primary | PR02

teach with space

HISTORY OF THE UNIVERSE
Creating timelines

teacher‘s guide and pupil activities

 INTRODUCTION

The vast age of the Universe can be difficult to

comprehend and put into perspective. This creative
and mathematical research activity allows pupils to
gain an insight into the main events in the history
of the Universe and scale them to a recognisable
timescale of one year.

Fast facts page 3

Background page 4

Activity - Making timelines page 10

Creating a personal timeline page 10
A timeline for the Universe page 10
Example calculation page 13

Conclusion page 17

Worksheet page 18

Space context @ ESA

page 22
Giotto page 22
Rosetta page 22

Appendix page 24
Timeline of the Universe for class display page 25
Cards for the events of the Universe page 26

Links page 28

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 HISTORY OF THE UNIVERSE
Creating timelines
FAST FACTS Outline
Age range: 10 – 12 years old In these activities pupils will work in groups
to create timelines: first, one of their own
Type: pupil (group) activity lives and then one of the main events in the
history of the Universe. Pupils next calculate
Complexity: medium to difficult the events in the history of the Universe to a
scale of one year. Pupils will also research the
Teacher preparation time: 30 to 60 minutes events and produce artwork to accompany
the information. Finally, pupils present their
Lesson time required: 2 hours work to the class.

Cost per kit: low (less than 10 euro) Pupils will learn
Location: indoor (any classroom) 1. That the Universe is very old.
2. That the Earth was created relatively
recently.
Includes the use of: reference books, internet
3. That humans have been on Earth for a
(optional), art and craft materials, calculators
relatively short time.
4. How to construct a timeline of events
from the beginning of the Universe to the
present day.
5. The influence of impacts on the evolution
of the Earth.

Curriculum relevance
Science • Multiply and divide whole numbers with
• Exploring ideas more than four digits
• Research using secondary sources of • Solve problems involving converting
information between units of time
• Reporting on findings from enquiries, • Understand and use place value for deci-
including oral explanations mals, measures and integers of any size

Mathematics Literacy
• Read, write, order and compare numbers to • Read and discuss non-fiction and reference
at least 10 000 000 and determine the value books or textbooks
of each digit • Distinguish between statements of fact
• Round numbers to the nearest 10, 100, 1000, and opinion
10 000 and 100 000 • Formal presentations and debates
• Solve number problems
• Use rounding to check answers to calculations Art & design
• Add and subtract whole numbers with more • Produce creative work, exploring their ideas
than 4 digits and recording their experiences

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 BACKGROUND
A brief history of the Universe
Beginning of the Universe
Astronomers believe that the Universe began with a ‘Big Bang’ 13.8 billion years ago. In the beginning,
the Universe was unimaginably hot and dense; concentrated into a volume smaller than a pinhead.
Suddenly, it expanded rapidly as a hot explosion. In just a tiny fraction (far less than one millionth) of
a second the Universe was bigger than a grapefruit and is still expanding today. After the Big Bang
the Universe continued to expand and cool. In the first seconds particles formed. Then, in the first
few minutes neutrons and protons combined to form the first atomic nuclei, such as deuterium,
helium and lithium. Once the Universe had expanded and cooled further, after about 380 000 years,
atoms formed. The Universe was then filled with clouds of mostly hydrogen and helium gas, and light
could travel freely for the first time. This ‘first light’ can be detected today as the Cosmic Microwave
Background.

Birth of galaxies
A few hundred million years after the Big Bang, in denser areas of gas clouds, the first stars and galaxies
formed (Figure 1). The first stars were much bigger and mightier than those we see now, while the first
galaxies were much smaller and closer together than they are today.

Birth of the Sun, planets and comets

Our Solar System formed about 4.6 billion years ago from a large cloud of gas and dust called a
nebula (Figure 1). The densest area of the nebula slowly began to collapse. The surrounding gas and
dust, flowing at high speeds, formed a swirling disc. At the centre of the disc the gas and dust were
squeezed together, becoming hotter and denser until the Sun, our nearest star, formed. Most of the
dust in the disc surrounding the newly born Sun began to collide and stick together, eventually forming
the planets. Today, orbiting around the Sun are eight planets, their moons and many smaller objects
known as asteroids and comets.

History of the Earth

The early Solar System was a turbulent place with frequent collisions between objects trying to develop
into planets. This time is often referred to as a period of heavy bombardment. The Earth survived one
such large collision about 100 million years after its formation. The debris from this collision is thought
to have formed the Moon (Figure 1). The young Earth was bombarded by impacts from asteroids and
comets, objects left over from the formation of the planets. After the Earth formed it began to cool
down from its original molten state, developing a solid crust and oceans.

