4.2 To discuss the planets of our solar system  (Page 5/5)

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4. What would if feel like to breathe on Mars?

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8.2 Temperature on Mars

Robot vehicles measured the temperature on Mars over a two-day period.

The horizontal axis shows us earth time. The 14 means 14:00 (2 pm) and 18 means 18:00 (6 pm).

• The vertical axis shows the temperature in degrees Celsius.

Now answer the following questions:

1. What was the temperature at 21:00 on Day 1?

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2. At what time was the temperature –40 degrees Celsius?

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3. At what time was the temperature at its highest? What was the temperature at that time?

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4. At what time did the temperature begin to rise on Day 2?

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5. Give a possible reason for this rise in temperature.

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8.3 Life on Mars?

Life on Mars is not possible as there is no oxygen and also no water. If astronauts erect a base on Mars, obtaining sufficient water will be a one of their greatest problems. They could take water with them but it would quickly be exhausted.

One could argue that plants might be able to recover water as the leaves release water vapour, which condenses and runs down to the root as liquid water.

Think about the following:

• Could plants be used to produce water in the base?
• Is this possible without oxygen?
• Can enough water for human consumption be produced like this?
• Is there enough energy to use the water for human consumption?

Each group now reports their findings briefly, motivating any statements that are made.

MAIN POINTS OF REPORT:

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Assessment

Learning Outcome 1: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.

Assessment Standard 1.2: We know this when the learner conducts investigations and collects data: organises and uses equipment or source to gather and record information;

Assessment Standard 1.3: We know this when the learner evaluates data and communicates findings: generalises in terms of a relevant aspect and describes how the data supports the generalisation

Learning Outcome 2: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge.

Assessment Standard 2.1: We know this when the learner categorises information: compares features of different categories of objects, organisms and events;

Assessment Standard 2.3: We know this when the learner interprets information: interprets information by identifying key ideas in text, finding patterns in recorded data, and making inferences from information in various forms (e.g. pictures, diagrams, text).