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The Night SkyKey Question: What clues do you get about Earth’s motion from observing the night sky?
BEFORE YOU READ
Scan Section 12.1 to locate the highlighted words and headings. Read the sentencesaround the highlighted words to try to figure out their meanings. Then, on the linesbelow, predict what this section will be about.
WHILE YOU READ
Pause and think as you read. After you read the part identified in column 1, pause andwrite brief notes or make sketches in column 2 of ideas you want to remember.
SCANNING
• Scanning is a useful strategy to use when you want to locate specific information, suchas a word, fact, or idea.
• Read down a page to locate specific facts or answers.• Think about how headings or diagrams might guide you.• Move your eyes quickly down the page, seeking specific words and phrases.
Paragraph Ideas to remember
Paragraphs 1 and 2
Earth’s Motions Paragraphs 3 to 7
Precession Paragraph 8Figures 4 and 5
The Night Sky (continued)
AFTER YOU READ
• Compare your notes with those of another student. Identify what is the same and whatis different in the ideas you want to remember.
• Discuss with another student how the figures relate to the information in the paragraphs.
Star MapWith a pencil, join the stars to form constellations. Label the constellations.
brightest stars
less bright stars
WinterSummer
Spring
Fall
The Earth–Moon SystemKey Question: What are the effects of the Earth–Moon system?
BEFORE YOU READ
• Examine the words and phrases below. Using the concept map provided below as astarting point, show how you think the words and phrases are related to one another.Feel free to modify this concept map or create one of your own.
phases of the moon, solar eclipse, lunar eclipse, orbital plane, node, tides, neap tides, spring tides, new moon, gibbous moon, crescent moon, full moon
As you read, use the space below or your notebook to make jot notes about the interestingfacts you find out about the Earth–Moon system.
AFTER YOU READ
Review the organizer you made before you read. What changes would you like to make toit now that you have read the section? Use a different coloured pen or pencil to show yourchanges.
Our Solar SystemKey Question: How did our solar system form?
BEFORE YOU READ
Scan section 12.3 to locate the highlighted words. Read the sentences around thehighlighted words to try to figure out their meanings. Then, on the lines below, predictwhat this section will be about.
WHILE YOU READ
Pause and think as you read. After you read the parts identified in column 1, pause andwrite brief notes or make sketches in the right-hand column of ideas that you want toremember.
Create a quiz in the space below. Use your notes from the right-hand column of yourtable to write six true or false questions. Give your quiz to another student to answer.
Heading Ideas to remember
Formation of our Moon
Step Organizer for the Formation of the Solar System
As you read about the formation of the solar system, summarize each of the five majorsteps in the boxes below. Draw a small diagram to accompany each of these steps.
As you read about the formation of the Moon, summarize each of the four major steps inthe boxes below. Draw a small diagram to accompany each of these steps.
Complete the last column of your chart, What I learned.
AFTER YOU READ
There are many ways to summarize ideas. One way is pick out key ideas or features andchart them or use the ideas to create a cinquain. Here is how to create a planet cinquain: • Line 1: The name of the planet. • Line 2: Two words that tell something about the planet. • Line 3: Three words that end in “-ing.” • Line 4: A phrase that gives unique information about the planet. • Line 5: Repeat the name of the planet.
Work with another student to make cinquains that summarize ideas about each planet.
12.4
Mercurycraters, sluggish
colliding, boiling, rotatingsee it transit in 2016
Mercury
Name of planet What I know What I wonder What I learned
Key Question: How does studying the history of astronomy help you understand modern astronomy?
BEFORE YOU READ
Skim Section 12.5. On the lines below, predict what you will learn by reading thissection.
WHILE YOU READ
• Scan the text on pages 396 to 402 to locate the following specific information:
• How did cultures all over the world use traditional stories?
• How did the Haida explain how the universe was formed?
• According to the legends of the Tsimshian, how were the Moon and stars formed?
• What evidence suggests that people studied astronomy thousands of years ago?
