Kendall
Planetarium
Infinity Express
Planetarium Show – Teacher’s Guide
PROGRAM
OUTLINE
Description: Infinity Express is an immersive experience narrated by Lawrence
Fishburne that fully utilizes the unique environment of a full-dome theatre. Highresolution images from some of the world’s best space visualization agencies pull
audiences into the awesome quest to understand our cosmos.
Activities: Studying the geologic features on Mars, understanding what happens
when two galaxies collide, studying the diversity of galaxy shapes and sizes.
LEARNING
OBJECTIVES




Understand the unique circumstance of our planet Earth, born around an
ordinary star located in the outskirts of an average spiral galaxy, yet home
to the only known intelligence in the cosmos.
Comprehend the long history of astronomy, from the time when Earth was
thought to be the center of the Universe, to the scientists of the
Renaissance who paved the way for our modern understanding of the
Universe.
Discover the techniques that astronomers are expanding the bounds of
our known universe with new observations and discoveries.
See through the eyes of the Mars Global Surveyor and discover tantalizing
new views of Mars.
Process Skills Focus: Inquiry, observation and communication.
Topics: Stars, galaxies, supernova explosions, geologic features on Mars.
OREGON
STANDARDS
Scientific Inquiry Standards:

K.3S.1


K.3S.2
1.3S.2

1.3S.3

2.3S.2
Explore questions about living and non-living things and
events in the natural world.
Make observations about the natural world.
Record observations with pictures, numbers, or written
statements.
Describe why recording accurate observations is important
in science.
Make predictions about living and non-living things and
events in the environment based on observed patterns.
Engineering Design Standards:


1.4D.3
2.4D.3
Show how tools are used to complete tasks every day.
Describe an engineering design that is used to solve a
problem or address a need.
Earth and Space Science Content Standards:


K.2E.1
H.2E.3
Identify changes in things seen in the sky.
Describe how the universe, galaxies, stars, and planets
evolve over time.
Physical Science Content Standards:

K.2P.1
Examine the different ways things move.
NEXT GENERATION
SCIENCE STANDARDS
Crosscutting Concepts
1. Patterns
2. Cause and effect
4. Systems and system models
Practices
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
7. Engaging in argument from evidence
DCIs
Disciplinary Core Idea
PS1
Matter and Its Interaction
PS2
Motion and Stability: Forces and
Interactions
K
1
2
Physical Science
n/a n/a
n/a
n/a
3
4
n/a
n/a
n/a
5
MS
HS
PS3
Energy
PS4
Waves and Their Applications in
Technologies for Information Transfer
LS1
From molecules to organisms:
Structures and processes
Ecosystems: Interactions, Energy, and
Dynamics
Heredity: Inheritance and Variation of
Traits
Biological Evolution: Unity and Diversity
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Life Science
LS2
LS3
LS4
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Earth & Space Science
n/a
ESS1
Earth's Place in the Universe
ESS2
Earth's Systems
n/a
ESS3
Earth and Human Activity
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Engineering, Technology, and Applications of Science
ETS1
Engineering Design
DCI Grade Band Endpoints
ESS1.A
Patterns of the motion of the sun, moon, and stars in the sky can be observed,
described, and predicted. (By end of grade 2).
The sun is a star that appears larger and brighter than other stars because it is
closer. Stars range greatly in their distance from Earth. (By end of grade 5).
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be
observed, described, predicted, and explained with models. (By end of grade 8).
Earth and its solar system are part of the Milky Way galaxy, which is one of many
galaxies in the universe. (By end of grade 8).
ESS1.B
The solar system consists of the sun and a collection of objects, including planets,
their moons, and asteroids that are held in orbit around the sun by its gravitational
pull on them. (By end of grade 8).
This model of the solar system can explain eclipses of the sun and the moon.
Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit
around the sun. The seasons are a result of that tilt and are caused by the
differential intensity of sunlight on different areas of Earth across the year. (By end
of grade 8).
Performance Expectations
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be
predicted.
5-ESS1-1. Support an argument that differences in the apparent brightness of the sun
compared to other stars is due to their relative distances from the Earth.
MS-ESS1- Develop and use a model of the Earth-sun-moon system to describe the cyclic
1.
patterns of lunar phases, eclipses of the sun and moon, and seasons.
MS-ESS1- Analyze and interpret data to determine scale properties of objects in the solar
3.
system.
SOURCES
The information and activities presented in the Infinity Express Teacher’s Guide
have been adapted for use and distribution by OMSI from the following:
Smithsonian National Air and Space Museum
GLOSSARY
Andromeda
galaxy:
Black hole:
A galaxy that is approaching the Milky Way and will
eventually merge with our galaxy in approximately five billion
years.
The end-state of a high-mass star; an extremely massive
concentration of matter so dense that not even light can
escape its gravitational field.
Galaxy:
A structured grouping of billions of stars, gas, and dust,
bound together by their collective gravity.
Gravity:
The attractive force between any two bodies that is the result
of their having mass.
Light year:
The distance that light travels in one year, approximately
5.88 trillion miles.
Nebula:
A cloud of gas and dust – the birthplace of stars.
Olympus Mons:
A large volcano on Mars that measures 14 miles high.
Sedimentary
rock:
A type of rock formed from material deposited by water.
Speed of light:
The speed at which light travels: 300,000 kilometers per
second (186,000 miles per second).
Supernova:
An explosion caused by the collapse of the core of a
massive star.
Valles Marineris:
A system of massive canyons on Mars.
POST-VISIT QUIZ
Check your comprehension of the planetarium show!
1) Where is the Sun located in the Milky Way galaxy?
2) During the Renaissance period, scientists figured out that the Earth
revolved around the ___________.
3) Are galaxies distributed evenly in space or do they appear in
clusters?
4) The Milky Way and the Andromeda galaxy will eventually
_____________ with each other in approximately five billion years.
5) What is a nebula?
6) Valles Marineris is a system of massive craters on the planet
____________.
7) Which moon of Jupiter is highly volcanic?
8) Choose the correct statement:
a. Layers of sedimentary rock on Mars imply the presence of
iron.
b. Layers of sedimentary rock on Mars imply the presence of
water.
9) Europa, a moon of ___________, is thought to have a liquid water
ocean.
10) Olympus Mons is a huge _________________ on Mars.
SUGGESTED
ABOUT THE
PLANETARIUM
CLASSROOM
ACTIVITIES
LABS
Geologic Features on Mars
Description: In this activity, students will understand the enormous size of
geologic features on Mars.
TIME REQUIRED
Advance Preparation
5 minutes
Activity
Clean Up
15 minutes
5 minutes
SUPPLIES



