9.2 Space
Contextual Outline
Humans have progressed in the last thousand years from animal powered transport on land and wind powered ships on water to vehicles that are sufficiently sophisticated to allow travel beyond the Earth into the solar system.
Scientists have drawn on advances in areas such as aeronautics, materials science, robotics, electronics, medicine and energy production to develop viable spacecraft. Perhaps the most dangerous parts of any space mission are the launch, re-entry and landing. A huge force is required to propel the rocket a sufficient distance from the Earth so that it is able to either escape the Earth’s gravitational pull or maintain an orbit. There are many factors to be taken into account in choosing the time of day for a rocket to be launched. These include consideration of: the weather predictions for the launch date; whether there is an expectation that the craft will rendezvous with another orbiting body; and whether the landing site for an aborted mission is appropriate. Following a successful mission, re-entry through the Earth’s atmosphere provides further challenges to scientists if astronauts are to return to Earth safely.
Rapid advances in technologies over the past thirty years have allowed the exploration of not only the moon, but the solar system and, to an increasing extent, the universe. Space exploration is becoming more viable. Information and research undertaken in space programs have impacted on society through the development of such things as personal computers, advanced medical equipment, communication satellites, improved weather forecasting and accurate mapping of natural resources.
Speculation continues as we consider where humans will be travelling in the next one thousand years. Meanwhile, space research and exploration of space increase understanding of the Earth‘s own environment, the solar systems and the universe.
Outcomes
This module contributes to the following course outcomes:
A student:
H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking
H2 analyses the ways in which models, theories and laws in physics have been tested and validated
H4 assesses the impact of
applications of physics on society and the environment
H6 explains events in terms of Newton‘s Laws, Law of Conservation of Momentum and relativity
H7 explains the effect of energy transfers and transformation
H9 explains the effects of electric, magnetic and gravitational fields
H11 justifies the appropriateness of a particular investigation plan
H12 evaluates ways in which accuracy and reliability could be improved in investigations
H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding
H14 assesses the validity of conclusions drawn from gathered data and information
H15 explains why an investigation is best undertaken individually or by a team
H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science.
|
1. The Earth has a gravitational field that exerts a force on objects both on it and around it |
Students learn to:
• define
weight as the • define the change in gravitational potential energy as the work done to move an object from a very large distance away to a point in a gravitational field 
|
Students: • perform
an investigation and gather information to determine a value for acceleration
due to gravity using pendulum motion, computer assisted technology and/or
other strategies and explain possible sources of variations from the value • gather secondary information to identify the value of acceleration due to gravity on other planets • anlyse
information using
to
determine the weight force for a body on Earth and the weight force for the
same body on other planets |
|
2. Many factors have to be
taken into account to achieve a successful rocket launch, maintain a stable
orbit and return to Earth |
Students learn to: • describe the trajectory of an object undergoing projectile motion within the Earth’s gravitational field in terms of horizontal and vertical components • describe Galileo’s analysis of projectile motion • explain the concept of escape velocity in terms of the: – gravitational constant – mass and radius • discuss Newton‘s analysis of escape velocity • use the term ‘g forces’ to explain the forces acting on an astronaut during launch • compare the forces acting on an astronaut during launch with what happens during a roller coaster ride • discuss the impact of the Earth‘s orbital motion and its rotational motion on the launch of a rocket • analyse the changing acceleration of a rocket during launch in terms of the: – Law of Conservation – forces experienced • analyse the forces involved in uniform circular motion for a range of objects, including satellites orbiting the Earth • compare qualitatively and quantitatively low
Earth and geo-stationary orbits |
Students: • solve problems and analyse information to calculate the actual velocity of a projectile from its horizontal and vertical components • solve problems and analyse information using: 
in
relation to projectile motion • perform a first-hand investigation, gather secondary information and analyse data to describe factors, such as initial and final velocity, maximum height reached, range, time of flight of a projectile, and quantitatively calculate each for a range of situations by using simulations, data loggers and computer analysis • identify data sources, gather and process information from secondary sources to investigate conditions during launch and use available evidence to and explain why the forces acting on an astronaut increase to approximately 3W during the initial periods of the launch • identify data sources, gather, analyse and present information on the contribution of Tsiolkovsky, Oberth, Goddard, Esnault-Pelterie, O‘Neill or von Braun to the development of space exploration • perform an investigation
that demonstrates that
the closer a satellite is to its parent body, the faster it moves to maintain
a stable orbit |
|
|
Students learn to:
• discuss
the importance of Newton‘s Law of Universal Gravitation in understanding and
calculating the motion • describe how a slingshot effect is provided by planets for space probes • account for the orbital decay of satellites in low Earth orbit • discuss issues associated with safe re-entry into the Earth’s atmosphere and landing on the Earth’s surface • identify that there is an optimum angle for
re-entry into the Earth’s atmosphere and the consequences of failing to
achieve this angle |
Students: • solve problems and analyse information to calculate centripetal force acting on a satellite undergoing uniform circular motion about the Earth • solve problems and analyse information using:
• plan,
chose equipment or resources for, and perform an investigation to model • plan, chose equipment or resources for, and
perform |
|
3. Future space travel and
exploration will entail a combination of new technologies based on current
and emerging knowledge |
• discuss the limitation of current maximum velocities being too slow for extended space travel to be viable • describe
difficulties associated with effective – distance – van Allen radiation belts – sunspot activity |
• gather,
process, analyse |
|
4. Current and emerging
understanding about time and space has been dependent upon earlier models of
the transmission of light |
Students learn to:
• outline the features of the aether model for the transmission of light • describe and evaluate
the Michelson-Morley attempt • discuss the role of critical experiments in science, such as Michelson-Morley’s, in making determinations about competing theories • outline the nature of inertial frames of reference • discuss the principle • identify the
significance • recognise that if c is constant then space and time become relative • discuss the concept that length standards are defined in terms of time with reference to the original meter • identify the usefulness • account for the need, when considering space/time, to define events using four dimensions • explain qualitatively and quantitatively the consequence of special relativity in relation to: – the relativity of simultaneity – the equivalence between – length contraction – time dilation • discuss the implications of time dilation and
length contraction for space travel |
Students: • perform an investigation and gather first-hand or secondary data to model the Michelson-Morley experiment • perform an investigation to help distinguish between non-inertial and inertial frames of reference • analyse and interpret some of Einstein’s thought experiments involving mirrors and trains and discuss the relationship between thought and reality • analyse information to discuss the relationship between theory and the evidence supporting it, using Einstein’s predictions based on relativity that were made many years before evidence was available to support it • solve problems and analyse information using:
and
• gather, process, analyse information and use
available evidence to discuss the relative energy costs associated with space
travel |
