Race to Mars

Labs, Demos, and Classroom Activities, Internet,
URL: http://www.racetomars.ca/mars/

space Mars planetary surfaces featured thermodynamics handbook artificial gravity coriolis effect centripetal acceleration rockets

Curriculum Links

Grade 11, Pan-Canadian Science Curriculum

• WORK-11-325.05: use vectors to represent force, velocity, and acceleration (Resources)
• WORK-11-325.06: analyse quantitatively the horizontal and vertical motion of a projectile (Resources)
• WORK-11-325.07: identify the frame of reference for a given motion (Resources)
• WORK-11-325.08: apply Newton"s laws of motion to explain inertia, the relationship between force, mass, and acceleration, and the interaction of forces between two objects (Resources)
• WORK-11-325.11: analyse quantitatively two-dimensional motion in a horizontal plane and a vertical plane (Resources)
• WORK-11-325.12: describe uniform circular motion, using algebraic and vector analysis (Resources)
• WORK-11-325.13: explain quantitatively circular motion using Newton"s laws (Resources)
• WORK-11-116.04: analyse and describe examples where technologies were developed based on scientific understanding (e.g., analyse examples such as rocket launchers and seat belts) (Resources)
• WORK-11-116.06: describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., evaluate technologies such as airbags to reduce injury, and rotating space stations to create artificial gravity) (Resources)
• WORK-11-116.07: analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse braking systems) (Resources)
• WORK-11-213.02: carry out procedures controlling the major variables and adapting or extending procedures where required (e.g., investigate the relationships between force, mass, and acceleration, and the relationships between distance, velocity, and time) (Resources)
• WORK-11-213.03: use instruments effectively and accurately for collecting data (e.g., collect data accurately, using photogates or stopwatches) (Resources)
• WORK-11-213.05: compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., organize data when investigating relationships between force, distance, and work) (Resources)
• WORK-11-215.02: select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., use free body and vector diagrams to communicate results) (Resources)
• WORK-11-215.06: work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., work cooperatively when determining the power output of a group-constructed machine) (Resources)

Grade 12, Pan-Canadian Science Curriculum

• WORK-12-325.05: use vectors to represent force, velocity, and acceleration (Resources)
• WORK-12-325.06: analyse quantitatively the horizontal and vertical motion of a projectile (Resources)
• WORK-12-325.07: identify the frame of reference for a given motion (Resources)
• WORK-12-325.08: apply Newton"s laws of motion to explain inertia, the relationship between force, mass, and acceleration, and the interaction of forces between two objects (Resources)
• WORK-12-325.11: analyse quantitatively two-dimensional motion in a horizontal plane and a vertical plane (Resources)
• WORK-12-325.12: describe uniform circular motion, using algebraic and vector analysis (Resources)
• WORK-12-325.13: explain quantitatively circular motion using Newton"s laws (Resources)
• WORK-12-116.04: analyse and describe examples where technologies were developed based on scientific understanding (e.g., analyse examples such as rocket launchers and seat belts) (Resources)
• WORK-12-116.06: describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., evaluate technologies such as airbags to reduce injury, and rotating space stations to create artificial gravity) (Resources)
• WORK-12-116.07: analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse braking systems) (Resources)
• WORK-12-213.02: carry out procedures controlling the major variables and adapting or extending procedures where required (e.g., investigate the relationships between force, mass, and acceleration, and the relationships between distance, velocity, and time) (Resources)
• WORK-12-213.03: use instruments effectively and accurately for collecting data (e.g., collect data accurately, using photogates or stopwatches) (Resources)
• WORK-12-213.05: compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., organize data when investigating relationships between force, distance, and work) (Resources)
• WORK-12-215.02: select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., use free body and vector diagrams to communicate results) (Resources)
• WORK-12-215.06: work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., work cooperatively when determining the power output of a group-constructed machine) (Resources)

Grade 6, Pan-Canadian Science Curriculum

• SPAC-06-300.23: describe the physical characteristics of components of the solar system; specifically, the sun, planets, moons, comets, asteroids, and meteors (Resources)
• SPAC-06-301.21: describe how astronauts are able to meet their basic needs in space (Resources)
• SPAC-06-104.03: demonstrate and explain the importance of selecting appropriate processes for investigating scientific questions and solving technological problems (e.g., explain why astrology is not a part of science) (Resources)
• SPAC-06-104.08: demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results (e.g., use appropriate terminology such as "constellations," "planets," "moons," "comets," "asteroids," and "meteors" to describe objects in space) (Resources)
• SPAC-06-204.05: identify and control major variables in their investigations (e.g., predict what variables might affect the size of craters on the moon, using a flour and marble simulation) (Resources)
• SPAC-06-204.07: plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea (e.g., plan a procedure to test a hypothesis in a simulated moon crater activity) (Resources)
• SPAC-06-206.02: compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs (e.g., prepare a diagram showing the orbits of the planets) (Resources)
• SPAC-06-206.05: draw a conclusion, based on evidence gathered through research and observation, that answers an initial question (e.g., conclude that simulated flour craters are deeper and wider when the marble is heavier or is dropped from greater heights) (Resources)
• SPAC-06-205.02: select and use tools in manipulating materials and in building models (e.g., select appropriate materials to build model constellations) (Resources)
• SPAC-06-205.07: record observations using a single word, notes in point form, sentences, and simple diagrams and charts (e.g., use a data table to record night sky observations) (Resources)
• SPAC-06-205.08: identify and use a variety of sources and technologies to gather pertinent information (e.g., use electronic and print resources or visit a planetarium to gather information on the visual characteristics of planets) (Resources)
• SPAC-06-207.02: communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language (e.g., write a postcard describing your holiday on a planet other than Earth and include in the description the key characteristics of that planet) (Resources)

Grade 7, Pan-Canadian Science Curriculum

• HEAT-07-308.02: explain temperature using the concept of kinetic energy and the particle model of matter (Resources)
• HEAT-07-308.03: explain how each state of matter reacts to changes in temperature (Resources)
• HEAT-07-308.04: explain changes of state using the particle model of matter (Resources)
• HEAT-07-308.05: compare transmission of heat by conduction, convection, and radiation (Resources)
• HEAT-07-112.01: describe how an individual"s needs can lead to developments in science and technology (e.g., describe how the need for protective clothing led to the development of oven mitts, survival suits, and ski suits, or how the need for home comfort led to the development of air conditioning, central heating, and insulated walls, doors, and windows) (Resources)
• HEAT-07-210.02: compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs, and scatter plots (e.g., plot a graph showing the decrease in temperature of various liquids from identical initial temperatures) (Resources)
• HEAT-07-210.11: state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., explain how the evidence of convection currents in fluids supports the particle model of matter) (Resources)
• HEAT-07-210.12: identify and evaluate potential applications of findings (e.g., identify examples such as the application of heat transfer principles to the design of homes and protective clothing) (Resources)
• HEAT-07-208.08: select appropriate methods and tools for collecting data and information and for solving problems (e.g., use black or reflective materials to study heat absorption; observe convection currents in liquids using a glass loop, or in gases using a box and chimney apparatus) (Resources)
• HEAT-07-211.02: communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means (e.g., present, on a series of transparencies, the steps that could be followed to test the effectiveness of the heating system in a passive solar home) (Resources)


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