To begin with there was no water on Earth. It is thought that impacts from comets and asteroids
brought water to our planet. Evidence of these frequent impacts on Earth isn’t obvious because the
surface of our planet has changed over time, due to the presence of water, tectonic plate activity (such
as earthquakes and volcanic eruptions), weathering and erosion. However, evidence can be seen on
the surface of the Moon which is heavily scared with craters from past impacts. The surface of the
Moon has changed very little since it was formed and therefore preserves a record of the past.

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 Figure 1

timeline of the Universe

beginning of the Universe
13.8 billion years ago

birth of galaxies
13 billion years ago

birth of Sun, planets & comets

4.6 billion years ago

creation of the Moon

4.5 billion years ago

heavy bombardments
4 billion years ago

first life forms emerge

3.5 billion years ago

mammals appear on Earth

200 million years ago

extinction of dinosaurs;
more mammals emerge
66 million years ago

first ancestors of man appear

2.5 million years ago

Homo sapiens appear

200 000 years ago

Stonehenge is built
5000 years ago

telescope is invented in 1608

406 years ago

first person in space

12 April 1961

first person on the Moon

21 July 1969

first spacecraft to land on a comet

12 November 2014

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The earliest life forms emerged when the Earth was roughly 1 billion years old (3.5 billion years ago).
The early life forms on Earth were microscopic bacteria. As this life developed and harnessed the power
of the Sun (by photosynthesis) simple plants evolved.

Around 200 million years ago the first mammals appeared on Earth. But they remained fairly small
and inconspicuous until the dinosaurs died out around 66 million years ago (Figure 1). Around this
time it is thought that a large asteroid or comet impacted Earth in an area now known as Yucatán,
Mexico. It was the global climate change that occurred afterwards that contributed to the extinction
of the dinosaurs.

With the dinosaurs extinct, small mammals thrived, quickly diversifying and growing in size. It was
around 2.5 million years ago that the first ancestors of man appeared on Earth, followed by the Homo
sapiens, our own species, around 200 000 years ago (Figure 1). Around 5000 years ago, our ancestors
built giant structures such as Stonehenge and just over 400 years ago the telescope was invented and
then turned towards the night sky.

The Space Age

With the advent of the Space Age in the twentieth century, humankind set its sights on exploring
beyond Earth. On 12 April 1961 cosmonaut Yuri Gagarin become the first person to journey into space
(Figure 1). Yuri Gagarin’s adventure in space lasted for just over 100 minutes. Just a few years later,
on 21 July 1969, Neil Armstrong became the first person ever to walk on another celestial body as he
took his first step onto the Moon. Today there are 6 people living in orbit around the Earth on the
International Space Station. Over the last half of the twentieth century humankind has utilised space
in many different ways: to study our own planet; to communicate across the globe; to look out into
the Universe and to study our local celestial neighbourhood, the Sun, planets, moons, asteroids and
comets. Over the limited lifetime of our species on Earth, we have evolved and explored to develop life
as we know it today.

Asteroids
Asteroids are a group of small, irregular-shaped bodies located in the inner Solar System. They are
made of rocky and metallic material, such as iron. There are millions of asteroids in the Solar System.
The majority of asteroids orbit the Sun in the Asteroid Belt between the orbits of Mars and Jupiter.
Asteroids are thought to be material left over from the formation of the Solar System.

The European Space Agency’s Rosetta mission passed by and studied two asteroids, asteroid 21 Lutetia,
and 2867 Steins, on its long journey to a comet. Figure 2 shows a montage of images of asteroids and
comets to show the large variation in size and shape.

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 Figure 2

243 Ida Dactyl 9969 Braille 5535 Annefrank 2867 Steins

58.8 x 25.4 x 18.6 km [(243) Ida I] 2.1 x 1 x 1 km 6.6 x 5.0 x 3.4 km 5.9 x 4.0 km
Galileo, 1993 1.6 x 1.2 km Deep Space 1, 1999 Stardust, 2002 Rosetta, 2008
Galileo, 1993

25143 Itokawa
433 Eros 0.5 x 0.3 x 0.2 km
33 x 13 km Hayabusa, 2005
NEAR, 2000

253 Mathilde
66 x 48 x 44 km
NEAR, 1997

951 Gaspra
18.2 x 10.5 x 8.9 km
Galileo, 1991 21 Lutetia
132 x 101 x 76 km
Rosetta, 2010

19P/Borrelly 9P/Tempel 1 81P/Wild 2 19/P/Halley

8 x 4 km 7.6 x 4.9 km 5.5x4.0x3.3 km 6 x 8 x 8 km
Deep Space 1, 2001 Deep Impact, 2005 Stardust, 2004 Vega 2, 1986

↑ A composite showing the different shapes and sizes of asteroids and comets. The comets are the four objects at the bottom of the
figure. The text accompanying each image is:
Line 1 - number and name of the object,
Line 2 - dimensions in kilometres,
Line 3 - name of the mission that studied the object and the year in which the image was taken.