• What is significant about the arrangement of the stones of Stonehenge?
12.5
SKIMMING
• When you skim, you read parts of the text quickly to get a general idea of what it isabout.
• Read the first and last sentence of each paragraph—do not read every word.• Take a quick look at photos and diagrams to see how they fit into the ideas presented.
• What culture developed an accurate calendar of 365 days over 3000 years ago?
• What was Ptolemy’s contribution to early astronomy?
• What was Copernicus’s contribution to early astronomy?
• How did Galileo Galilei make his place in history?
• What were Kepler’s three profound conclusions?
• What made Newton realize that the Moon’s orbit is a combination of the force ofgravity and the Moon’s own motion?
• Who is credited with the theory that the universe began with a “big bang?”
• Now, read the section carefully to decide on an answer to the Key Question.
AFTER YOU READ
Discuss with another student your prediction and what you found out from readingSection 12.5. How accurate were your predictions? How similar were your findings? Discuss your answer to the key question.
Part A: Modified True/FalseIndicate whether each statement is true or false. If false, change the underlined word orphrase to make the statement true.
____ 1. Orion is a circumpolar constellation. _________________
____ 2. The current model that describes the nature of our solar system is the geocentricmodel. _________________
____ 3. Theories for the formation of our solar system are based on educated guesses._________________
Part B: CompletionComplete the sentence.
4. The motion of Earth in an elliptical orbit around the Sun is ___________________.
5. __________________________ motion is the slowing, reversal, and eventuallooping of a planet’s path across the sky.
6. The __________________________ are the two points at which Earth and theMoon’s orbital planes intersect.
7. Earth’s __________________________ is responsible for the seasons, not itselliptical orbit.
Part C: MatchingMatch each of these astronomers to their contribution to science.
____ 8. Copernicus (a) observed the 1572 supernova that shattered the common belief that the heavens were fixed
____ 9. Brahe (b) determined that the orbital paths of planets are elliptical
____10. Kepler (c) explained why the Moon does not fall toward Earth
____11. Newton (d) proposed the heliocentric model of the solar system
Part D: Multiple ChoiceCircle the letter beside the answer that best completes the statement or answers thequestion.
12. Summer is experienced in the northern hemisphere when
(a) Earth is in its aphelion position (b) Earth is in its perihelion position (c) the northern hemisphere is tilted away from the Sun(d) none of the above
16. The fact that most planets rotate in the same direction as their orbital planes isevidence for the ______________ theory.
(a) kinetic molecular (c) rotating nebula(b) Big Splash (d) Big Bang
Part E: Short AnswerUse sentences to answer the following questions.
17. In your own words, describe the current theory for the formation of our solar system.Include the name of this theory, how long ago the formation took place, and how itaccounts for the formation of the inner and outer planets.
Create a multiple-choice quiz in the space below and give it to another student tocomplete. Use your definitions and notes from the right-hand column of your table towrite questions. Give three possible answers. Only one answer can be correct.
13.1
QUIZ-WRITING TIPS
• Look at questions 1 and 2 in the Review Key Ideas and Vocabulary paragraphs onpage 410 for examples of how to write questions.
• Multiple choice items should be written in question format, rather than as a statement.• Each answer should be reasonable.
Measuring Distances in SpaceKey Question: How can distances in space be measured?
BEFORE YOU READ
• Explain the meaning of each of the bolded words in Section 13.2. Locate each word,read the sentences around it, and write what you think it means. Compare yourdefinition with the one in the Glossary.
light year:
parallax:
baseline:
standard candles:
absolute magnitude:
apparent magnitude:
• On the lines below, predict what you will learn by reading this section.
Measuring Distances in Space (continued)WHILE YOU READ
As you read, use the space below to make jot notes about measuring distances in space.
AFTER YOU READ
• Read the Learning Tip on page 423. With another student, explain the sample problem. • Below, write a brief summary of the section using the terms you defined in Before You
Read.
