Chapter 14 Resource: Exploring Space

Glencoe Science 

Chapter Resources 

Exploring Space 

Includes: 

Reproducible Student Pages 

ASSESSMENT 

✔ Chapter Tests 

✔ Chapter Review 

HANDS-ON ACTIVITIES 

✔ Lab Worksheets for each Student Edition Activity 

✔ Laboratory Activities 

✔ Foldables–Reading and Study Skills activity sheet 

MEETING INDIVIDUAL NEEDS 

✔ Directed Reading for Content Mastery 

✔ Directed Reading for Content Mastery in Spanish 

✔ Reinforcement 

✔ Enrichment 

✔ Note-taking Worksheets 

TRANSPARENCY ACTIVITIES 

✔ Section Focus Transparency Activities 

✔ Teaching Transparency Activity 

✔ Assessment Transparency Activity 

Teacher Support and Planning 

✔ Content Outline for Teaching 

✔ Spanish Resources 

✔ Teacher Guide and Answers

Glencoe Science 

Photo Credits 

Section Focus Transparency 1: Andrew Cunningham/Visuals Unlimited, Section Focus Transparency 2: 

Claus Lunau/Foci/Bonnier Publications/Science Photo Library/Photo Researchers, Section Focus 

Transparency 3: NASA 

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. 

Permission is granted to reproduce the material contained herein on the condition 

that such material be reproduced only for classroom use; be provided to students, 

teachers, and families without charge; and be used solely in conjunction with the 

Exploring Space program. Any other reproduction, for use or sale, is prohibited 

without prior written permission of the publisher. 

Send all inquiries to: 

Glencoe/McGraw-Hill 

8787 Orion Place 

Columbus, OH 43240-4027 

ISBN 0-07-866959-6 

Printed in the United States of America. 

1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04

Table of Contents 

To the Teacher 

iv 


■ Hands-On Activities 

MiniLAB: Try at Home Observing Effects of Light Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 

MiniLAB: Modeling a Satellite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 

Lab: Building a Reflecting Telescope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Lab: Using the Internet Star Sightings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 

Laboratory Activity 1: Star Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 

Laboratory Activity 2: Star Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 

Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 

■ Meeting Individual Needs 

Extension and Intervention 

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 

Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 

■ Assessment 

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 

■ Transparency Activities 

Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 


Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2 

Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5 

Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9 

Additional Assessment Resources available with Glencoe Science: 

• ExamView ® Pro Testmaker 

• Assessment Transparencies 

• Performance Assessment in the Science Classroom 

• Standardized Test Practice Booklet 

• MindJogger Videoquizzes 

• Vocabulary PuzzleMaker at msscience.com 

• Interactive Chalkboard 

• The Glencoe Science Web site at: msscience.com 

• An interactive version of this textbook along with assessment resources are available 

online at: mhln.com 

iii

To the Teacher 

This chapter-based booklet contains all of the resource materials to help you teach 

this chapter more effectively. Within you will find: 

Reproducible pages for 

■ Student Assessment 

■ Hands-on Activities 

■ Meeting Individual Needs (Extension and Intervention) 


A teacher support and planning section including 

■ Content Outline of the chapter 

■ Spanish Resources 

■ Answers and teacher notes for the worksheets 

Hands-On Activities 

MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab 

and MiniLAB found in the Student Edition. The materials lists, procedures, and questions 

are repeated so that students do not need their texts open during the lab. Write-on rules are 

included for any questions. Tables/charts/graphs are often included for students to record 

their observations. Additional lab preparation information is provided in the Teacher Guide 

and Answers section. 

Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab 

preparations. These student-oriented labs are designed to explore science through a stimulating 

yet simple and relaxed approach to each topic. Helpful comments, suggestions, and 

answers to all questions are provided in the Teacher Guide and Answers section. 

Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills 

activity written by renowned educator, Dinah Zike, that provides students with a tool that 

they can make themselves to organize some of the information in the chapter. Students may 

make an organizational study fold, a cause and effect study fold, or a compare and contrast 

study fold, to name a few. The accompanying Foldables worksheet found in this resource 

booklet provides an additional resource to help students demonstrate their grasp of the 

concepts. The worksheet may contain titles, subtitles, text, or graphics students need to 

complete the study fold. 

Meeting Individual Needs (Extension and Intervention) 

Directed Reading for Content Mastery: These worksheets are designed to provide students 

with learning difficulties with an aid to learning and understanding the vocabulary and 

major concepts of each chapter. The Content Mastery worksheets contain a variety of formats 

to engage students as they master the basics of the chapter. Answers are provided in the 

Teacher Guide and Answers section. 

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 

iv

Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed 

Reading for Content Mastery is provided for those Spanish-speaking students who are 

learning English. 

Reinforcement: These worksheets provide an additional resource for reviewing the concepts 

of the chapter. There is one worksheet for each section, or lesson, of the chapter. 

The Reinforcement worksheets are designed to focus primarily on science content and less 

on vocabulary, although knowledge of the section vocabulary supports understanding of 

the content. The worksheets are designed for the full range of students; however, they will 

be more challenging for your lower-ability students. Answers are provided in the Teacher 

Guide and Answers section. 

Enrichment: These worksheets are directed toward above-average students and allow them 

to explore further the information and concepts introduced in the section. A variety of 

formats are used for these worksheets: readings to analyze; problems to solve; diagrams 

to examine and analyze; or a simple activity or lab which students can complete in the 

classroom or at home. Answers are provided in the Teacher Guide and Answers section. 

Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the 

teacher version—Content Outline for Teaching. They can be used to allow students to take 

notes during class, as an additional review of the material in the chapter, or as study notes 

for students who have been absent. 


Assessment 

Chapter Review: These worksheets prepare students for the chapter test. The 

Chapter Review worksheets cover all major vocabulary, concepts, and objectives 

of the chapter. The first part is a vocabulary review and the second part is a concept review. 

Answers and objective correlations are provided in the Teacher Guide and Answers section. 

Chapter Test: The Chapter Test requires students to use process skills and understand content. 

Although all questions involve memory to some degree, you will find that your students will 

need to discover relationships among facts and concepts in some questions, and to use higher 

levels of critical thinking to apply concepts in other questions. Each chapter test normally 

consists of four parts: Testing Concepts measures recall and recognition of vocabulary and 

facts in the chapter; Understanding Concepts requires interpreting information and more 

comprehension than recognition and recall—students will interpret basic information and 

demonstrate their ability to determine relationships among facts, generalizations, definitions, 

and skills; Applying Concepts calls for the highest level of comprehension and inference; 

Writing Skills requires students to define or describe concepts in multiple sentence answers. 

Answers and objectives are provided in the Teacher Guide and Answers section. 

Transparency Activities 

Section Focus Transparencies: These transparencies are designed to generate interest 

and focus students’ attention on the topics presented in the sections and/or to assess 

prior knowledge. There is a transparency for each section, or lesson, in the Student Edition. 

The reproducible student masters are located in the Transparency Activities section. The 

teacher material, located in the Teacher Guide and Answers section, includes Transparency 

Teaching Tips, a Content Background section, and Answers for each transparency. 

v

Teaching Transparencies: These transparencies relate to major concepts that will benefit 

from an extra visual learning aid. Most of these transparencies contain diagrams/photos 

from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching 

Transparency Activity includes a black-and-white reproducible master of the transparency 

accompanied by a student worksheet that reviews the concept shown in the transparency. 

These masters are found in the Transparency Activities section. The teacher material includes 

Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student 

Worksheet. This teacher material is located in the Teacher Guide and Answers section. 

Assessment Transparencies: An Assessment Transparency extends the chapter content and 

gives students the opportunity to practice interpreting and analyzing data presented in 

charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized 

tests and answers to questions on the transparencies are provided in the Teacher 

Guide and Answers section. 


Content Outline for Teaching: These pages provide a synopsis of the chapter by section, 

including suggested discussion questions. Also included are the terms that fill in the blanks 

in the students’ Note-taking Worksheets. 

Spanish Resources: A Spanish version of the following chapter features are included in this 

section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, 

and content overviews for each section of the chapter. 


vi

Reproducible 

Student Pages 


■ Hands-On Activities 

MiniLAB: Try at Home Observing Effects of Light Pollution . . . . . . . . 3 

MiniLAB: Modeling a Satellite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 

Lab: Building a Reflecting Telescope . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Lab: Using the Internet Star Sightings . . . . . . . . . . . . . . . . . . . . . . . . . 7 

Laboratory Activity 1: Star Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 

Laboratory Activity 2: Star Positions . . . . . . . . . . . . . . . . . . . . . . . . . 11 

Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 13 

■ Meeting Individual Needs 

Extension and Intervention 

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15 

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19 

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 

Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 

■ Assessment 

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 


Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 40 

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 

Exploring Space 1


Hands-On 

Activities 

2 Exploring Space

Name Date Class 

Observing Effects 

of Light Pollution 

Procedure 

1. Obtain a cardboard tube from an empty roll of paper towels. 

2. Go outside on a clear night about two hours after sunset. Look through 

the cardboard tube at a specific constellation decided upon ahead of time. 

3. Count the number of stars you can see without moving the observing 

tube. Repeat this three times. Record your data in the Data and 

Observations section. 

4. Calculate the average number of observable stars at your location. 


Data and Observations 

Observations 

Your reflections 

Object’s reflections 

Flashlight beam in convex mirror 

Flashlight beam in plane mirror 

Candle through hand lens 


Analysis 

1. Compare and contrast the number of stars visible from other students’ homes. 

2. Explain the causes and effects of your observations. 




Modeling a Satellite 

WARNING: Stand a safe distance away from classmates. 

Procedure 

1. Tie one end of a 50-cm-long string to a small cork. 

2. Hold the other end of the string tightly with your arm fully extended. 

3. Move your hand back and forth so that the cork swings in a circular motion. 

4. Gradually decrease the speed of the cork. 

Analysis 

1. What happened as the cork’s motion slowed? 

2. How does the motion of a cork resemble that of a satellite in orbit? 




Building a Reflecting Telescope 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. What object will you choose to look at? 


2. Which mirror will you look at to view the image of the object? 

Nearly four hundred years ago, Galileo Galilei saw what no human had ever 

seen. Using the telescope he built, he saw moons around Jupiter, details of 

lunar craters, and sunspots. What was it like to make these discoveries? Find 

out as you make your own reflecting telescope. 


Real-World Question 

How do you construct a reflecting telescope? 

Materials 

flat mirror 

shaving or cosmetic mirror (a curved, 

concave mirror) 

magnifying lenses of different 

magnifications (3–4) 

Goals 

■ Construct a reflecting telescope. 

■ Observe magnified images using the telescope 

and different magnifying lenses. 

Safety Precautions 

WARNING: Never observe the Sun directly or 

with mirrors. 

Lens 

1 

2 

3 

Procedure 

1. Position the cosmetic mirror so that you 

can see the reflection of the object you 

want to look at. Choose an object such as 

the Moon, a planet, or an artificial light 

source. 