Created from a montage by Emily Lakdawalla. Ida, Dactyl, Braille, Annefrank, Gaspra, Borrelly: NASA / JPL / Ted Stryk. Steins: ESA/ OSIRIS team. Eros: NASA / JHUAPL. Itokawa:
ISAS / JAXA / Emily Lakdawalla. Mathilde: NASA / JHUAPL / Ted Stryk. Lutetia: ESA / OSIRIS team / Emily Lakdawalla. Halley: Russian Academy of Sciences / Ted Stryk. Tempel 1:
NASA / JPL / UMD. Wild 2: NASA / JPL

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Comets
Comets are small, icy worlds that originate from
Figure 3
regions of the outer Solar System, beyond the
planet Neptune, known as the Kuiper Belt and
the Oort Cloud. Comets are mostly made out of
ice, but also contain dust and rocky material. Just
like asteroids, they are material left over from
the formation of the Solar System and have an
irregular shape (Figure 2). The majority of comets
take hundreds or thousands of years to orbit the
Sun. Compare that to just one year for the Earth!
Occasionally, the orbit of a comet can be changed
sending it racing towards the inner Solar System.
As comets approach the Sun, they begin to heat
up and sometimes produce spectacular tails of

Philipp Salzgeber
gas and dust (Figure 3).

Many comets have very elongated orbits, which

means that they are close to the Sun, and therefore ↑ Photo of the comet Hale-Bopp taken in Croatia.
visible, for only a short period of time. The orbits
of some comets have changed so significantly that
they now orbit the Sun on much shorter timescales. Comet 1P/Halley orbits the Sun about every 75
years and has been observed from Earth (with the naked eye) on a regular basis over the last thousand
years or so. One famous record of comet 1P/Halley’s visibility from Earth was made on the Bayeux
Tapestry that depicts the Battle of Hastings in 1066 (Figure 4).

Figure 4

↑ Comet 1P/Halley depicted on the Bayeux tapestry (top centre).

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Millions, billions and powers of 10
The timescales of the Universe are immense. In this activity, pupils will need to become familiar with
large numbers (up to 13.8 billion!) and converting between them. Below is a quick overview of the
scientific number conventions:

One million is a thousand thousands:

1 million = 1000 x 1000 = 1 000 000

One billion is a thousand million:

1 billion = 1000 x 1 000 000 = 1 000 000 000

Instead of using/writing many zeros, large numbers can be written in a mathematical shorthand
which is clearer and easier to read. For example:

100 = 10 x 10 = 102 (this reads '10 to the power 2', or in this case, '10 squared')

Similarly,

1000 = 10 x 10 x 10 = 103 ('10 to the power 3', or in this case, '10 cubed')

Following through to larger numbers:

1 million = 1 000 000 = 1000 x 1000 = 10 x 10 x 10 x 10 x 10 x 10 = 106 ('10 to the power 6')

1 billion = 1 000 000 000 = 1000 x 1 000 000 = 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 = 109

('10 to the power 9')

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 ACTIVITY
Making timelines
In this activity, pupils will work in groups to create a timeline of their own lives and a timeline of the
main events in the history of the Universe. The timeline of events in the history of the Universe is
then set to a scale of one year and pupils calculate on what month, day and hour each event takes
place. In addition, pupils will conduct research to find out more about the main events in the history
of the Universe and make a picture/piece of artwork to accompany the information. At the end of
each task pupils present their work to the class. An example Timeline of the Universe for class display
and a set of cards for the events of the Universe are provided in the Appendix.