Sample Problem 2: Travel Time for Interstellar Distances
PROBLEM
1. At a speed of 300 000 km/s, how far will light travel in five years?
2. At 29 000 km/h, how many years would it take to travel a distance of five light years?
3. If a human generation is 50 years, how many generations will it take to go that far?
SOLUTION
1. Given that one light year � 9.5 � 1012 km
So, five years � 5 � (9.5 � 1012 km), which equals ______________________ km
or ______________________ km.
2. At 29 000 km/h (2.9 � 104 km/h), how long will it take to travel __________ km?
To solve for the number of hours it will take,
time � �dsispteaendce
� � �2.
090�
000100040kkmm
/h� � ___________________________ h
Convert the hours to years using 8760 h/year.
years � � �87
16y0rh
�
It will take _____________ years to travel five light years at a speed of 29 000 km/h.
3. At a span of 50 years per generation,
generations ��50
0g0e0n0e0ra0t0io0nysr/yr
�
� _______________ generations
It will take ______________ generations to travel five light years.
This would get us to our three closest neighbouring stars, Proxima Centauri (4.2 light years) and Alpha Centauri A and B (4.4 light years), but not to our nextclosest star, Barnard’s star (6.0 light years).
For an extra challenge, perform the calculation using a speed of 62 000 km/h. This isthe approximate speed of Voyager 1 as it nears the boundary between our Sun andinterstellar space.
How Far Apart Are Stars?To demonstrate just how far apart stars could be, consider that, on the average, there isone star for every 1 � 109 cubic light years of space. What distance would there bebetween the stars if our Sun was reduced to the size of a grain of sand of 1 mm3?
To do the calculation, students need to know that– the diameter of the Sun is 1.4 � 106 km, so 1 mm � 1.4 � 106 km (that will be our
scale for this question)– 1 � 109 cubic light years of space is a cube 1000 light years (l.y.) to a side.– 1 light year � 9.5 � 1012 km– there are 1 � 106 mm in a km
HINTS
First: Convert the side of the cube to a distance in km.
Second: At a scale of 1 mm � 1.4 � 106 km, how large is each side of the model of ourcube of space?
Third: With 1 � 106 mm/km our model is
Therefore, each grain of sand (a star the size of our Sun) would be separated by a distanceof _________ km.
Measuring Distances in Space Crossword Puzzle
ACROSS DOWN
1. apparent motion against a background 2. shows a star is moving away5. 3.26 light years 3. actual amount of light
10. the nearest star 4. measure from here to a distant star12. location of Sedna 6. unstable, yellow supergiants
7. shows a star is moving toward us8. of known brightness, used to determine distance9. 9.5 � 1012 km
The Birth of Stars, and the SunKey Question: What is the life cycle of a star?
BEFORE YOU READ
Skim Section 13.3. On the lines below, predict what you will learn by reading thissection.
WHILE YOU READ
Make jot notes in the boxes below to describe the first two stages of the life cycle of a star.
AFTER YOU READ
Compare your notes with those of another student. Identify what is the same and what isdifferent in your summary of the two stages of the life cycle of a star.
Birth of a star Midlife of a star
The Structure of the SunAs you work through Section 13.3, add labels to the diagram below. Make notes as youlearn about the Sun.
Stars: Old Age, Death, and New LifeKey Question: What determines the stages of the life cycle of a star?
BEFORE YOU READ
• Explain the meaning of each of the bolded words in Section 13.4. Locate each word,read the sentences around it, and write what you think it means. Compare yourdefinition with the one in the Glossary.
main sequence:
solar mass:
red giant:
white dwarf:
neutron star:
pulsar:
black hole:
• On the lines below, predict what you will learn by reading this section.
Stars: Old Age, Death, and New Life (continued)WHILE YOU READ
Read the information under each of the headings. In the right-hand column of the chartbelow, list ideas that you want to remember about the development of the stages in thelife of a star.
AFTER YOU READ
Compare your notes to remember with those of another student. Identify what is thesame and what is different in your charts.
