earth, using x-ray diffraction techniques. From this experiment, scientists hoped to learn more about protein structures from this experiment and thus a better understanding of viral infections.

Have students research this or other experiments that are particularly suited for a microgravity environment.

Students could also design their own experiments to be performed in space. How can the conditions that are found in space be an advantage in performing those experiments?
There have been several disasters and near-disasters in space. As humans push the limits of technology, accidents occur out of neglect, complacency, or from other causes.

Have some students research disasters that have occurred in space. Others can be assigned to research tragedies that have occurred for other types of technology. Examples to consider might be the sinking of the Titanic, the explosion of the dirigible Hindenburg, the Tenerife jumbo jet collision, the Bhopal chemical plant disaster, the Chernobyl nuclear disaster.

Compare similarities and differences in each of these disasters. Identify those factors that can be attributed to "human error." What changes took place after the disaster? Were safety regulations improved? Were changes made to the technology to ensure that such a disaster would never occur again?
Investigate the S.P.A.C.E. club network established in Saskatoon and other cities. How can this type of activity be used to link your students to the rest of the world ?