Equipment
• Large Timeline of the Universe for class display – made in advance (for example, see Appendix)
• Set of cards for the events of the Universe – see Appendix
• Worksheet – My timeline (1 for each pupil)
• Worksheet – A timeline of the Universe (at least one copy per pair of pupils)
• Craft paper – various colours
• Scissors
• Glue sticks
• Colouring pens and pencils
• Calculators
• Pencils

Creating a personal timeline (20 minutes)

Discuss with pupils their memories of events in their lives. What is their earliest memory?
How far back can they remember? Can they think of something that is old? Do they know of an
event that happened a long time ago? Most of the information we have about times gone by have
come from written sources. Everything we know about time before human beings existed has come
from scientists’ research. Explain to pupils that they are going to construct a timeline to show key
events in their own lives, from birth to the present. They may design their own or they may prefer to
use the timeline provided in the Worksheet – My timeline.

The pupils plan and complete their individual timelines. Ask for volunteers to describe their life
stories and share key events with the class. What are the earliest memories they have? The timelines
may be used later as part of a class display.

A timeline for the Universe (1 hour 40 minutes)

Explain to pupils that the timelines they created in the previous activity show events that happened
in sequence from when they were young to the present day. Then show a video that tells another
story: the story of the Universe from its beginning to the time when humans first appeared (for
an example video, see Links section). The example video has spectacular graphics. It starts at the
beginning of the Universe and includes key events such as the formation of the Solar System and
the emergence of people.

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 ACTIVITY
Show pupils the Timeline of the Universe displayed on a whiteboard or classroom wall and explain
that this represents the entire history of the Universe from the beginning to the present day, a total
of 13.8 billion years. On the display 13.8 billion years are scaled and displayed as one year. The last
ten minutes of the year, on 31 December, are highlighted in the final section. Pupils are now going to
calculate the number of years (in the history of the Universe) represented by one month, one week,
one day, or one minute on this timeline of one year.

Calculating timescales
First ask the pupils to calculate the units of time that make up a year on planet Earth (Task 1 on the
Worksheet - A timeline of the Universe). Ask the groups to share their results with the class. Next,
go through the calculation in Task 2 on the Worksheet - A timeline of the Universe. In this task pupils
must work out the number of years on the actual timeline of the Universe, that are represented by
each fraction of a year in the scaled timeline. You may like to support the groups during this task
by working through the calculations on the board or by inviting individuals to show the class how
they solved each problem. The answers to these calculations can be found in Table A1 and Table A2.

Table A1

time in in in days in hours in minutes in seconds

frame months weeks

1 second - - - - 1

1 minute - - - 1 60

1 hour - - 1 60 60 x 60 = 3 600

1 day - 1 24 24 x 60 = 1 440 24 x 60 x 60 =
86 400

1 week 1 7 7 x 24 = 7 x 24 x 60 = 7 x 24 x 60 x 60 =
168 10 080 604 800

1 month* 1 52 / 12 = 365 / 12 (365 / 12) x (365 / 12) x 24 x (365 / 12) x 24 x 60 x

4.3 = 30.4 24 = 730 60 = 43 800 60 = 2 628 000

1 year 12 52 365 365 x 24 = 365 x 24 x 60 = 365 x 24 x 60 x 60 =

8 760 525 600 31 536 000

↑ Converting the timescales of a year into various units.

*Assuming 12 equal months.

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 ACTIVITY
Table A2

time on timeline fraction of a year time in the history of the

Universe (years)

1 year 1 13.8 billion = 13 800 million

1 month (if all months were equal) 1 / 12 13.8 / 12 = 1.15 billion = 1150
million

1 week 1 / 52 13.8 / 52 = 0.265 billion =

265 million

1 day 1 / 365 13.8 / 365 = 0.378 billion =

37.8 million

1 hour 1 / (365 x 24) 13.8 / (365 x 24) = 0.00158

billion = 1.58 million

1 minute 1 / (365 x 24 x 60) 13.8 / (365 x 24 x 60) =

26 300

1 second 1 / (365 x 24 x 60 x 60) 13.8 / (365 x 24 x 60 x 60) =

438
↑ Converting the timescales of a year into the fractions of a year (second column) and converting these to the timescales of the
Universe (third column).

Key events in the history of the Universe

Provide each group with one or two cards from Appendix - Cards for the events of the Universe. Ask
them to use the Internet or books to research information about their events. Pupils should also
design and make a piece of artwork to accompany their information. Explain to pupils that before
matching all the events to the correct places on the timeline they must calculate how long after the
beginning of the Universe their event occurred. Go through Task 3 on the Worksheet - A timeline
of the Universe, showing how to subtract how long ago the event happened from the age of the
Universe. If pupils are sufficiently confident, they may complete the calculation for their assigned
event(s). Display the results for all of the groups. The answers can be found in Table A3 (third column).