Valles Marineris maps
Rulers
Calculators
ADVANCE
Sciss
PREPARATION

Print out a copy of the Valles Marineris map for each student (the map is
shown below).

ACTIVITY

Hand out a Valles Marineris map to each student. Explain that the
geological feature that looks like a rip is actually the enormous Valles
Marineris (“Mariner Valley”) on Mars.

The distance between California and Washington, D.C. is approximately
2,500 miles. Using this information, instruct the students to determine the
scale of the map. Each inch on the map represents how many miles? Add
this scale information to one corner of the page. For example:
1” = 760 miles

Have the students measure the size of Valles Marineris with their rules.
How large is Valles Marineris in miles? Add this information to another
corner of the page.

Ascraeus Mons is the large Martian volcano that appears in the state of
Oregon on the map. Have your students measure the diameter of
Ascraeus Mons with their rules and find its actual size in miles.

Most volcanoes on Earth are less than three miles in diameter. How much
larger is Asraeus Mons than most volcanoes on Earth?
Merging Galaxies &
Constellations
Description: Students learn what will happen when the Milky Way and
Andromeda galaxies merge. Students also design their own constellation to
explain new stars in the night sky.
TIME REQUIRED
Advance Preparation
5 minutes
Activity
Clean Up
30 minutes
5 minutes
SUPPLIES

Constellation page for each student
ADVANCE
Sciss
PREPARATION

Make a copy of the constellation page for each student (document at the
end of this activity).

ACTIVITY

Discuss with the students that galaxies are composed of billions of stars,
and that our Sun is only one star in our Milky Way galaxy.

State that the Milky Way is approaching the Andromeda galaxy, another
galaxy that is similar to the Milky Way in terms of mass and shape. Show
the simulated images of galaxies colliding (at the end of this activity). Ask
the students what they think will happen when the two galaxies collide.
(Most students will talk about the stars of the two galaxies hitting each
other).

In order to check if the stars of the Milky Way and Andromeda will actually
hit each other, we’ll calculate how stars are spread out in galaxies. Have
your students calculate the ratio of the distance between stars compared
to the size of stars.

The distance from the Sun to the nearest star is approximately 4.2 light
years, or 2.5 x 1013 miles (25,000,000,000,000 miles). Stars are
approximately 800,000 miles in diameter. So, the ratio of the distance
between stars compared to the size of stars is:
25,000,000,000,000 / 800,000 = 31,250,000

So, stars are more than 31 million times as far apart as they are large! A
good analogy to understand this ratio is to pretend that stars are the size
of oranges. If each star is the size of an orange, the orange would have to
be separated by 3,000 miles!

Ask the students now if they think that stars from the Milky Way will hit
stars from Andromeda. The point to emphasize is that stars are extremely
far apart relative to their size, and that it’s therefore extremely unlikely that
any one star will hit another star.

When the Milky Way and Andromeda collide, we’ll see new stars in our
night sky since we’ll see the stars from the Andromeda galaxy.

Have the students make up new star patterns on their constellation pages.
Simulated Images of Galaxies Colliding
Constellations
Here is the constellation of Pegasus, the winged horse.
When the Andromeda galaxy collides with the Milky
Way galaxy, we’ll see new stars in our night sky.
Sketch below a new constellation according to your
imagination!
This constellation is called ________________________.
The Shapes of Galaxies
Description: Students understand that galaxies come in many different shapes
and sizes.
TIME REQUIRED
Advance Preparation
5 minutes
Activity
Clean Up
15 minutes
5 minutes
SUPPLIES

Galaxy page for each student
ADVANCE
Sciss
PREPARATION

Make a copy of the galaxy page for each student (document at the end of
this activity).

ACTIVITY



Hand out a galaxy page to each student. Explain that galaxies in the
Universe have different shapes and sizes and that our own galaxy – the
Milky Way – is quite an average galaxy!
Introduce three shapes of galaxies:
o Spiral – shaped like a pinwheel
o Barred Spiral – shaped like a pinwheel, but with a “bar” of stars
through the middle
o Elliptical – shaped like a football or basketball
Sketch drawings of these three types of galaxies on a whiteboard. You
can refer to the images on each student’s galaxy page. Discuss that the
Milky Way is likely a barred spiral galaxy (it’s hard to know for sure, since
we live inside of the galaxy).

Have the students look at the field of galaxies shown on their galaxy page.
For each of the galaxies labeled with a name, have the students indicate if
the galaxy is a spiral, a barred spiral, or an elliptical galaxy.
RESOURCES

NASA Education
http://www.nasa.gov/offices/education/about/index.html
NASA’s Mars Science Laboratory
http://www.nasa.gov/mission_pages/msl/index.html
NASA’s Imagine the Universe
http://imagine.gsfc.nasa.gov
Picture Album of Galaxies
http://hubblesite.org/gallery/album/galaxy/