2. Place the flat mirror so that it is facing the 

cosmetic mirror. 

3. Adjust the position of the flat mirror until 

you can see the reflection of the object in it. 

4. View the image of the object in the flat 

mirror with one of your magnifying lenses. 

Observe how the lens magnifies 

the image. 

5. Use your other magnifying lenses to view 

the image of the object in the flat mirror. 

Observe how the different lenses change 

the image of the object. 

Image Characteristics 

4 



(continued) 


Analyze Your Data 

1. Describe how the image changed when you used different magnifying lenses. 

2. Identify the part or parts of your telescope that reflected the light of the image. 

3. Identify the parts of your telescope that magnified the image. 

Conclude and Apply 

1. Explain how the three parts of your telescope worked to reflect and magnify the light 

of the object. 

2. Infer how the materials you used would have differed if you had constructed a refracting 

instead of a reflecting telescope. 

Communicating Your Data 

Write an instructional pamphlet for amateur astronomers about how to construct a 

reflecting telescope. 




Use the Internet 

Star Sightings 

For thousands of years, people have measured their position on Earth using 

the position of Polaris, the North Star. At any given observation point, it 

always appears at the same angle above the horizon. For example, at the 

north pole, Polaris appears directly overhead, and at the equator, it is just 

above the northern horizon. Other locations can be determined by measuring 

the height of Polaris above the horizon using an instrument called an 

astrolabe. Could you use Polaris to determine the size of Earth? 



Real-World Question 

You know that Earth is round. Knowing this, 

do you think you can estimate the circumference 

of Earth based on star sightings? 

Form a Hypothesis 

Think about what you have learned about 

sightings of Polaris. How does this tell you 

that Earth is round? Knowing that Earth is 

round, form a hypothesis about how you can 

estimate the circumference of Earth based on 

star sightings. 

Goals 

■ Record your sightings of Polaris. 

■ Share the data with other students to 

calculate the circumference of Earth. 

Safety Precautions 

WARNING: Do not use the astrolabe during the 

daytime to observe the sun. 

Data Sources 

Go to msscience.com for 

more information about 

health risks from heavy metals, hints on health 

risks, and data from other students. 

Make a Plan 

1. Obtain an astrolabe or construct one using 

the instructions posted by visiting the link 

below. 

2. Record your information in the Data and 

Observations table. 

3. Decide as a group how you will make your 

observations. Does it take more than one 

person to make each observation? When 

will it be easiest to see Polaris? 

Follow Your Plan 

1. Make sure your teacher approves your plan 

before you start. 

2. Carry out your observations. 

3. Record your observations in the data table 

in the Data and Observations section. 

4. Average your readings and post them in 

the table provided at the link shown below. 



(continued) 



1. Research the names of cities that are at approximately the same longitude as your hometown. 

Gather astrolabe readings at msscience.com from students in one of those cities. 

2. Compare your astrolabe readings. Subtract the smaller reading from the larger one. 

3. Determine the distance between your star sighting location and the other city. 

4. Calculate the circumference of Earth using the following relationship: 

(distance between locations) 

Circumference = (360°) ✕ 

difference between readings 


Polaris Observations 

Your Location: 

Date Time Astrolabe Reading 


1. Analyze how the circumference of Earth that you calculated compares with the accepted value 

of 40,079 km. 

2. Determine some possible sources of error in this method of establishing the size of Earth. 

What improvements would you suggest. 

Communicating Your Data 

Find this lab using the link below. Create a poster that includes a table of your data and data 

from students in other cities. Perform a sample circumference calculation for your class. 


msscience.com 



1 

Laboratory 

Activity 

Star Colors 

In 1665, Isaac Newton demonstrated that sunlight is composed of many colors. Today the spectra 

of a star is one of the most important tools scientists use to determine the star’s surface temperature 

and composition. The Draper system of spectral classification is used in this activity. 

Strategy 

You will define the term star. 

You will observe and record star colors. 

You will classify stars based on their color. 

Materials 

binoculars or telescope (optional) 

graph paper 


Procedure 

1. On a clear, bright night observe the stars 

with your eyes or with the binoculars 

or telescope. 

2. Use some landmarks and divide the sky 

into four sections. Label the landmarks in 

the diagram under Data and Observations. 

3. Observe and record the color of each star in 

each section. Record your observations on 

your diagram under Data and Observations. 

4. Using the information in Table 1, compile 

your data in a table showing the star color, 

spectral type, and number of stars in each 

section. Set up your table on one end of 

your graph paper. 

5. Under the table on the graph paper, draw a 

bar graph showing the star spectral types and 

the number of stars in each spectral type. 


Table 1 

Draper’s Star Classification Chart 

Star spectral type 

Color Surface temperature (K) 

M 

K 

G 

F 

A 

B 

O 

red 

red to orange 

yellow 

yellow-white 

white 

bluish-white 

bluish-white 

2,000–4,000 

3,500–5,000 

5,000–6,000 

6,000–7,500 

9,000 

11,000–25,000 

60,000 



Laboratory Activity 1 (continued) 



Diagram night sky here. 

Questions and Conclusions 

1. What property did you use to classify a celestial body as a star? 

2. Which star spectral type is the most abundant? 

3. Which star spectral type is our Sun? 

4. What is the surface temperature of our Sun? 

5. The temperature of stars is given in Kelvins. Changing from the Celsius scale to the Kelvin scale 

is very easy: K = °C + 273°. What is the temperature of the Sun in Celsius degrees? 

Strategy Check 

Can you define the term star? 

Can you observe and record the colors of the stars? 

Can you classify stars based on their color? 





2 

Laboratory 

Activity 

Star Positions 

When you watch the stars on a clear night, do you get the impression that you are in an upsidedown 

bowl? The ancient Greeks believed that the stars were fixed to a clear bowl that slowly 

rotated around Earth. Although today we know that Earth rotates, the celestial sphere is still a 

good model to use to locate stars and other celestial bodies. 

Strategy 

You will construct a model of the north celestial hemisphere. 

You will plot the stars on the celestial sphere. 

Materials 

globe (mounted) 

hemisphere (clear plastic or terrarium top) 

Procedure 

1. The celestial sphere appears to move 

around a line that is an extension of Earth’s 

axis. The north and south celestial poles 

are the points where Earth’s geographic 

axis intersects the celestial sphere. See Figure 

1. Label the north celestial pole with a 

dot on the inside of the hemisphere. 

2. The celestial equator is the intersection of a 

plane that passes through Earth’s equator 

and the celestial sphere. Place the clear 

hemisphere over the globe so that the 

north pole and the north celestial pole are 

in line. Mark the celestial equator on the 

hemisphere. The celestial equator is 90° 

from the celestial poles. See Figure 1. 

3. Planes comparable to latitude on Earth are 

called declination on the celestial sphere. 

Positions north of the celestial equator are 

called plus declination and are measured in 

degrees. Positions south of the celestial 

equator are called minus declination, also 

measured in degrees. 

4. The celestial circles that correspond to longitude 

on Earth are called right ascension. 

Right ascension is measured from the point 

where the sun crosses the celestial equator 

about March 21 (the vernal equinox). 

5. Right ascension is measured in hours, minutes, 

and seconds, moving eastward from 

the vernal equinox. On the equator, 15 

degrees of arc equals 1 hour. 

pen (felt-tip) 

string to go around celestial equator 

Figure 1 

Starting circle 

for right ascension 

Prime 

meridian 

South pole 

North celestial pole 

North pole 

Celestial equator 

Equator 

Take a length of string and measure the 

distance around the celestial equator in 

centimeters. Record your answer in the 

Data and Observations section. Divide this 

distance by 24. Measure and mark these 

spaces around the celestial equator. Each 

mark represents 1 hour. Start at the prime 

meridian and move eastward around the 

celestial equator. See Figure 1. 

6. Now you have a grid system similar to 

latitude and longitude. 

7. Map the locations of the stars in Table 1 on 

the celestial sphere. 




Laboratory Activity 2 (continued) 


Table 1 

Common name Scientific name 

hr 

R. A. 

min 

Dec. (°) 

Vega 

Arcturus 

Altair 

Lyrae 

Bootes 

Aquilae 

18 

14 

19 

36 

15 

50 

38 

19 

8 

Betelgeuse 

Orionis 

05 55 

7 

Aldebaran 

Tauri 

04 35 

16 

Deneb 

Cygni 

20 41 

45 

Regulus 

Leonis 

10 08 

12 

Castor 

Geminorum 

07 34 

32 


Celestial equator = _____________ cm 


1. How is right ascension like longitude? 

How is it different? 

2. Compare declination to latitude. 

3. What does the vernal equinox on the celestial sphere correspond to on geographic maps? 

4. Why are different stars visible during the year? 

5. Why can’t you see a star with a minus declination from the northern hemisphere? 

Strategy Check 

Can you construct a model of the north celestial hemisphere? 

Can you locate stars on the celestial sphere? 





Directions: Use this page to label your Foldable at the beginning of the chapter. 

Know? 


Like to know? 

Learned? 

Hubble Space Telescope 


International Space Station 

Mariner 2 

Next Generation 

Space Telescope 

Viking 


Meeting Individual Needs 

Meeting Individual 

Needs 

14 Exploring Space


Directed Reading for 

Content Mastery 

Overview 


Directions: Complete the concept map using the terms in the list below. 

radio telescopes satellites visible light 

space probes rockets reflecting telescopes 

space shuttles 

refracting telescopes 

with 

1. 

using 

using 

2. 

3. 


4. 

using 


People 

explore 

space 

with 

with 

radio waves 

5. 

using 

using 

using 

6. 

7. 

8. 





Section 1 ■ 

Directions: Use the clues below to complete the crossword puzzle. 

Radiation 

from Space 

speed of light optics lens electromagnetic 

spectrum convex radio stars telescope 

1 

2 3 


5 

6 

4 

9 

7 

8 

Across 

2. A piece of curved glass that magnifies objects 

4. These waves carry energy through empty space. 

6. Active__________ uses a computer to correct for changes. 

8. This appears when white light passes through a prism. 

9. 300,000 km/s 

Down 

1. An instrument that produces magnified images of distant objects 

3. These can be seen in the night sky. 

5. Refracting telescopes use _________ lenses. 

7. Radio telescopes pick up these waves. 






Section 2 ■ Early Space 

Missions 

Section 3 ■ Current and Future 

Space Missions 

Directions: Explain how each technological advancement listed below has improved or will improve space 

exploration or our knowledge of the universe. 

1. Space probes such as Pioneer 10 and Voyager 

2. International Space Station 



3. Next Generation Space Telescope 





Key Terms 


Directions: Complete the sentences using the terms listed below. 

satellite space probe reflecting 

refracting Mars Project Apollo Sputnik I 

observatory spectrum rocket orbit 

space station space shuttle Project Gemini 


1. Any object that revolves around another object is a(n) ____________________. 

2. A(n) ____________________ telescope uses mirrors to focus light. 

3. The curved path that a satellite follows is a(n) ____________________. 

4. ____________________ was the last stage in the American effort to land 

people on the Moon. 