Placing the events on the timescale of one year

Now that pupils are familiar with key events in the history of the Universe, they can convert the
times onto the scale of one year and complete Task 4 on the Worksheet - A timeline of the Universe.
By using the familiar timescale of one year, pupils will get a better understanding of when events
occurred.

This calculation can be challenging and, depending on the ability of the pupils, the task can
be amended accordingly. More able pupils may relish the opportunity to demonstrate their
mathematical understanding.

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 ACTIVITY
The task can also be extended to calculate not just the day of the year, but also the time of day at
which the events occur. For pupils who find the mathematics more challenging, you may choose to
demonstrate the calculations on the board or provide the data for each group to add the events to
the timeline. A worked example calculation is given below and the dates for all events are given in
Table A4 (fourth column).

Example calculation
All dates are given in Table A3 (fourth column).

Event: Mammals appeared on Earth.

When did it happen? 200 million years ago.

How many years after the birth of the Universe?

The beginning of the Universe was: 13.8 billion years ago = 13 800 million years ago.
Mammals appeared: 200 million years ago.
Mammals appeared: 13 800 million – 200 million = 13 600 million = 13.6 billion years after the
beginning of the Universe.

How many days is this in a year?

If the timescale of the Universe is converted to the scale of one year: 13.8 billion years is equal to 365
days.

Mammals emerged 13.6 billion years after the beginning of the Universe. To calculate the number of
days the event occurred after the beginning of the Universe in the timescale of one year:

13.6 billion years number of days since the beginning of the year
=
13.8 billion years 365 days

And so,
13.6 billion years
number of days since the beginning of the year = 365 days x = 359.71 days
13.8 billion years

This is 359 full days and 0.71 days (to 2 decimal places). So, the day we are looking for is day 360.

Once pupils have calculated which day they are looking for, they can identify the exact date and
month using the timeline in Figure A1. You will noticed that 1 January is the first day in the year, 1
February is day 32 in the year and 1 March is day 60 and so on.

In the worked example, we are looking for day 360. This is 26 December on the timeline (Figure A1).

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 ACTIVITY
Figure A1
Days in month 31 28 31 30 31 30 31 31 30 31 30 31
Day in year 1 32 60 91 121 152 182 213 244 274 305 335 366

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

↑ Timeline conversion. Remember, 1 January is the first day in the year, 1 February is day 32 and 1 March is day 60 and so on.

Very able pupils may be able to take the calculation further and calculate the time on the day at
which the event occured as follows:

Mammals emerged after 359.71 days. This is 359 full days and 0.71 days.

One day has 24 hours so:

0.71 days number of hours in the day
=
1 day 24 hours
And so,
0.71 days
number of hours in the day = 24 hours × = 17.04 hours
1 day

i.e. 17 full hours and 0.04 hours (to 2 decimal places).

The event therefore occurred on 26 December between 17.00 and 18.00 (between 5pm and 6pm).
Following the same method further to calculate the minutes and seconds of the hour at which the
event happened. The time on 26 December is after 17 full hours and 0.04 hours.

One hour has 60 minutes so:

0.04 hours number of minutes in the hour

=
1 hour 60 minutes

And so,
0.04 hours
number of minutes in the hour = 60 minutes × = 2.608 minutes
1 hour

0.608 minutes number of seconds

And into seconds: =
1 minute 60 seconds
And so,

number of seconds = 0.608 minutes × 60 seconds = 36.5 seconds

Bringing all of the numbers together, we see that the event occurred on:
26 December at 17:02:36.5 (5.02 pm and 36.5 seconds).

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 ACTIVITY
After completing the tasks, each group then shares the information and artwork related to their
assigned event with the class.

Discuss the pupil’s research and calculations. Ask questions such as:
• How old is the Universe?
• When was the Earth formed?
• When did the first humans appear?

Re-emphasise that the timeline covers a span of 13.8 billion years and that one second represents
438 years. Set within this enormous time frame, Earth came into existence relatively recently and
humans have lived on the planet for a relatively short time. Finally, pupils attach their events at the
appropriate places on the timeline.