Heading Ideas to remember
Hertzsprung–Russell:A Life History for theStars, and Figure 1
Red Giant to WhiteDwarf, and Figures 2and 3
Supernovas, NeutronStars, and BlackHoles, and Figures 4,5, and 6
Try This: Black Holes: Gravity’s Relentless Pull1. Go to the Nelson Science website, www.science.nelson.com, and follow the links to
Black Holes: Gravity’s Relentless Pull. Play the Intro.
2. Finding the Invisible:
a. Object: _______________ Distance: _______________ Black hole: ______________
ANDROMEDA BARRED SPIRALELLIPTICAL GALACTIC COREGLOBULAR CLUSTER IRREGULARLOCAL GROUP MAGELLANIC CLOUDMILKY WAY OPEN CLUSTERORION PLEIADESQUASAR SAGITTARIUS ASPIRAL TARANTULA NEBULAVLT
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Dark Energy and the Expansion of the UniverseKey Question: What theories explain the expansion of the universe?
BEFORE YOU READ
Skim Section 13.6, including the headings, bolded words, and diagrams. On the linesbelow, predict two things that you will learn about the expansion of the universe byreading this section.
Pause and think as you read. After you read the parts identified in the left-hand column,pause and write brief notes in the right-hand column of ideas you want to remember.
Dark Energy and the Expansion of the Universe (continued)AFTER YOU READ
With another student, use the space below to summarize what you learned from readingthe section. Then develop a response to the Key Question. Meet with another pair ofstudents and compare responses.
Dark Energy and the Expansion of the Universe Crossword Puzzle
ACROSS DOWN
5. where dark matter is found 1. most of the universe9. supports dark energy 2. shows galaxies are moving away
10. dark energy is not this force 3. a concentration of galaxies12. what spiral galaxies do 4. 13.7 billion years ago13. models expansion of the universe 5. force to hold galaxies together
6. discovered the expanding universe7. missing mass 8. 9.5 � 1012 km
11. 0.4 %; stars and galaxies 14. 3.6 %; mostly hydrogen 15. what the universe is doing 16. increasing the expansion of the universe
Part A: MatchingMatch each term to its correct description.
____ 1. causes the increased expansion of the universe (a) parallax
____ 2. the apparent movement of a nearby star against a non-moving background (b) standard candles
____ 3. responsible for the mass and gravity holding galaxies together (c) absolute magnitude
____ 4. a stellar object of known brightness and behaviour (d) nuclear fusion
____ 5. actual amount of light given off (e) photosphere
____ 6. has an immense gravitational pull (f ) sunspot
____ 7. process that releases great amounts of heat and light (g) pulsar
____ 8. at 5500 °C, it is the coolest part of the Sun (h) black hole
____ 9. caused by magnetic fields breaking through the surface (i) dark matter
____10. a rotating neutron star giving off high-energy radio waves (j) dark energy
Part B: Multiple ChoiceCircle the letter beside the answer that best completes the statement or answers thequestion.
11. Modern support for the Big Bang theory states that
(a) The universe is 13.7 billion years old +/– 200 million years.(b) Background radiation at the outer boundary of visible space has a temperature
of –273 oC.(c) The background radiation shows fluctuations in temperature and density that are
believed to be the beginnings of all galaxies.(d) All of the above are correct.
12. A simple way to increase the accuracy of the measurements of the distances to stars is to
(a) increase the length of the baseline(b) measure only the brightest stars(c) make the measurements three months apart(d) look at stars that are 90o overhead
(a) volcanic eruptions on the Sun(b) the rapidly spinning Sun throwing material into space(c) the gravitational pull of Jupiter and Saturn(d) disturbances in the Sun’s magnetic field
14. A star’s position on the main sequence band of the Hertzsprung–Russell diagramdepends upon its
(a) age (b) mass (c) diameter (d) type
15. Supernovas
(a) occur in stars over 10 solar masses(b) produce all the elements heavier than iron(c) form neutron stars and black holes(d) all of the above are correct
Part C: Diagram Question
16. Label the diagram of the Sun and briefly describe what occurs in each portion.
17. A body orbiting between Jupiter and Saturn forms an angle of 82o whenmeasurements are made six months apart. Earth’s baseline is 3.0 � 108 km. Create ascale diagram to determine the distance to this possible new planet.