5. A(n) ____________________ telescope uses convex lenses to focus light. 

6. The ____________________ is a reusable spacecraft that transports astronauts, 

satellites, and other materials to and from space. 

7. A(n) ____________________ is an instrument that gathers information and 

sends it back to Earth. 

8. During ____________________ teams of astronauts orbited Earth to practice 

skills that would be needed to land on the moon. 

9. A(n) ____________________ is a building that houses an optical telescope. 

10. The different forms of radiation arranged according to their wavelengths is 

called the electromagnetic ____________________. 

11. A(n) _____________________ is an engine that burns fuel without requiring air. 

12. Mir is an example of a ____________________. 

13. The first artificial satellite was ____________________. 

14. Viking I was the first spacecraft to land on ____________________. 



Nombre Fecha Clase 

Lectura dirigida para 

Dominio del contenido 

Sinopsis 

Explorando el espacio 

Instrucciones: Completa el mapa de conceptos usando los siguientes términos. 

radiotelescopios satélites luz visible 

sondas espaciales cohetes telescopios reflectores 

transbordadores espaciales 

telescopios refractores 


La gente 

explora 

el espacio 

con 

con 

con 

1. 

ondas radiales 

5. 

usando 

usando 

usando 

usando 

usando 

usando 

2. 

3. 

4. 

6. 

7. 

8. 

Satisface las necesidades individuales 

Explorando el espacio 19




Sección 1 ■ 

Instrucciones: Usa las claves para completar el crucigrama. 

Radiación proveniente 

del espacio 

velocidad de la luz óptica lente electromagnéticas 

espectro convexas radiales estrellas telescopio 

1 

2 


9 

6 

7 

5 

3 4 

8 

Horizontales 

1. Fragmento de vidrio curvo que amplía los objetos. 

5. Estas ondas transportan energía a través del vacío del espacio. 

7. Los telescopios de refracción usan lentes _________ . 

8. Los radiotelescopios captan estas ondas. 

9. 300,000 km/s. 

Verticales 

2. Instrumento que produce imágenes ampliadas de objetos distantes. 

3. Pueden verse en el cielo nocturno. 

4. El(la)__________ activa usa una computadora para corregir los cambios. 

6. Aparece cuando la luz banca atraviesa un prisma. 


20 Explorando el espacio






Primeras 

misiones espaciales 

Misiones espaciales 

actuales y futuras 

Instrucciones: Explica cómo cada avance tecnológico que se enumera abajo ha mejorado o mejorará la exploración 

del espacio o nuestro conocimiento acerca del universo. 

1. Las sondas espaciales como Pioneer 10 y Voyager. 

2. La Estación Espacial Internacional 



3. Telescopio espacial New Generation 

Explorando el espacio 21




Términos claves 


Instrucciones: Completa las oraciones con los términos que se enumeran abajo. 


satélite sonda espacial de reflexión 

de refracción Marte Proyecto Apollo Sputnik I 

observatorio espectro cohete órbita 

estación espacial transbordador espacial Proyecto Gemini 

1. Cualquier astro que gira alrededor de otro astro es un(a) _____________. 

2. Un telescopio ____________________ usa espejos para enfocar la luz. 

3. La trayectoria curva que sigue un satélite se llama ________________. 

4. El(la) ____________________ fue la última etapa en el objetivo norteamericano 

de llevar seres humanos a la Luna. 

5. Un telescopio ____________________ usa lentes convexas para enfocar la luz. 

6. El(la) ____________________ es una nave espacial que se puede volver a usar 

para transportar astronautas, satélites y otros materiales hacia y desde el espacio. 

7. Un(a) ____________________ es un instrumento que recoge información y la 

envía de regreso a la Tierra. 

8. Durante el(la) ____________________ varios equipos de astronautas estuvieron 

en órbita alrededor de la Tierra para practicar destrezas que necesitarían 

al bajar a la Luna. 

9. Un(a) ____________________ es un edificio que contiene un telescopio óptico. 

10. Las diferentes formas de radiación, organizadas de acuerdo a su longitud de 

onda, se llama el ____________________ electromagnético. 

11. Un(a) _____________ es un motor que quema combustible sin necesidad de aire. 

12. El Mir es un ejemplo de un(a) ____________________. 

13. El primer satélite artificial fue el (la) ____________________. 

14. El Viking I fue la primera nave espacial que se posó en __________________. 


22 Explorando el espacio


1 

Reinforcement 

Radiation from Space 


Directions: Complete the following sentences using the correct terms. 

1. A refracting telescope is a type of ______ telescope. 

2. Radio waves and gamma rays are two types of ______ waves. 

3. Sound waves are examples of ______. 

4. A ______ uses mirrors to focus light from the object being viewed. 

5. Because radio waves can pass freely through Earth’s atmosphere, 

______ are useful under most weather conditions. 

6. A ______ is a motor that burns fuel without air. 

7. In a ______, a convex lens focuses light to form an image at the 

focal point. 

8. To hear astronauts in space, the sound waves are converted to 

______ and then back to sound waves. 

9. All electromagnetic waves travel at the same ______. 

10. ______ travels at 300,000 km/s in a vacuum. 

11. In a radio telescope, radio waves strike a large, concave ______. 

12. Today the largest optical telescope has four 8.2-meter ______. 

13. Because the Hubble Space Telescope uses mirrors, it is a ______ type 

of optical telescope. 

14. Optical telescopes allow scientists to study the ______ from objects 

in space. 

15. At the end of the reflecting telescope is a ______ mirror. 

16. Most optical telescopes used by professional astronomers 

are in ______. 

17. The ______ is the arrangement of the forms of electromagnetic 

radiation according to their wavelengths. 

18. The ______ views stars from orbit 

19. Earth’s ______ makes it difficult for astronomers to view the 

universe clearly from the surface. 




2 

Reinforcement 

Early Space Missions 


Directions: Circle the term in the puzzle that fits each clue. Then write the term on the line. The terms read 

across or down. 

S 

P 

A 

C 

E 

P 

R 

O 

B 

E 

A 

R 

R 

T 

O 

R 

B 

I 

T 

S 

T 

O 

M 

N 

T 

O 

S 

A 

B 

P 

1. The Moon is a natural ____________________ of Earth. 

E 

J 

A 

E 

E 

J 

A 

C 

V 

U 

L 

E 

R 

G 

L 

E 

N 

N 

O 

T 

2. The first human to set foot on the Moon was Neil ____________________. 

3. The path of one object circling another is an ____________________. 

4. ____________________ was the program that first sent people to the Moon. 

L 

C 

M 

E 

R 

C 

U 

R 

Y 

N 

I 

T 

S 

S 

D 

T 

Y 

O 

A 

I 

5. The ____________________ probes flew past Jupiter and other planets before heading 

outward toward deep space. 

6. The first citizen of the United States to orbit Earth was John ____________________. 

7. In ____________________, a team of American astronauts first met and connected with a 

spacecraft in orbit. 

8. A ____________________ travels far into the solar system, collecting information and 

returning it to Earth. 

9. Galileo dropped a smaller probe into Jupiter’s ____________________. 

10. Cooperative missions between countries are being planned to send spacecraft to 

____________________ and elsewhere. 

11. Launched in 1989, ____________________ provided information about Jupiter. 

12. Space exploration began when the Soviets launched ____________________, the first 

artificial satellite. 

13. The simplest _____________________ engine is made of a burning chamber and a nozzle. 

14. Weather satellites provide information about the global weather systems on______________. 

15. Project ____________________ began the United States’ effort to reach the Moon. 

T 

G 

T 

A 

I 

A 

S 

C 

G 

K 

E 

E 

R 

J 

U 

P 

I 

K 

E 

R 

A 

M 

O 

L 

N 

O 

J 

E 

R 

R 

R 

I 

N 

S 

T 

L 

P 

T 

D 

M 

T 

N 

G 

G 

A 

L 

I 

L 

E 

O 

H 

I 

I 

A 

E 

O 

M 

A 

R 

S 

A 

T 

M 

O 

S 

P 

H 

E 

R 

E 




3 

Reinforcement 

Directions: Identify Figure A and Figure B as a space station or a space shuttle. Before each statement at 

the bottom of the page, write the name of the spacecraft that the item describes. If an item describes both types 

of spacecraft, write both. 

A. ______________________________ 

B. ______________________________ 

Current and Future 

Space Missions 

A. 


A 

_________________________ 1. This spacecraft orbits Earth. 

_________________________ 2. Astronauts were able to conduct experiments when working 

in this. 

_________________________ 3. This glides back to Earth and lands like an airplane. 

_________________________ 4. The Americans launched Skylab in 1973. 

_________________________ 5. This reusable spacecraft transports astronauts and 

other materials. 

_________________________ 6. A former Soviet cosmonaut spent a record 438 days aboard 

one of these. 

_________________________ 7. The Hubble Space Telescope was launched in 1990 by 

one of these. 

_________________________ 8. This spacecraft provides living quarters and working space 

for people living and working in space. 

_________________________ 9. Several countries may cooperatively build one of these 

in the future. 

_________________________10. Its astronauts move mechanical arms to launch and 

recover satellites. 

_________________________11. The Soviet craft is named Mir. 

_________________________12. Its solid-fuel booster rockets are reused. 

_________________________13. American astronauts spent up to 84 days working in this. 

B. 





1 

Enrichment 

More About Electromagnetic 

Waves 

Can you guess how electromagnetic waves got their name? They consist of both electric and 

magnetic forces produced when electric charges move up and down. Like ocean waves, electromagnetic 

waves have crests and troughs. The distance between one crest and the next is the wavelength. 

Electromagnetic waves exist in many different lengths, from very long to extremely short. Radio 

waves, for example, are sometimes as long as 10,000 meters. On the other hand, gamma rays—the 

smallest electromagnetic waves—are only trillionths of a meter long. 

Below is a table that shows the lengths of electromagnetic waves. Notice that microwaves are 

among the electromagnetic waves listed in the table. Microwaves are used in items such as television 

equipment and ovens. The microwaves used in these items aren’t captured from the atmosphere 

or outer space. They are produced electronically. 

Electromagnetic waves 

Radio waves 

Microwaves 

Infrared 

Visible light 

1 to 10,000 meters 

0.001 to 1 meter 

Length 

0.000001 to 0.001 meter 

400 to 800 nanometers* 

Ultraviolet 

X rays 

10 to 400 nanometers* 

0.0001 to 10 nanometers* 

Gamma rays 

*1 nanometer = 0.000000001 meter 

1. If an electromagnetic wave, from crest to crest, measured 30 nanometers, what kind of wave 

would it be? 

2. Convert 400 nanometers to meters. 

0.1 to 0.0000001 nanometer* 

3. Why do you think ultraviolet and visible light waves are usually measured in units of 

nanometers rather than meters or centimeters? 