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 ACTIVITY
Table A3

event time since the years after the time on timeline of

event beginning of the the Universe (Task 4)
(years) Universe (Task 3)

beginning of the 13.8 billion 0 1 January

Universe

birth of galaxies 13 billion 0.8 billion 22 January 03:49:33.9

birth of Sun, planets 4.6 billion 9.2 billion 1 September 08:00:00

and comets

creation of the Moon 4.5 billion 9.3 billion 3 September 23:28:41.7

heavy bombardment 4 billion 9.8 billion 17 September 04:52:10.4

first life forms emerge 3.5 billion 10.3 bilion 30 September 10:15:39.1

mammals appear on 200 million 13.6 billion 26 December 17:02:36.5

Earth

extinction of 66 million 13.734 billion 30 December 06:06:15.7

dinosaurs; more
mammals emerge

first ancestors of man 2.5 million 13.7975 billion 31 December 22:24:47.0

appear

Homo sapiens appear 200 000 13.7998 billion 31 December 23:52:23.0

Stonehenge is built 5000 13 799 995 000 31 December 23:59:48.6

(13.799 995 billion)

telescope is invented in 406 13 799 999 594 31 December 23:59:59.1

1608 (13.799 999 billion)

first person in space, 12 53 13 799 999 947 31 December 23:59:59.88

April 1961 (13.799 999 billion) 121 ms before midnight

first person on the 45 13 799 999 955 31 December 23:59:59.90

Moon, 21 July 1969 (13.799 999 billion) 103 ms before midnight

first spacecraft to 293 days = 0.8 13 799 999 999.2 31 December 23:59:59.99
land on a comet, 12 years (13.799 999 billion) less than a millisecond before
November 2014* midnight

↑ Some key events in the history of the Universe and the times at which they occured. Note that rounding off numbers to a
different number of decimal places may affect some of the calculations and give slightly different answers.
*Calculated from 1st of September 2015

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 CONCLUSION
In this set of related activities, pupils will become familiar with the idea of timelines using the
exciting topic of the history of the Universe as a context. In order to complete the activities, pupils
will use a variety of skills, including group work, research, calculations and finally presenting their
findings to the class.

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 WORKSHEET
My timeline

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 WORKSHEET
A timeline of the Universe
Task 1: Calculate the units of time that make up one year on planet Earth

A day = .................................. hours

An hour = .............................. minutes

A minute = ............................. seconds

A year = ................................ months

.................................... weeks

...................................... days

..................................... hours

................................. minutes

.................................. seconds

Task 2: Calculate how many years these units represent on the timeline. Round
off to three significant figures.
time on timeline fraction of a year fraction of a year converted into time
in the history of the Universe (years)

1 year 1 13.8 billion

1 month 1/12 13.8/12= 1.15 billion

1 week 1/............................... ..................................................

1 day 1/............................... ..................................................

1 hour 1/............................... ..................................................

1 minute 1/............................... ..................................................

1 second 1/............................... ..................................................

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 WORKSHEET
Task 3: How long after the beginning of the Universe did your event take
place? Use your calculators to find out.

how many years after the

event time since the event (years)
beginning of the Universe?

beginning of the Universe 13.8 billion 0

birth of galaxies 13 billion 0.8 billion

birth of Sun, planets and 4.6 billion .........................................................

comets

creation of the Moon 4.5 billion

heavy bombardment 4 billion

first life forms emerge 3.5 billion .........................................................

mammals appear on Earth 200 million 13.6 billion

extinction of dinosaurs; 66 million .........................................................

more mammals emerge

first ancestors of man 2.5 million .........................................................

appear

Homo sapien appears 200 000 .........................................................

Stonehenge is built 5000 .........................................................

telescope is invented in 406 .........................................................

1608

first person in space, 12 April 53 .........................................................

1961

first person on the Moon, 21 45 .........................................................

July 1969

first spacecraft to land on a ......................................................... .........................................................

comet, 12 November 2014
(*Calculated from 1st of September 2015)

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 WORKSHEET
Task 4: Calculate where your event should go on the timeline. Where will you
put your event on the timeline?

how many years after the time on timeline of

event
beginning of the Universe? the Universe

beginning of the Universe 0 1 January

birth of galaxies 0.8 billion 22 January

birth of Sun, planets and ......................................................... .........................................................

comets

creation of the Moon ......................................................... .........................................................

heavy bombardment ......................................................... .........................................................

first life forms emerge ......................................................... .........................................................

mammals appear on Earth 13.6 billion 26 December

17:02:36.5

extinction of dinosaurs; ......................................................... .........................................................

more mammals emerge

first ancestors of man ......................................................... .........................................................

appear

Homo sapiens appear ......................................................... .........................................................

Stonehenge is built ......................................................... .........................................................

telescope is invented in ......................................................... .........................................................

1608

first person in space, 12 April ......................................................... .........................................................

1961

first person on the Moon, 21 ......................................................... .........................................................