18. Summarize the evidence that points to the existence of dark matter.
Ancient and Modern ToolsKey Question: What technologies have helped astronomers investigate the universe?
BEFORE YOU READ
• Preview Section 14.1. Look at the headings. Read the first and last sentence in eachparagraph. Study the figures and read the captions. What do you already know aboutthis topic?
Ancient and Modern Tools (continued)AFTER YOU READ
Create a multiple-choice quiz in the space below and give it to another student tocomplete. Use your notes to write questions. Give three possible answers. Only oneanswer can be correct.
Computers and ProbesKey Question: What part do computers and probes play in investigating the universe?
BEFORE YOU READ
• Preview Section 14.3. Look at the headings. Read the first and last sentence in eachparagraph. Study the figures and read the captions. What do you already know aboutthis topic?
Make notes from the section. Turn the headings and subheadings into questions and usethem to guide your note taking.
Computers and Probes (continued)AFTER YOU READ
Create a multiple-choice quiz in the space below and give it to another student tocomplete. Use your notes to write questions. Give three possible answers. Only oneanswer can be correct.
Space Probes SummaryIn the table below, list the probes discussed in Section 14.3, the planet or body they wereused to research, and the major discovery that the probe found.
Part A: Modified True/FalseIndicate whether each statement is true or false. If false, change the underlined word orphrase to make the statement true.
____ 1. A simple tool used to measure angular distances is the spectroscope.__________________
____ 2. Another name for the astrolabe is the sextant. _______________
____ 3. Refracting telescopes use mirrors to gather light. __________________
____ 4. Reflecting telescopes are limited in size because their lenses sag if too heavy.___________________
____ 5. Organisms such as pit vipers see where areas are warm and cold because theydetect light in the microwave frequency. ____________________
Part B: CompletionComplete the sentence.
6. All the energies in the universe that behave as waves are referred to as the____________________.
7. The shorter the wavelength, the greater the amount of ____________ associatedwith a particular band of electromagnetic radiation.
8. Indirect light that is not used is called __________________________.
9. Optical telescopes __________ and focus visible light.
10. An unpiloted spacecraft that leaves Earth’s orbit is known as a(n)__________________.
Part C: Multiple ChoiceCircle the letter beside the answer that best completes the statement or answers thequestion.
11. Most of the photographs taken by specialized telescopes, such as the UV telescope,are enhanced by computers so that we can see the energy emitted from objects thatwould otherwise be invisible to human eyes. Such images are said to be in
(a) digital format (c) true colour(b) false colour (d) pseudo-colour
12. The device used to search for extraterrestrial life is the
(a) radio telescope (c) spectroscope (b) refracting telescope (d) gamma ray detector
Chapter 14 Quiz (continued)
13. These tools are usually built on mountains in dry locations near the equator.
(a) satellites (c) radio telescopes (b) optical telescopes (d) observatories
14. Most radio telescopes are arranged in ________, as they gather more radio wavesfrom outer space than individual radio telescopes.
(a) arrows (c) random patterns(b) arrays (d) groups
15. Atmospheric diffraction is best described as
(a) the bending of light waves as they enter a lens(b) the movement of particles from an area of high concentration to an area of low
concentration(c) the scattering of light waves from objects in outer space due to an interaction
with the atmosphere(d) none of the above
16. Astronomers use computers to do the following:
(a) analyze data and perform simulations(b) produce images of objects that emit wavelengths humans cannot see(c) (a) and (b) (d) none of the above
Part D: Short AnswerUse sentences to answer the following questions.
17. Name three space probes, the planets they surveyed, and one piece of information wehave gained as a result of each probe’s mission.