4. Look at the electromagnetic spectrum in your textbook. Notice that it shows wavelengths 

measured using scientific notation. How many meters long is a wavelength that measures 

10 2 m? ______________________________________________________________________ 

5. If a wavelength measures 1 nanometer, how would you write this in scientific notation? 




2 

Enrichment 

Magellan 


After it was launched in May 1989 by a space 

shuttle, the spacecraft Magellan began its long 

journey to Venus, the planet closest to Earth. By 

August 10, 1990, Magellan began to orbit 

Venus. Once in orbit, the spacecraft started 

radar mapping the topography of the planet. By 

October, it had mapped about 1.5 percent of it. 

Magellan orbited Venus by flying a route 

that took it over the planet’s poles. It would fly 

over the north pole and then the south pole 

and back again, taking about 1 1/4 hours to 

complete one orbit. In that time it would 

record information on the part of Venus it was 

flying over—a stretch of land about 17,000 

km long and 20 km wide. Venus rotates on its 

axis once every 243 Earth days, and so after 

243 days the spacecraft was able to map 

almost the whole planet. Magellan gathered 

information about the planet in six cycles of 

243 days each. 

Close-up Details 

Magellan sent to Earth radar images of 

Venus. Its radar was able to detect features 

only 120 meters across–ten times smaller than 

anything ever detected on Venus before. 

The spacecraft revealed many features of the 

planet’s surface, including volcanic mountains 

and craters as large as major American cities. 

Second Time Around 

After completing the mapping of Venus, 

Magellan started mapping the planet again. 

Once scientists received the second set of maps, 

they began to use the two sets to compare sites 

on Venus. In studying the maps, they looked 

for changes that may have occurred between 

the times the two sets of maps were completed. 

Magellan helped scientists learn a lot about 

Venus. It sent back pictures of lava plains, lava 

channels, and millions of volcanoes. Because 

there were only a few impact craters, scientists 

deduced that the planet’s surface is relatively 

young—about 500 million years old. This figure, 

which may seem extremely old to us, is 

not considered old in a geological sense. Scientists 

saw little, if any, evidence of the kind of 

erosion that is caused by water. And they saw 

just a small amount of erosion caused by wind. 

Magellan’s mission ended on October 12, 1994, 

when the spacecraft was no longer able to 

maintain radio communications with Earth. 

1. What might scientists conclude if a new space probe mapped Venus in 2005 and showed new 

lava plains not seen on the earlier maps? 

2. Radar images sent back to Earth in October 1990 showed that Venus’s surface has faultlike 

cracks. Based on the information available in October 1990, could we generalize that the entire 

planet has these cracks? 




3 

Enrichment 

Planning Space Colonies 


Directions: Some scientists are planning colonies in space. In this activity you will analyze their ideas and 

consider the answer to a related problem. 

1. One group has decided that a satellite colony should include 10,000 people. Thirty percent of 

the colony’s population will produce materials and perform services for the colony’s needs. 

Forty-four percent of the colony’s population will produce materials for export to Earth. 

a. How many people are to produce materials and perform services for the colony? 

b. How many people are to produce materials for export to Earth? 

Problem: Why do you suppose 26 percent of the colony’s population is unaccounted for in 

the production of materials and their performance of services? 

2. One design for a space colony is a large doughnut-shaped structure. The “doughnut” would be 

spun to give people inside a sense of gravity like that on Earth. 

a. If 60 percent of the inside volume of the structure can be inhabited and the total volume of 

the structure is 29,000,000 cubic meters, what is the actual volume that can be inhabited? 

b. What would be the average volume of living space for each of the 10,000 people? 

Problem: Think of necessary human activities. Describe one way designers might use space 

in the colony efficiently for one or more human activities. 

3. It’s suggested that each person in the colony will need 1.7 tons of material from Earth each 

year. Also, it’s thought that to help people avoid boredom, half of the people in the colony will 

return to Earth each year. 

a. How much material would be needed by 10,000 people in one year? 

b. How many of the 10,000 people would be rotated with people from Earth each year? 

Problem: If you were permitted only 50 kilograms for your personal belongings (excluding 

food, furniture, and your space suit), what would you take with you to spend a year as a 

space colonist? 




Section 1 

Note-taking 

Worksheet 



A. Electromagnetic waves—carry __________ through space and matter 

1. ___________________ radiation includes radio waves, visible light, gamma rays, X rays, 

ultraviolet light, infrared waves, and microwaves. 

2. ____________________________—electromagnetic radiation arranged by wavelength 

a. Forms of electromagnetic radiation differ in their _______________—the number of 

wave crests that pass a given point per unit of time. 

b. The ___________ the wavelength, the higher the frequency. 

3. All electromagnetic waves travel at the speed of _________, or 300,000 km/s. 

B. Optical telescopes—use light to produce magnified images 

1. ______________ telescopes—have convex lenses 

2. ______________ telescopes—use concave mirror 

3. Optical telescopes are often located in buildings called _________________, which often 

have roofs that can be opened for viewing. 


4. The Hubble Space Telescope is located outside ___________ atmosphere. 


a. Mistake made in shaping largest __________. 

b. Once the mistake was repaired in 1999, the Hubble Space Telescope sent back images of a 

large cluster of ____________. 

5. ____________________ optics—computer helps correct poor images. 

6. ______________________ optics—laser relays information to computer to adjust telescope’s 

mirror and make images clearer. 

C. A ___________________ telescope—studies radio waves that travel through space 

1. Because radio waves pass freely through Earth’s atmosphere, radio telescopes are usually 

useful ______ hours a day. 

2. Scientists use information from radio waves to detect objects in space, map the 

____________, and look for signs of life on other planets. 



Note-taking Worksheet (continued) 


Section 2 


A. Early space ____________ allowed astronomers to study space in ways not possible using 

telescopes. 

1. Special motors that don’t require air are called ___________. 

a. ____________________ rockets cannot be stopped once they are ignited. 

b. _____________________ rockets can be reignited after they are shut down. 

2. A _____________—any object that revolves around another object in an _________, or 

curved path 

a. In 1957 the former Soviet Union launched first artificial satellite, _____________. 

b. Today _____________ of communication, scientific, and weather satellites orbit Earth. 

B. A _______________ gathers and transmits information to Earth 

1. Voyager 1 and Voyager 2 are exploring space beyond the _________ system. 

2. ______________, first probe to travel through an asteroid belt 

3. Galileo, launched in 1989, studied Jupiter and two of its moons, __________ and Io. 

a. Gathered information about Jupiter’s _______________, temperature, and atmospheric 

pressure 

b. Studies of Europa indicate a possible ocean of _________ and the possible presence of life. 

C. United States began race for the ________ in 1960s. 

1. First step in program to reach the Moon began with Project ___________. 

a. In 1961, ___________________ became first U.S. citizen in space. 

b. In 1962, ______________ became first U.S. citizen to orbit Earth. 

2. Second step in the Moon race involved Project __________. 

a. Teams of astronauts met and _____________ with orbiting spacecraft. 

b. ___________ of space travel on humans studied. 

c. Unoccupied space __________ also studied the Moon during Projects Mercury and 

Gemini. 

3. Project __________—final step in U.S. program to reach the Moon 

a. On July 20, 1969, _____________ landed on the Moon’s surface, and Neil Armstrong 

and Edwin Aldrin became the first two people to set foot on the Moon. 

b. _______ lunar landings resulted from Project Apollo, which ended in 1972. 




Note-taking Worksheet (continued) 

Section 3 

Current and Future Space Missions 

A. _________________—reusable spacecraft for transporting people, satellites, and other materials 

to and from space 

1. Launched standing on _______ 

2. Glides back to Earth like an ____________ 

B. __________________—permanent places in space for humans to live and work 

1. U.S. __________ orbited Earth from 1973 to 1979. 

a. Crews performed experiments and collected data on the effects of living in _________. 

b. Fell out of _________ and burned up as it entered Earth’s atmosphere 

2. Former Soviet Union _______ housed one cosmonaut for more than a year at a time. 

a. Crews from the former Soviet Union and American crews worked together aboard the Mir. 

b. Crews from the former Soviet Union spent more time aboard Mir than crews from any 

other country. 

C. The United States and Russia have ______________ in nine joint space missions. 

1. _______________________________ (ISS)—cooperation and resources of 16 countries 

2. ISS to be completed by 2006. 



D. Several missions explore ________. 

1. _______________ Surveyor and Mars Pathfinder—scientists learned water may have covered 

planet in the past. 

2. In 2002, ________________ confirmed that Martian soil contained frozen water. 

E. __________________________ (NMP)—purpose is to create advanced technology that will 

let NASA send smart spacecraft into the solar system 

F. ____________________—Lunar Prospector mapped the Moon’s structure and compostition. 

1. Scientists wanted to know if water existed in craters at the Moon’s poles. 

2. Because no material was thrown up when Lunar ______________ was ordered to crash, 

more studies needed. 

G. Space probe ___________ will explore Saturn and its largest moon Titan. 

H. The _____________________________ Space Telescope will study star and galaxy processes. 

I. Many people have _________ from research and technology developed for the space program. 


Assessment 

Assessment 



Chapter 

Review 


Part A. Vocabulary Review 

Directions: Use the following words to fill in the blanks below. 

electromagnetic spectrum orbit rockets Project Gemini 

reflecting telescopes space shuttle refracting telescopes Project Apollo 

observatories space station satellite Cassini 

space probes radio telescopes Project Mercury 

1. Most optical telescopes used by professional astronomers are housed 

in ______. 

2. The path of a satellite around Earth is called its ______. 

3. ______ was the final stage of the space program to reach the Moon. 

4. Any object that orbits Earth is a ______. 

5. The space probe _____ was launched in October 1997 to study 

Saturn. 

6. The ______ is the arrangement of electromagnetic waves according 

to wavelengths. 


7. As part of ______, John Glenn became the first American to orbit 

Earth. 

8. A cosmonaut spent 438 days living and working in the ______ Mir. 

9. Optical telescopes that use concave mirrors to focus light from 

objects are ______. 

10. The Voyagers were ______ that traveled beyond our solar system. 

11. Scientists use ______ to study radio waves traveling through space. 

12. A goal of ______ was to have two spacecraft hook up together while 

in orbit. 

13. The ______ is a reusable spacecraft that glides back to Earth after it 

leaves orbit. 

14. Reflecting telescopes and ______ are two types of optical telescopes. 

15. ______ are motors that don’t require air to burn fuel. 

Assessment 



Chapter Review (continued) 

Directions: Identify each of the following as a natural satellite (N) or an artificial satellite (A). 

16. the Moon 19. _______Earth 

17. the space shuttle Discovery 20. _______Sputnik 

18. Skylab 

Part B. Concept Review 

1. Number the early space travel events below in the sequence that they occurred, beginning with 1. 

a. John Glenn is the first American to orbit Earth. 

b. Neil Armstrong and Edwin Aldrin land on the Moon. 

c. Yuri Gagarin becomes the first human to travel in space. 

d. President John F. Kennedy calls for the United States to place people on the Moon. 