July 1969

first spacecraft to land on ......................................................... .........................................................

a comet, 12 November 2014
(*Calculated from 1st of September 2015)

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 SPACE CONTEXT @ ESA
Giotto
The last time that comet 1P/Halley visited the inner Solar System was in 1986, the first time since the
beginning of the Space Age. The European Space Agency’s (ESA) Giotto spacecraft (Figure 5) flew past
comet 1P/Halley obtaining the first ever close-up pictures of a comet nucleus (Figure 6).

Figure 5 Figure 6

ESA. Courtesy of MPAe, Lindau

↑ Giotto ready for the solar simulation test. ↑ Image of the nucleus of Comet 1P/Halley as viewed
by Giotto.

Rosetta
In 2004, the ESA Rosetta mission was launched on a ten year journey to meet with, and land on, comet
67P/Churyumov-Gerasimenko. This comet is a regular visitor to the inner Solar System and orbits the
Sun every 6.5 years.

Rosetta’s aim is to study a comet from close-up, getting much closer to comet 67P/Churyumov-
Gerasimenko than Giotto got to comet 1P/Halley in 1986. As well as observing the comet from orbit,
Rosetta is also carrying a small lander called Philae, which will travel to the surface of the comet.

Comets are believed to have remained mostly unchanged since our Solar System was formed 4.6
billion years ago. This means that they contain key information about the conditions in the early Solar
System. Since comets contain frozen water (ice) it is thought that comets might have brought water
to Earth during impacts early in the history of the Solar System. In addition, comets contain organic
materials - materials containing carbon, which is essential for life. Comets may also have played an
important role in the evolution of life on Earth.

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With such a long journey to make, Rosetta was put into hibernation mode in June 2011 to limit its use
of power and fuel. In January 2014, Rosetta’s internal ‘alarm clock’ carefully woke up the spacecraft
in preparation for arriving at comet 67P/Churyumov-Gerasimeko on 6 August 2014. Rosetta is now
studying the comet in detail. Figure 7 shows a photograph taken by Rosetta on 19 September 2014
when the spacecraft was less than 30 kilometres from the comet.

Figure 7 Figure 8

ESA/Rosetta/MPS for OSIRIS Team MPS/UPD/

Spacecraft: ESA–J. Huart, 2014; Comet image:

LAM/IAA/SSO/INTA/UPM/DASP/IDA
ESA/Rosetta/NAVCAM

↑ Image of comet 67P/Churyumov-Gerasimenko using ↑ Artist’s impression of the Rosetta spacecraft with the
Rosetta’s NAVCAM taken on 19 September 2014 when Philae lander on its way to the surface of comet
Rosetta was less than 30 kilometres from the comet. 67P/Churyumov-Gerasimenko.

On 12 November 2014, Rosetta’s Philae lander successfully touched down on the surface of the comet.
This was the first time in history that such an extraordinary feat had been achieved.

As comets have very low gravity, it was planned for Philae to use dedicated ice screws, fire harpoons to
attach itself to the surface and use a small thruster to push the lander into the surface of the comet,
all to stop it ‘bouncing off’. However, the events of the actual landing were more dramatic. For reasons
not yet understood, Philae’s thruster did not work and its harpoons did not fire and so the lander
gently bounced along the surface several times before eventually settling in a shadowed location.

Despite this Philae managed to complete its first

set of science experiments before its main battery Figure 9
ran out. Due to the shadowed location Philae’s
solar panels have not (yet) received enough
sunlight to charge up its back-up battery. This
means that Philae is now in hibernation and will
‘sleep’ until it receives more sunlight – perhaps in
the first half of 2015.
ESA/Rosetta/Philae/CIVA

Meanwhile the Rosetta spacecraft will carry on

studying the comet from orbit. Rosetta will travel
towards the inner Solar System with the comet
and will continue to watch from close quarters
while the icy comet heats up and becomes much
more active as it approaches the Sun. ↑ Rosetta’s lander Philae is safely on the surface of Comet 67P/
Churyumov-Gerasimenko. One of the lander’s three feet can be
seen in the lower left corner.
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 APPENDIX

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teach with space - history of the universe | PR02
1 2 3 4 5
6 7 8 9 10
11 12
January February March April May June July August September October November