Much of the science fiction of space travel is just fiction. Warp drive, inertia dampeners,and antimatter propulsion do not get beyond the wishful thinking or speculation stageson the scale of progress. Give a few examples from your everyday experiences of thingsthat progressed from wishful thinking to practical application over the last 50 years.
WishfulThinking Speculation Science Technology
PracticalApplication
Faster Than the Speed of Light Crossword Puzzle
ACROSS
3. faster than the speed of light4. object in motion stays in motion because of this7. asks the right questions to solve a problem8. holds matter together9. matter opposite to an electron
10. needed to power any spacecraft11. travels at 300 000 km/s13. closest star14. first stage in the scale of progress
DOWN
1. matter with its electric charge reversed2. not yet considered to be impossible5. belongs in science fiction6. travels at 60 000 km/h
10. space ship of science fiction12. a one-way force
Getting into SpaceKey Question: What issues confront those wishing to explore space?
BEFORE YOU READ
Skim pages 486 to 490. Look at the headings. Read the first and last sentence in eachparagraph. Study the figures and read the captions. Look over the questions on page 491.On the lines below, predict what you will learn by reading this section.
WHILE YOU READ
Make notes from the section. Turn the headings and subheadings into questions and usethem to guide your note taking.
The Apollo capsule that took astronauts to the Moon in the late 1960s and 1970s offered6 m3 of space for the occupants. In the space below, create a diagram of a three-dimensional shape that would give that volume.
Sample Diagram Your Diagram
Dimensions of your box
l � ________ w � ________ h � _________
Using metre sticks, masking tape, and three chairs, create a mock-up of your box for threestudents to sit in. You can use the masking tape to outline on the floor the length andwidth of the box, and have someone hold up a metre stick to simulate the height.
Now, create another diagram for the Orion crew capsule. Recall Orion’s volume fromSection 15.3, and then calculate the volume of the capsule. Determine what are the bestdimensions for the capsule, and create your diagram.
Orion Capsule Diagram
Dimensions
l � ________ w � ________ h � _________
Create a mock-up for the Orion capsule to gain an understanding of how much moreroom future astronauts will have.
Skim pages 500 to 502. Look at the headings. Read the first and last sentence in eachparagraph. Study the figures and read the captions. Look over the questions on page 503.On the lines below, predict what you will learn by reading this section.
WHILE YOU READ
Make notes from the section. Turn the headings and subheadings into questions and usethem to guide your note taking.
4. The differential rotation of Epsilon Eridani with its equator spinning faster than itspoles can be shown by changing the position of the dots in the following diagrams.Redraw the remaining four dots to show the effect of the equator spinning faster thanthe poles.
Part A: MatchingPlace the letter of the correct term on the line to the left of the numbered description.
____ 1. detects a change in stellar brightness (a) inertia
____ 2. orbit with a fixed position above Earth (b) antimatter
____ 3. constant everywhere in the universe (c) free fall
____ 4. will gather data about the Moon for our safe return (d) low Earth orbit
____ 5. creates an alternating red shift–blue shift (e) escape velocity
____ 6. force that moves a rocket (f ) thrust
____ 7. 200–1000 km above Earth (g) geosynchronous
____ 8. a positron (h) terraforming
____ 9. oxygen-rich lunar material (i) extrasolar planets
____10. planets around other stars (j) radial velocity method
____11. changes to an alien world to support human life (k) photometric transit method
____12. speed needed to escape Earth’s gravity (l) electromagnetic forces
____13. occurs at a balance between gravity and (m) speed of lightforward motion
____14. objects in motion stay in motion (n) LRO
____15. holds matter together at the subatomic level (o) ilmenite
Part B: Multiple ChoiceCircle the letter beside the answer that best answers the question or completes thestatement.