Directions: Use the figure to help you complete each statement. Write the term that completes each statement 

on the blank provided. 

Red 

Violet 

Wavelength (in meters) 

Visible light 

10 4 10 2 1 10 -2 10 -4 10 -6 10 -8 10 -10 10 -12 10 -14 

Assessment 

Infrared 

Ultraviolet 

Radio waves Microwaves X rays 

2. Only X rays and gamma rays are shorter than ___________________ waves. 

Gamma rays 

3. The electromagnetic radiation with the longest wavelengths is ___________________. 

4. ___________________ waves are shorter than microwaves and longer than visible light. 

5. The electromagnetic radiation with the shortest wavelengths is ___________________. 

6. The wavelengths of visible light are ___________________ than those of X rays. 

Directions: Answer the following question in complete sentences. 

7. What are some benefits that the space shuttle provides that earlier spacecraft didn’t provide? 




Chapter 

Test 


I. Testing Concepts 

Directions: Circle the term that correctly completes the sentence. 

1. The Moon orbiting Earth is an example of a(n) (artificial, natural) satellite. 

2. In a (reflecting, refracting) telescope, light passes through convex lenses. 

3. The Hubble Space Telescope is an example of a (reflecting, refracting) telescope. 

4. The space probe (Cassini, Voyager) was launched in 1997 to study Saturn. 

5. The arrangement of electromagnetic radiation according to wavelengths is the 

(electromagnetic spectrum, electromagnetic waves). 

6. (Project Mercury, Project Apollo) was the first stage in the space program designed to send 

Americans to the moon. 

7. The Voyagers are (satellites, space probes) that have traveled beyond our solar system. 

8. On a (space shuttle, space station), astronauts can live and work in space for long periods of time. 

9. (Optical, Radio) telescopes allow us to study the visible light radiated by the stars. 

10. A(n) (artificial, natural) satellite is one that is built and launched by humans. 

11. As part of (Project Gemini, Project Apollo), Neil Armstrong and Edwin Aldrin became the 


first humans to walk on the moon. 

12. A goal of (Project Mercury, Project Gemini) was to link two spacecraft together while they 

were in orbit. 

13. Most (radio, optical) telescopes used by professional astronomers are housed in observatories. 

14. A (reflecting, refracting) telescope uses concave mirrors to focus light. 

15. Space stations are (satellites, space probes). 

16. Because it can be used more than once to send people into space, the (space station, 

space shuttle) saves resources. 

17. (Radio, Optical) telescopes are useful under most weather conditions and at all times of night 

and day. 

18. In the future, the (space shuttle, space station) could be a construction site for ships traveling 

to the Moon and Mars. 

Assessment 

19. A (space shuttle, space station) is able to land like an airplane. 



Chapter Test (continued) 

Directions: Use these words and phrases to identify the numbered parts of the illustration: space station, 

space shuttle, space probe, Earth, Moon. 

22. 

20. 

23. 

24. 

21. 

20. 

21. 

Assessment 

22. 

23. 

24. 

II. Understanding Concepts 

Skill: Sequencing 

1. Place the various forms of radiant energy in the electromagnetic spectrum in sequence from 

longest to shortest wavelength. Number the radiant energy with the longest wavelength 1. 

a. infrared waves 

b. ultraviolet waves 

c. visible light 

d. microwaves 

e. gamma rays 

f. radio waves 

g. X rays 





Skill: Concept Mapping 

Directions: Write true in the blank if the statement is true. If the statement is false, change the boldfaced term 

to make the statement true and write the new term in the blank. 

2. In an events-chain concept map of the race to the moon, Project 

Gemini would follow Project Mercury. 

3. In a network-tree concept map of the race for space, Sputnik 

would be listed under the U.S. space program. 

Skill: Outlining 

Directions: Answer the following questions on the lines provided. 

4. In an outline of the American space program, John Glenn orbiting Earth would be listed under 

which space project? 

5. How would an entry for space shuttles be included in an outline for an article about spacecraft? 


III. 

Applying Concepts 

Writing Skills 

Directions: Answer the following questions using complete sentences. 

1. Can you study visible light using a radio telescope? Explain your answer. 

2. How are orbital space stations useful? 

3. Compare and contrast refracting and reflecting telescopes. 

Assessment 




4. Summarize the importance of Projects Mercury, Gemini, and Apollo. 

5. Should the government of the United States continue to finance the space shuttle program? 

Why or why not? 

6. What are some of the exciting things planned for future space missions? 

Assessment 

7. Describe the difference between solid propellant rockets and liquid propellant rockets. 



Transparency 

Activities 




1 

Section Focus 

Transparency Activity 

Superstar 

Evidence from many different cultures suggest that people have 

studied the skies for a very long time. For example, the Anasazi 

people of Chaco Canyon (New Mexico) recorded astronomical events 

on stone. Below is a drawing thought to record the appearance of a 

supernova, a massive exploding star, in 1054. 


1. What can you identify in this picture that might represent an 

astronomical object? 

2. How did people study stars before telescopes were developed? 

What advantages do telescopes offer modern astronomers? 




2 

Section Focus 


The Outer Limits of the 

Solar System 

Where does the solar system end? The planets end at Pluto, but the 

effects of the Sun’s gravitational pull extend much farther. The last 

items held by the Sun’s gravitational pull are in Oort’s Cloud. 


1. How can satellites and space probes help us get a better 

understanding of the planets in our solar system? 

2. How can space missions help us study Earth? 




3 

Section Focus 


Hot Hot Hot Hot Hot . . . 

One of the missions NASA has planned for the future is a solar 

probe. It is scheduled for launch in February 2007, and it will make 

two close passes to the Sun—one in 2010 and one in 2015. The 

solar probe will pass so close to the Sun that it will be in the Sun’s 

atmosphere. 


1. Why do you think the solar probe won’t be launched before 2007? 

2. How might conditions in the Sun’s atmosphere affect the design 

of the solar probe? 

3. What do you think scientists hope to learn from the solar probe? 




1 

Teaching Transparency 

Activity 

Telescopes 

Eyepiece lens 

Focal point 

Convex lens 


Focal point 

Flat mirror 

Eyepiece lens 

Concave mirror 




Teaching Transparency Activity (continued) 

1. On the transparency, which figure shows a refracting telescope? a reflecting telescope? 

2. What is the focal point of a telescope? 

3. What is the purpose of the flat mirror in a reflecting telescope? 

4. How does a refracting telescope work? 

5. How does a reflecting telescope work? 





Assessment 



Directions: Carefully review the table and answer the following questions. 

U.S. Space Missions 

Date 

Mission 

Duration 

(hours: minutes) 

Notable "Firsts" 

1961 

Mercury 3 

0:15 

U.S. citizen in space 

1962 

Mercury 6 

4:55 

U.S. citizen to 

orbit Earth 

1965 

Gemini 6A 

25:51 

Spacecrafts 

connected in orbit 


1968 

1969 

1983 

Apollo 7 

Apollo 11 

Challenger 

260:09 

195:18 

146:24 

Orbit of the Moon 

Human on the Moon 

U.S. woman in space 

1. According to the table, the first human on the Moon was part of 

space mission ___. 

A Mercury C Apollo 7 

B Gemini D Apollo 11 

2. According to this information, which space mission lasted less 

than one hour? 

F Mercury 3 

H Gemini 6A 

G Mercury 6 J Apollo 7 

3. According to the table, how long was it between the time the first 

U.S. citizen went into space and the time the first U.S. woman went 

into space? 

A 1 year 

C 22 years 

B 21 years 

D 32 years 



Teacher Support 

and Planning 


Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2 

Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5 

Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9 


T1

Teacher Support & Planning 

Section 1 

Content Outline 

for Teaching 



Underlined words and 

phrases are to be filled 

in by students on the 

Note-taking Worksheet. 

A. Electromagnetic waves—carry energy through space and matter 

1. Electromagnetic radiation includes radio waves, visible light, gamma 

rays, X rays, ultraviolet light, infrared waves, and microwaves. 

2. Electromagnetic spectrum—electromagnetic radiation arranged by wavelength 

a. Forms of electromagnetic radiation differ in their frequencies—the number of wave 

crests that pass a given point per unit of time. 

b. The shorter the wavelength, the higher the frequency. 

3. All electromagnetic waves travel at the speed of light, or 300,000 km/s 

B. Optical telescopes—use light to produce magnified images 

1. Refracting telescopes—have convex lenses 

2. Reflecting telescopes—use concave mirror 

3. Optical telescopes are often located in buildings called observatories, which often have 

roofs that can be opened for viewing. 

4. The Hubble Space Telescope, is located outside Earth’s atmosphere. 

a. Mistake made in shaping largest mirror. 

b. Once the mistake was repaired in 1999, the Hubble Space Telescope sent back images of a 

large cluster of galaxies. 

5. Active optics—computer helps correct poor images. 

6. Adaptive optics—laser relays information to computer to adjust telescope’s mirror and 

make images clearer 

C. A radio telescope—studies radio waves that travel through space 

1. Because radio waves pass freely through Earth’s atmosphere, radio telescopes are usually 

useful 24 hours a day. 

2. Scientists use information from radio waves to detect objects in space, map the universe, 

and look for signs of life on other planets. 

DISCUSSION QUESTION: 

What is the main difference between an optical telescope and a radio telescope? Optical telescope 

uses visible light; and a radio telescope uses radio waves. 


T2 

Exploring Space


Content Outline for Teaching (continued) 

Section 2 


A. Early space missions allowed astronomers to study space in ways not possible using telescopes 

1. Special motors that don’t require air are called rockets 

a. Solid-propellant rockets cannot be stopped once they are ignited. 

b. Liquid-propellant rockets can be reignited after they are shut down. 

2. A satellite—any object that revolves around another object in an orbit, or curved path 

a. In 1957 the former Soviet Union launched first artificial satellite Sputnik I. 

b. Today thousands of communication, scientific, and weather satellites orbit Earth. 

B. A space probe gathers and transmits information to Earth 

1. Voyager 1 and Voyager 2 are Exploring Space beyond the solar system. 

2. Pioneer 10, first probe to travel through an asteroid belt 

3. Galileo, launched in 1989, studied Jupiter and two of its moons, Europa and Io. 

a. Gathered information about Jupiter’s composition, temperature, and atmospheric pressure. 

b. Studies of Europa indicate a possible ocean of water and the possible presence of life. 

C. United States began race for the Moon in 1960s. 

1. First step in program to reach the Moon began with Project Mercury. 

a. In 1961, Alan B. Shepard became first U.S. citizen in space. 

b. In 1962, John Glenn became first U.S. citizen to orbit Earth. 

2. Second step in the Moon race involved Project Gemini. 

a. Teams of astronauts met and connected with orbiting spacecraft. 

b. Effects of space travel on humans studied 

c. Unoccupied space probes also studied the Moon during Projects Mercury and Gemini. 