25
December

31 December,
Timeline of the Universe for class display

the last 10 minutes

 beginning of
the Universe
birth of galaxies birth of Sun, planets
and comets
creation of
the Moon
✂

teach with space - history of the universe | PR02

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Cards for the events of the Universe

heavy first life mammals extinction of

bombardment forms appear appear on Earth the dinosaurs
 first ancestors Homo sapiens Stonehenge telescope is ✂
of man appear appear is built invented

teach with space - history of the universe | PR02

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Cards for the events of the Universe

first person in first person on the first spacecraft to

space Moon land on a comet
Links

ESA Kids (child-friendly fun & information in several European languages)

ESA Kids homepage: www.esa.int/esaKIDSen/
Planets and moons homepage: www.esa.int/esaKIDSen/Planetsandmoons.html
The Solar System and its planets (links to articles for all of the planets):
www.esa.int/esaKIDSen/SEMF8WVLWFE_OurUniverse_0.html
Comets and meteors: www.esa.int/esaKIDSen/Cometsandmeteors.html
Rosetta: www.esa.int/esaKIDSen/SEM269WJD1E_OurUniverse_0.html
Comets: www.esa.int/esaKIDSen/SEMYC9WJD1E_OurUniverse_0.html
Asteroids: www.esa.int/esaKIDSen/SEMCM9WJD1E_OurUniverse_0.html
The Big bang: www.esa.int/esaKIDSen/SEMSZ5WJD1E_OurUniverse_0.html
Life in space: www.esa.int/esaKIDSen/LifeinSpace.html
Paxi fun book: esamultimedia.esa.int/multimedia/publications/PaxiFunBook/

Teach with space

ESA teach with Rosetta website: ww.esa.int/Teach_with_Rosetta/
ESA teach with Rosetta resources for primary school level (including teacher guides and pupil
activities and colour, cut and build activities): www.esa.int/Education/Teach_with_Rosetta/Rosetta_
resources_for_primary_school_level
ESA teach with space - our solar system | PR01: esamultimedia.esa.int/docs/edu/PR01_Our_Solar_
System_teacher_guide_and_pupil_activities.pdf

Rosetta
ESA Rosetta mission: www.esa.int/rosetta
ESA Rosetta blog: blogs.esa.int/rosetta/
ESA Rosetta website: www.esa.int/Our_Activities/Space_Science/Rosetta
ESA Rosetta website (technical): sci.esa.int/rosetta/
Rosetta videos and animations (including Rosetta’s launch, Rosetta’s twelve-year journey in space,
Chasing comets, Rosetta’s orbit of the comet and Philae’s mission at comet 67P):
www.esa.int/Education/Teach_with_Rosetta/Rosetta_videos2
Rosetta images (a selection of images taken by the Rosetta spacecraft of the comet and other Solar
System objects during its journey and images of the Rosetta spacecraft and Philae lander):
www.esa.int/Education/Teach_with_Rosetta/Rosetta_images2
Rosetta mission timeline: www.esa.int/Education/Teach_with_Rosetta/Rosetta_timeline
Rosetta’s Frequently Asked Questions: www.esa.int/Education/Teach_with_Rosetta/Rosetta_s_
frequently_asked_questions
Where are Rosetta and the comet now?: sci.esa.int/where_is_rosetta/
Ambition the film: www.esa.int/spaceinvideos/Videos/2014/10/Ambition_the_film
Demonstrating Rosetta’s Philae lander on the Space Station: www.esa.int/spaceinvideos/
Videos/2014/11/Demonstrating_Rosetta_s_Philae_lander_on_the_Space_Station

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Comets
ESA Kids article on comets: www.esa.int/esaKIDSen/SEMWK7THKHF_OurUniverse_0.html
ESA Giotto website: sci.esa.int/giotto/

International Space Station (ISS)

International Space Station: www.esa.int/Our_Activities/Human_Spaceflight/International_Space_
Station
Where is the International Space Station?: www.esa.int/Our_Activities/Human_Spaceflight/
International_Space_Station/Where_is_the_International_Space_Station
Astronauts: www.esa.int/Our_Activities/Human_Spaceflight/Astronauts

Paxi animations
Who is Paxi: www.esa.int/spaceinvideos/Videos/2014/11/Who_is_Paxi
Paxi - Rosetta and comets: www.esa.int/spaceinvideos/Videos/2014/11/Paxi_-_Rosetta_and_comets
Paxi - The Solar System: www.esa.int/spaceinvideos/Videos/2015/01/Paxi_-_The_Solar_System

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teach with space - history of the universe | PR02
www.esa.int/education

Based on concept developed by ESA/NSO's ESERO NL project

Illustrations and layout by Kaleidoscope Design, NL

An ESA Education production

Copyright © European Space Agency 2015