16. To explore interstellar space and other star systems, we must be able to travel fasterthan the speed of light because
(a) the distance between the stars is enormous(b) it is not good science to use many generations of astronauts to explore the stars(c) so much time on Earth would pass that your mission would be forgotten(d) all of the above are correct
18. Astronauts seem to float in their spacecraft because
(a) there is no gravity in space(b) inertia keeps them in the air(c) their spacecraft is going too slowly(d) they are in a spacecraft that is moving away from Earth as well as falling toward
Earth at the same time, and the two forces are balanced
19. Rockets move forward because
(a) gravity pulls them along(b) escaping gas molecules push the rocket forward(c) gases push on the ground at launch to move the rocket through its entire flight(d) their streamlined shape allows laminar flow over the rocket
20. A space elevator would be located at the equator because
(a) it is halfway between the countries of the world for easy access(b) the hot weather will keep the cable stretched tight(c) the equator aligns with geosynchronous orbit(d) there already is an asteroid above the equator in low Earth orbit to attach the
cable to
21. Oxygen on the Moon can be obtained from
(a) the lunar atmosphere after it has been purified(b) compounds in the lunar soil(c) microbes in the lunar soil(d) water in the local lakes
22. The next generation of space suit will
(a) protect itself from odour-causing bacteria(b) be able to seal small punctures(c) supply its own power(d) all of the above
26. Robotic rovers currently operating on the irregular surface of Mars have to be“smart.” They have to be able to make decisions about the safest route to follow asthey carry out their missions. Explain why these rovers cannot be adequatelycontrolled by Earth-based researchers.
Part C: MatchingMatch each astronomical term with the correct description.
____11. astrolabe (a) a range of energies that results from both electric and magnetic fields generated by atoms
____12. plane of the ecliptic (b) a technique of detecting extrasolar planets that relies on discovering a star that shows an alternating red shift–blue shift to its spectrum
____13. EM spectrum (c) the path the Sun takes through the sky marked by the twelve zodiac constellations
____14. space probe (d) a device used by astronomers to safely survey distant objects at close range
____15. absolute magnitude (e) phenomenon mistakenly referred to as weightlessness
____16. supernova (f ) the apparent reverse motion of a planet across the sky
____17. free fall (g) the future of a star greater than 10 solar masses
____18. radial velocity (h) simple tool used by ancient astronomers to measure method angles between objects in the sky
____19. retrograde motion (i) the actual amount of light given off by a star
Part D: Multiple ChoiceCircle the letter of the answer that best completes the statement or answers the question.
20. The astronomer who first proposed the geocentric model of the universe was
(a) Galileo Galilei (c) Tycho Brahe(b) Ptolemy (d) Nicholas Copernicus
21. Which of the following can be categorized as a trans-Neptunian object (TNO)?
(a) Sedna (c) the Kuiper Belt(b) the Oort Cloud (d) all of the above
22. Which of the following devices has a lens limited in size to 1.2 m in diameter due toits sagging under its own weight?
(a) radio telescope (c) spectroscope(b) refracting telescope (d) reflecting telescope
24. Which of the following is the type of radiation emitted by some of the hottest objectsin the universe?
(a) radio waves (c) UV radiation(b) microwaves (d) X-ray radiation
25. The habitable zone for a star
(a) is the same for all stars (c) changes as a planet orbits a star(b) is close to a large mass star (d) varies with the mass of and distance
from a star
26. Dark matter
(a) is responsible for the gravity that holds galaxies together(b) likely exists in the outer fringes of a galaxy(c) may be, as yet, some form of undiscovered particle(d) all of the above
27. Our galaxy, the Milky Way, has at its centre
(a) the VLT Yepun (c) a supermassive black hole(b) the constellation Sagittarius (d) a really big star
28. In 5 billion years, when our Sun is ready to move off the main sequence
(a) it will have burned all its helium(b) it will explode to become a neutron star(c) it will become a red giant and then a white dwarf(d) all of the above
Part E: Short AnswerUse sentences to answer the following questions.
29. Describe the EM spectrum. How are the different bands different and how are theysimilar?
33. One of the many tasks of the LRO is to look for ice on the Moon. Why is it lookingfor ice instead of water, and where will that ice likely be discovered?