3. Project Apollo—final step in U.S. program to reach the Moon. 

a. On July 20, 1969, Apollo 11 landed on the Moon’s surface, and Neil Armstrong and 

Edwin Aldrin became the first two people to set foot on the Moon. 

b. Six lunar landings resulted from Project Apollo, which ended in 1972. 


What were the three main phases of the United States moon mission, and during what years did 

this moon mission occur? Phases: Projects Mercury, Gemini, and Apollo; years 1961 to 1972 

Section 3 

Current and Future Space Missions 

A. Space shuttle—reusable spacecraft for transporting people, satellites, and other materials to 

and from space. 

1. Launched standing on end 

2. Glides back to Earth like an airplane 



T3


Content Outline for Teaching (continued) 

B. Space stations—permanent places in space for humans to live and work 

1. U.S. Skylab orbited Earth from 1973 to 1979. 

a. Crews performed experiments and collected data on the effects of living in space. 

b. Fell out of orbit and burned up as it entered Earth’s atmosphere. 

2. Former Soviet Union Mir housed one cosmonaut for more than a year at a time 

a. Crews from the former Soviet Union and American crews worked together aboard the Mir. 

b. Crews from the former Soviet Union spent more time aboard Mir than crews from any 

other country 

C. The United States and Russia have cooperated in nine joint space missions 

1. International Space Station (ISS)—cooperation and resources of 16 countries 

2. ISS to be completed by 2006. 

D. Several missions explore Mars. 

1. Mars Global Surveyor and Mars Pathfinder—scientists learned water may have covered 

planet in the past. 

2. In 2002, Odyssey confirmed that Martian soil contained frozen water. 

E. New Millennium Program (NMP)—purpose is to create advanced technology that will let 

NASA send smart spacecraft into the solar system 

F. Moon exploration—Lunar Prospector mapped the Moon’s structure and composition. 

1. Scientists wanted to know if water existed in craters at the Moon’s poles. 

2. Because no material was thrown up when Lunar Prospector was ordered to crash, more 

studies needed. 

G. Space probe Cassini will explore Saturn and its largest moon Titan. 

H. The Next Generation Space Telescope will study star and galaxy processes. 

I. Many people have benefited from research and technology developed for the space program. 


Why is space exploration becoming a more cooperative activity among nations? No one country 

has all the resources for complex space missions 


T4 



Spanish 

Resources 

Radiación proveniente 

del espacio 

Lo que aprenderás 

■ A explicar qué es el espectro electromagnético. 

■ A identificar las diferencias entre telescopios 

refractores y telescopios reflectores. 

■ A reconocer las diferencias entre telescopios 

ópticos y radiotelescopios. 

Por qué es importante 

Aprender sobre el espacio nos puede ayudar a 

entender nuestro mundo mejor. 

Vocabulario 

electromagnetic spectrum / espectro electromagnético: 

arreglo de ondas electromagnéticas 

según sus longitudes de onda. 

refracting telescope / telescopio refractor: 

telescopio óptico que usa una lente convexa 

doble para doblar la luz y formar una imagen 

en el punto focal. 

reflecting telescope / telescopio reflector: telescopio 

óptico que usa un espejo cóncavo para 

enfocar la luz y formar una imagen en el punto 

focal. 

observatory / observatorio: centro que puede 

albergar un telescopio óptico; tiene a menudo 

un techo en forma de domo que se puede 

abrir para observar el espacio. 

radio telescope / radiotelescopio: recopila y 

registra ondas radiales que viajan por el espacio; 

se puede usar de día o de noche bajo casi 

cualquier condición meteorológica. 

Construye un telescopio 

reflector 

Hace casi cuatrocientos años, Galileo Galilei vio 

lo que ningún ser humano había visto antes. 

Usando el telescopio que inventó, Galileo descubrió 

las lunas de Júpiter, observó detalladamente 

los cráteres de la Luna y vio las manchas 

solares en la superficie del Sol. ¿Cómo será 


hacer estos descubrimientos? Descúbrelo al 

construir tu propio telescopio reflector. 

Preguntas del mundo real 

¿Cómo construir un telescopio reflector? 

Metas 

■ Construir un telescopio reflector. 

■ Observar imágenes ampliadas usando el 

telescopio y distintas lupas. 

Materiales 

un espejo plano 

un espejo para maquillarse (un espejo curvo y 

cóncavo) 

lupas de potencias de distintas amplificación 

Medidas de seguridad 

PRECAUCIÓN: Nunca mires el Sol directamente 

o con espejos. 

Procedimiento 

1. Coloca el espejo para maquillarse de modo 

que puedas ver la reflexión del objeto que 

quieres mirar. Escoge un objeto, como la 

Luna, un planeta o una fuente artificial de luz. 

2. Coloca el espejo plano de modo que 

enfrente el espejo para maquillarse. 

3. Ajusta la posición del espejo plano hasta que 

veas el objeto reflejado en él. 

4. Con una de las lupas, mira la imagen del 

objeto en el espejo plano. Observa cómo la 

lente amplía la imagen. 

5. Usa las otras lupas para ver la imagen del 

objeto en el espejo plano. Observa cómo las 

distintas lentes alteran la imagen del objeto. 

Analiza tus datos 

1. Describe cómo cambió la imagen al usar 

distintas lupas. 

2. Identifica las partes de tu telescopio que 

reflejaron la luz de la imagen. 

3. Identifica las partes de tu telescopio que 

ampliaron la imagen. 



T5


Spanish Resources ( continued) 

Concluye y aplica 

1. Explica cómo funcionaron las tres partes de 

tu telescopio para reflejar y ampliar la luz 

del objeto. 

2. Deduce cómo habrían diferido los materiales 

que empleaste si hubieses construido un 

telescopio refractor en vez de un telescopio 

reflector. 

Comunica tus datos 

Escribe un folleto educativo para astrónomos 

aficionados sobre cómo construir un telescopio 

reflector. 

Las primeras misiones 

espaciales 


■ A comparar los satélites naturales y artificiales. 

■ A identificar las diferencias entre satélites 

artificiales y sondas espaciales. 

■ A explicar la historia de la carrera por llegar a 

la Luna. 


Las primeras misiones espaciales que enviaron 

objetos y gente al espacio inauguraron una 

nueva era de exploración humana. 

Vocabulario 

rocket / cohete: motor especial que funciona en 

el espacio y que quema combustible líquido o 

sólido. 

satellite / satélite: cualquier objeto natural o 

artificial que gira alrededor de otro objeto. 

orbit / órbita: trayectoria curva que sigue un 

satélite a medida que gira alrededor de un 

cuerpo. 

space probe / sonda espacial: instrumento que 

viaja a gran distancia en el sistema solar, 

recopila datos y los envía a la Tierra. 

Project Mercury / Proyecto Mercurio: primer 

paso en el programa espacial de EE.UU. para 

llegar a la Luna que orbitó una astronave 

piloteada alrededor de la Tierra, la cual 

regresó a salvo. 

Project Gemini / Proyecto Géminis: segunda 

etapa del programa espacial de EE.UU. para 

llegar a la Luna, en la cual un equipo de 

astronautas se conectó con otra astronave en 

órbita. 

Project Apollo / Proyecto Apolo: etapa final del 

programa espacial de EE.UU. para llegar a la 

Luna, en la cual el astronauta Neil Armstrong 

fue el primer ser humano en poner pie sobre 

la superficie lunar. 

Misiones espaciales actuales y 

futuras 


■ A explicar los beneficios del transbordador 

espacial. 

■ A identificar la utilidad de las estaciones espaciales 

en órbita. 

■ A explorar las misiones espaciales futuras. 

■ A identificar las aplicaciones de la tecnologiá 

espacial a la vida diaria. 


Muchas misiones espaciales futuras han planificado 

experimentos que podrían beneficiarte. 

Vocabulario 

space shuttle / transbordador espacial: astronave 

reutilizable que puede transportar cargamento, 

astronautas y satélites hacia y desde el 

espacio. 

space station / estación espacial: instalaciones 

con zonas de habitación, de trabajo y de ejercicio 

y equipo y sistemas de apoyo para que 

los seres humanos vivan y trabajen en el espacio 

y efectúen investigación que no es posible 

llevar a cabo en la Tierra. 

Usa Internet 

Observa las estrellas 

Durante miles de años, las personas han usado 

la posición de la Estrella Polar para ubicar la 

propia posición en la Tierra. Desde cualquier 

punto de observación, la Estrella Polar, o 

Estrella Boreal, siempre aparece en el mismo 

ángulo sobre el horizonte. Por ejemplo, en el 


T6 

Explorando el espacio


Spanish Resources (continued) 

Polo Norte, la Estrella Polar aparece en lo alto; 

en el Ecuador, aparece apenas por encima del 

horizonte boreal. Otras ubicaciones pueden 

determinarse midiendo la altura de la Estrella 

Polar sobre el horizonte con un instrumento 

llamado astrolabio. ¿Podrías usar la Estrella 

Boreal para determiñar el tamaño de la Tierra? 

Preguntas del mundo real 

Sabes que la Tierra es redonda. ¿Piensas que 

puedes estimar la circunferencia de la Tierra 

observando las estrellas? 

Metas 

■ Anotar tus observaciones de la Estrella Polar. 

■ Compartir tus datos con otros alumnos para 

calcular la circunferencia terrestre. 

Fuente de datos 

Ve a msscience.com para 

obtener instrucciones sobre 

cómo hacer un astrolabio. Visita el sitio web 

para más información sobre la Estrella Polaris y 

datos de otros estudiantes. 

Medidas de siguridad 

PRECAUCIÓN: No uses el astrolabio durante el 

día para observar el Sol. 

Diseña un plan 

1. Consigue un astrolabio o construye uno 

usando las instrucciones en el sitio web de 

msscience.com. 

2. Construye en tu Diario de ciencias un tabla 

de datos semejante a la siguiente. 

Observaciones de la Estrella Polar 

Tu ubicación: 

Fecha Hora 

Lectura del 

astrolabio 

3. Decide con tu grupo cómo harán las observaciones. 

¿Se necesita más de una persona 

para hacer cada observación? ¿Cuándo es 

más fácil observar la Estrella Polar? 

Sigue tu plan 

1. Antes de comenzar, asegúrate que tu maestro(a) 

apruebe tu plan. 

2. Realiza tus observaciones. 

3. Anota tus observaciones en la tabla de 

datos. 

4. Saca un promedio tus lecturas y escríbelas 

en la tabla provista en el sitio web de 

msscience.com. 

Analiza tus datos 

1. Investiga los nombres de las ciudades que 

poseen aproximadamente la misma longitud 

que tu ciudad. Recopila del sitio web de 

msscience.com las lecturas de astrolabio de 

los alumnos en una de esas ciudades. 

2. Compara las lecturas de tu astrolabio. Sustrae 

la lectura menor de la mayor. 

3. Determina la distancia entre la posición de 

tu observación estelar y la de la otra ciudad. 

4. Calcula la circunferencia de la Tierra 

usando la siguiente relación 

Circunferencia = (360°) (distancia entre 

las posiciones) / diferencia de las lecturas 

Concluye y aplica 

1. Analiza cómo se compara la circunferencia 

de la Tierra que calculaste con el valor aceptado 

de 40,079 km. 

2. Determina cuáles son las fuentes posibles de 

error en este método para determinar el 

tamaño de la Tierra? ¿Qué mejoras sugerirías? 

Comunica tus datos 

Halla este Lab usando el enlace msscience.com. 

Crea un póster que incluya la tabla de datos 

tuya y la de estudiantes de otra ciudades. Realiza 

un cálculo de circunferencia como ejemplo 

para tu clase. 



T7


Spanish Resources ( continued) 

Repasa las ideas principales 

Sección 1 La radiación proveniente 

del espacio 

1. El espectro electromagnético es la distribución 

de las ondas electromagnéticas según 

sus longitudes de onda. 

2. Los telescopios ópticos producen imágenes 

ampliadas de los objetos. ¿Qué usa este telescopio 

reflector para enfocar la luz que produce 

la imagen? 

3. Los radiotelescopios recopilan y graban las 

ondas radiales enviadas por algunos objetos. 

Sección 2 Las primeras misiones 

espaciales 

1. Un satélite es un objeto que gravita alrededor 

de otro. Las lunas de los planetas son 

satélites naturales. Los satélites artificiales 

son los que fabrican los seres humanos. 

2. Una sonda espacial viaja por el sistema solar, 

recopila datos y los envía a la Tierra. ¿A qué 

distancia pueden viajar las sondas, como la 

que se muestra en esta foto? 

3. Los primeros programas espaciales estadounidenses 

tripulados incluyen los proyectos 

Géminis y Apolo. 

Sección 3 Misiones espaciales 

actuales y futuras 

1. Las estaciones espaciales proveen la oportunidad 

de conducir investigaciones que no 

son posibles en la Tierra. La Estación Espacial 

Internacional se construirá en el espacio 

con la cooperación de más de una docena de 

países. 

2. Los transbordadores espaciales son naves 

espaciales reutilizables que transportan 

astronautas, satélites y otros tipos de carga 

hacia el espacio y de regreso. 

3. La tecnología espacial se utiliza en la Tierra 

para resolver problemas no necesariamente 

relacionados con los viajes espaciales. 

Avances en ingeniería relacionados con los 

viajes espaciales han llevado a la solución de 

problemas en los campos de la medicina y 

de las ciencias ambientales, entre otras disciplinas. 


T8 

Explorando el espacio


Teacher Guide 

& Answers 


MiniLAB: Try at Home (page 3) 

1. Students in areas away from street lights will see 

more stars than students in urban areas or on 

main streets. 

2. More stars are visible in areas with less background 

light. 

MiniLAB (page 4) 

1. It dropped out of orbit. 

2. The force of gravity pulls the satellite toward 

Earth; the satellite’s inertia keeps it moving in a 

straight line. Together, these forces keep a satellite 

in orbit. 

Lab (page 5) 

Lab Preview 

1. Answers will vary, but students should choose a 

bright object such as the Moon, a planet, or an 

artificial light source. 

2. the flat mirror 


1. The object’s image will appear larger or smaller 

depending on the level of magnification of each lens. 

2. The cosmetic mirror reflects the light onto the flat 

mirror. The flat mirror reflects the light onto the 

magnifying lens. 

3. Magnifying lenses 


1. The curved mirror gathered the light reflecting 

from the object and focused the light on the flat 

mirror. The flat mirror reflected the light onto the 

magnifying lens, and each lens magnified the image. 

2. Convex lenses would have been used instead of 

mirrors. 

Lab (page 7) 


1. Students can use an atlas to locate cities at approximately 

the same longitude as your hometown. 

2. Answers will vary depending on readings. 

3. Answers will vary on cities chosen. 

4. Earth’s circumference at the equator is 24,901 mi. 

(40,079 km). 


1. Values should be close. 

2. Possible answers: making errors in calculations, 

choosing a city not on your longitude, misreading 

the astrolabe. Students might suggest being more 

careful in repeating calculations several times. 

Laboratory Activity 1 (page 9) 

Lab Note: The number of stars visible at any one 

time from one place may vary greatly. Usually, the 

number does not exceed one or two thousand. 


Diagrams will vary. Landmarks should be included 

and labeled. Stars and colors should be recorded. 


1. apparent brightness, color; All stars “twinkle” and 

seem to occupy fixed positions in the sky. Students 

may suggest other properties they used. 

2. Answers will vary. Most stars fit into one of the 

seven spectral types given at the beginning of this 

activity. 

3. G 

4. 5000–6000 K 

5. 4727–5727ºC 

Laboratory Activity 2 (page 11) 


Answers will vary, depending on the size of the 

hemisphere used. 


1. Right ascension lines pass through the celestial 

poles; Right ascension is measured in hours, minutes, 

and seconds. 

2. Both are measured in degrees. Declination gives 

the location of a star above or below the celestial 

equator. 

3. the prime meridian 

4. Different stars are visible because as Earth 

revolves around the Sun, different parts of the sky 

become visible to us. 

5. These stars are below the horizon. 


Directed Reading for Content Mastery (page 15) 

Overview (page 15) 

1. visible light 

2.–3. reflecting telescopes, refracting telescopes 

4. radio telescopes 

5. rockets 

6.–8. space probes, space shuttles, satellites 

Section 1 (page 16) 

1 

T 

2 3 

E L E N S 

4 

E L 

L 

E C T R O M 

T 

A G N E T I C 

5 

C S 

R 

6 

7 

8 

O P T I C S R S P E C T R U M 

N O A 

9 

V S 

E 

X 

P 

E 

E E D 

I 

O 

O F L I G H T 


T9 

Teacher Support & Planning


Teacher Guide & Answers (continued) 

Sections 2 and 3 (page 17) 

1. These probes explored the planets in our solar 

system, sending data back to Earth that may 

someday help us send manned missions to 

the planets. The probes are now outside the 

solar system. 

2. It will be a permanent laboratory designed for 

long-term research projects. Among the topics 

to be studied are the growth of protein crystals 

that could enhance work on drug design and 

treatment of many diseases. It also could be a 

construction site for ships that will travel to the 

Moon or Mars. 

3. Successor to the Hubble Telescope, the Next Generation 

Space Telescope will allow scientists to 

study the evolution of galaxies, the production 

of elements by stars, and the process of star and 

planet formation. 

Key Terms (page 18) 

1. satellite 

2. reflecting 

3. orbit 

4. Project Apollo 

5. refracting 

6. space shuttle 

7. space probe 

8. Project Gemini 

9. observatory 

10. spectrum 

11. rocket 

12. space station 

13. Sputnik 1 

14. Mars 

Lectura dirigida para Dominio del contenido (pág. 19) 

Sinopsis (pág. 19) 

1. luz visible 

2.–3. telescopios reflectores, telescopios refractores 

4. radiotelescopios 

5. cohetes 

6.–8. sondas espaciales, transbordadores espaciales, 

satélites 

Sección 1 (pág. 20) 

9 

V 

6 

E 

S 

P 

E 

C 

T 

R 

O 

1 

L 

L 

2 

E N T E 

E 

L 

E 

5 

E L 

S 

7 

C O N V E X A 

O 

P 

O C I D A D D E 

O 

3 

E 

4 

O 

S 

P 

E C T R O M A G N E T 

R 

S E 

L 

L 

L 

A L U Z 

I C A S 

I 

C 

8 

R A D I A L E S 

Secciones 2 y 3 (pág. 21) 

1. Las sondas exploraron los planetas de nuestro 

sistema solar y enviaron información a la Tierra. 

Algún día esa información nos ayudará a enviar 

misiones tripuladas a los planetas. Ahora las 

sondas están fuera del sistema solar. 

2. Será un laboratorio permanente diseñado para 

proyectos de investigación a largo plazo. Entre 

los temas de estudio se encuentran el crecimiento 

de cristales proteicos que podrían 

realzar el trabajo sobre diseño de drogas y 

tratamiento de muchas enfermedades. También 

podría ser un lugar de construcción de naves 

para los viajes a la Luna o a Marte. 

3. Sucesor al telescopio espacial Hubble, el telescopio 

espacial Next Generation permitirá a los 

científicos estudiar la evolución de las galaxias, 

la producción de elementos en las estrellas y el 

proceso de formación de estrellas y planetas. 

Términos claves (pág. 22) 

1. satélite 

2. reflector 

3. órbita 

4. Proyecto Apolo 

5. refractor 

6. transbordador espacial 

7. sonda espacial 

8. Proyecto Géminis 

9. observatorio 

10. espectro 

11. cohete 

12. estación espacial 

13. Sputnik 1 

14. Marte 

Reinforcement (page 23) 


1. optical 

2. electromagnetic 

3. mechanical 

4. reflecting telescope 

5. radio telescopes 

6. rocket 

7. refracting telescope 

8. radio waves 

9. speed 

10. Light 

11. dish 

12. reflectors 

13. reflecting 

14. visible light 

15. concave 

16. observatories 

17. electromagnetic spectrum 

18. Hubble Space Telescope 

19. atmosphere 


1. satellite 

2. Armstrong 

3. orbit 

4. Project Apollo 

5. Voyager 


T10 




6. Glenn 

7. Project Gemini 

8. space probe 

9. atmosphere 

10. Mars 

11. Galileo 

12. Sputnik 

13. rocket 

14. Earth 

15. Mercury 

S 

P 

A 

C 

E 

P 

R 

O 

B 

E 

A 

R 

R 

T 

O 

R 

B 

I 

T 

S 

T 

O 

M 

N 

T 

O 

S 

A 

B 

P 

E 

J 

A 

E 

E 

J 

A 

C 

V 

U 

L 

E 

R 

G 

L 

E 

N 

N 

O 

T 


A. space station 

B. space shuttle 

1. both 

2. both 












L 

C 

M 

E 

R 

C 

U 

R 

Y 

N 

I 

T 

S 

S 

D 

T 

Y 

O 

A 

I 

T 

G 

T 

A 

I 

A 

S 

C 

G 

K 

Enrichment (page 26) 


1. ultraviolet 

2. 0.0000004 meter 

3. It’s easier to work with numbers that are shorter. 

4. 100 meters 

5. 10 –9 m 


1. They might conclude that Venus has active volcanoes. 

2. No, because by October 1990, the spacecraft had 

mapped only 1.5 percent of the planet. 

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1. a. 3,000 

b. 4,400 

Problem: Answers will vary, but students may 

point out that some may be scientists or astronauts 

who have different responsibilities. 

2. a. 17,400,000 m 3 

b. 1,740 m 3 

Problem: Answers may include such ideas as 

using large common areas such as cafeterias for 

recreation. 

3. a. 170,000 tons 

b. 5,000 

Problem: Answers will vary, but may include 

entertainment items such as DVDs or books. 

Note-taking Worksheet (page 29) 

Refer to Teacher Outline, student answers are 

underlined 

Assessment 

Chapter Review (page 33) 

Part A. Vocabulary Review 

1. observatories (3/1) 

2. orbit (4/2) 

3. Project Apollo (6/2) 

4. satellite (4/2) 

5. Cassini (5/2) 

6. electromagnetic spectrum (1/1) 

7. Project Mercury (6/2) 

8. space station (8/3) 

9. reflecting telescopes (2/1) 

10. space probes (5/2) 

11. radio telescopes (3/1) 

12. Project Gemini (6/2) 

13. space shuttle (7/3) 

14. refracting telescopes (2/1) 

15. rockets (6/2) 

16. N (4/2) 

17. A (4/2) 

18. A (4/2) 

19. N (4/2) 

20. A (4/2) 

Part B. Concept Review 

1. a. 3 (6/2) 

b. 4 (6/2) 

c. 1 (6/2) 

d. 2 (6/2) 

2. ultraviolet (1/1) 

3. radio waves (1/1) 

4. infrared (1/1) 

5. gamma rays (1/1) 

6. longer (1/1) 

7. The space shuttle orbiter can be reused, as can 

its solid-fuel booster rockets. Reusing the shuttle 

saves money and conserves resources. Earlier 

spacecraft could be used only once. (7/3) 



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Chapter Test (page 35) 

I. Testing Concepts 

1. natural (4/2) 

2. refracting (2/1) 

3. reflecting (2/1) 

4. Cassini (5/2) 

5. electromagnetic spectrum (1/1) 


7. space probes (5/2) 


9. Optical (2/1) 

10. artificial (4/2) 

11. Project Apollo (6/2) 

12. Project Gemini (6/2) 

13. optical (3/1) 

14. reflecting (2/1) 

15. satellites (5/2) 


17. Radio (3/1) 



20. Earth (4/2) 



23. Moon (4/2) 

24. space probe (5/2) 

II. Understanding Concepts 

1. a. 3 

b. 5 

c. 4 

d.2 

e. 7 

f. 1 

g. 6 (a–g, 1/1) 

2. true (6/2) 

3. Soviet, or Russian (6/2) 


5. The entry would be included under reusable 

spacecraft. (7/3) 

III. Applying Concepts 

1. No. You need an optical telescope to study visible 

light. Visible light is not detected by radio 

telescopes. Radio telescopes study radio waves 

that penetrate Earth’s atmosphere. (3/1) 

2. Orbital space stations are useful because they 

can remain in space for long periods of time. 

Therefore, scientists in space can perform longterm 

experiments. (7/3) 

3. Both are optical telescopes that magnify images 

of objects in space. Both can be used to view 

only visible light waves, and the images picked 

up by both may be distorted by Earth’s atmosphere. 

Reflecting telescopes use concave mirrors 

to focus light from the objects viewed. Refracting 

telescopes use convex lenses to focus light. 

(2/1) 

4. They were part of the U.S. “race to the Moon” 

with the former Soviet Union. Project Mercury 

was the first leg in the race, providing data and 

basic experience for piloted space flight. Project 

Gemini took up the baton next. It practiced 

techniques for linking up two spacecraft in 

orbit. Project Apollo finished the race, actually 

putting astronauts on the Moon. (6/2) 

5. Students’ opinions may vary. Many are likely to 

favor continuation of the program because it 

has provided such benefits as launching satellites 

as well as space probes. Because the shuttle 

can be reused, the cost of the program is not as 

great as it would be if the shuttles could not be 

reused. Other students may say the money could 

be better used for other government programs. 

(7/3) 

6. Answers will vary and may include recent developments 

in the news. They also should note several 

items in the text, such as the International 

Space Station and explorations of the Moon, 

Mars, and Saturn by space probe. (9/3) 

7. Solid-propellant rockets are generally simpler, 

but can’t be shut down after they are ignited. 

Liquid-propellant rockets can be shut down 

after they are ignited, and can be restarted. 


Section Focus Transparency 1 (Page 40) 

Superstar 

Transparency Teaching Tips 

■ This is an introduction to electromagnetic radiation 

from space. Point out that people were 

observing the stars long before the invention of 

the telescope. Ask the students to interpret the 

symbols on the Chaco Canyon stone. (The crescent 

is the Moon, the star is a supernova, and the 

hand acts as a sort of star-position guide.) 

■ Explain that the light from the supernova is electromagnetic 

radiation, traveling at almost 300,000 

km/s (186,000 mps). The supernova in question 

was 6,300 light years away. Ask the students why 

the Anasazi observation is so unusual. (It was 

made without the aid of an optical telescope. 

Given the distance, it must have been a powerful 

burst of light to be so visible.) 

Content Background 

■ On Earth, the light generated by this supernova 

appeared six times brighter than Venus. It could 

be seen at noon and was visible for 23 days. 

■ It is believed that the hand is a positional guide. If 

you extend a hand towards the sky and wait until 

the Moon is in the indicated position, then the 

supernova, which condensed into the Crab Nebula, 

will appear down and to the left. Remember, 


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however, that the relative positions of Moon and 

Earth vary over the years. 

■ Archaeastronomy is a developing discipline that 

studies the meaning of celestial observations in 

different cultures and periods. It is an interdisciplinary 

field that includes professionals and amateurs 

with backgrounds in physics, astronomy, 

anthropology, and religion, among others. 

Answers to Student Worksheet 

1. There’s the Moon and exploding star. 

2. They used the naked eye. Telescopes magnify 

images many times over. 


The Outer Limits of the Solar System 


■ The concept presented is space exploration. Ask 

the students if they have ever heard of Sputnik 1. 

Explain that it was the first artificial satellite, 

launched in 1957 by the Soviet Union. Fearing a 

missile and space exploration gap, the United 

States created NASA (1958) and began an all-out 

effort to achieve superiority in space exploration. 

The United States continued its efforts, eventually 

putting the first person on the Moon (Neil Armstrong, 

1969). 

■ Point out that we are now cooperating with Russia 

on a joint space station endeavor. 

■ Explain that the space exploration program has 

included launching various space probes. Two 

such satellites, Voyagers I and II, have sent back 

images of Jupiter, Saturn, and Neptune. 


■ Oort’s Cloud is a source of comets. It is composed 

of the nuclei of future comets. The Voyager space 

probes, launched in 1972, are beyond the planets, 

but they are not near Oort’s Cloud. 

■ Named after Netherlands astronomer Jan Oort, 

the Oort Cloud is about one light year from the 

Sun. Oort first proposed that comets originate 

from this enormous cloud of matter. It will take 

Voyager approximately 20,000 years to reach this 

cloud; by then, Voyager won’t be transmitting 

data. 

■ In hopes of finding extraterrestrial life, 

astronomer Carl Sagan headed a team that created 

visual and aural messages for the Pioneer and 

Voyager probes. 


1. The information and photographs gathered and 

sent back to Earth by the probes allow scientists to 

study planet and moon composition and formation. 

Space probes give scientists a much closer 

view of objects in the solar system than instruments 

from Earth’s surface provide. 

2. By studying the data gathered, scientists can analyze 

the information and, perhaps, discover 

answers to questions concerning the origin of 

Earth and the Moon and the origins of life. 

Images from space also offer broad overviews of 

Earth or parts of Earth. These can be useful in 

studying features and processes like land formations 

and weather systems. 


Hot Hot Hot Hot Hot . . . 


■ This is an introduction to future space missions. 

Ask the students to discuss problems related to a 

solar mission (distance, fuel, communication, trajectory, 

and heat shields, among others). 

■ Ask the students to conjecture as to why the solar 

probe won’t be launched until 2007. (The probe’s 

approach to the Sun is timed to coincide with the 

peak of the Sun’s 11 year sunspot cycle.) 


■ The solar probe will be launched toward Jupiter, 

using the planet to slingshot itself toward the Sun. 

Scientists hope to discover more about the solar 

corona, acceleration of solar wind, the source of 

the solar wind, the role of turbulence in the coronal 

heating process, and the nature of the Sun’s 

polar regions. 

■ The probe will be exposed to temperatures in the 

neighborhood of 2,400 K (3,800°F). 

■ Two previous solar probes were launched in 1974 

and 1976, but they could only withstand temperatures 

of 700°F. 

■ The Sun’s corona (outermost atmosphere) may 

consist of plasma shaped by magnetic fields. 


1. Answers will vary and will probably include better 

technology for the probe and its communications 

to Earth. In addition, the probe is timed to arrive 

at the Sun during the most intense part of the 

eleven year cycle of sunspots, around 2010. 

2. It will need special shields due to the heat and 

electrical interference from the Sun. 

3. Answers will vary. Possibilities include information 

about the temperature and composition of 

the Sun. 

Teaching Transparency (page 43) 

Telescopes 

Section 1 


■ Allow each student to look through reflecting and 

refracting telescopes. Explain that the transparency 

shows how light is bent within the two 

types of telescopes to provide an image. 



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■ If possible, display a picture of the telescope at 

Mount Palomar in California. Then explain to 

students that refracting telescopes have size limitations. 

It’s difficult to produce perfect, bubblefree 

glass for a large lens. Imperfections in the lens 

can reduce optical qualities. The mass of a large 

lens can also reduce optical qualities. In addition, 

the mass of a large lens is difficult to support. In 

contrast, a reflecting telescope can be built larger 

and stronger because the mirrors can be reinforced 

with metal without reducing optical qualities. 

Ask students to decide whether the telescope 

at Mount Palomar is a reflecting or refracting telescope. 

(reflecting) 

Reteaching Suggestion 

■ Prepare a blackline copy of the transparency without 

labels and lines showing the path of the light. 

Have students label the parts of the telescope and 

draw in the paths of light. 

Extensions 

Activity: Have students report on the types of 

observations that have been made at Mount Palomar. 

Challenge: Have students work in cooperative 

groups to build their own refracting or reflecting 

telescopes. 


1. top; bottom 

2. the point on a telescope where the image is 

formed 

3. to reflect the image to the eyepiece 

4. Light passes through an objective lens. The image 

formed by this lens is further magnified by a second 

lens, called the eyepiece. 

5. Light is reflected from a concave mirror onto a 

flat mirror. The second mirror reflects the image 

to the eyepiece which enlarges the image. 

Assessment Transparency (page 45) 


Section 3 

Answers 

1. D. For this question, students need to read 

through the table to choose the correct space mission. 

Only choice D, Apollo 11, is listed as getting 

the first human on the Moon. 

2. F. Students must read down the column headed 

Duration to identify which mission lasted less 

than an hour. All of the missions lasted more than 

an hour except Mercury 3. 

3. C. In order to answer the question, students must 

find the dates of the two missions mentioned and 

subtract them to get the time between them. In 

this case, the first U.S. citizen went into space in 

1961 and the first U.S. woman went into space in 

1983. There was a 22-year period of time between 

them. 

Test-Taking Tip 

Instruct students to check before they fill in an 

answer on the test’s answer sheet to be sure that they 

are writing it next to the correct question number. 


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Chapter 14 Resource: Exploring Space

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