COURSE: Earth/Environmental Science
I.
Grade Level/Unit Number:
9 - 12
Unit 8
II:
Unit Title:
III.
Unit Length: 2-2.5 weeks (on a 90 min per day block schedule)
IV.
Major Learning Outcomes:
ASTRONOMY
- Part 1 – Tools of the Astronomer
- Part 2 – Celestial Motions
- Part 3 – The Solar System
- Part 4 – Stars
- Part 5 – Deep Sky Astronomy
The student will gain an understanding of planetary motion and the physical laws
that explain that motion including rotation, revolution, apparent diurnal motions of the
stars, sun and moon, and the effects of the tilt of the earth’s axis. They will also gain
knowledge in analyzing current theories of the formation of the universe and solar
system and how they have evolved into the theories of today.
V.
Content Objectives Included (with RBT Tags):
Objective
Number
6.01
Objective
6.02
Analyze planetary motion and the physical laws that explain that
motion:
6.03
6.04
Analyze the theories of the formation of the universe and solar system.

Rotation.

Revolution.

Apparent diurnal motions of the stars, sun and moon.

Effects of the tilt of the earth's axis.
Examine the sources of stellar energies.

Life cycle of stars.

Hertzsprung - Russell Diagram.
Assess the spectra generated by stars and our sun as indicators of
motion and composition (the Doppler effect).
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RBT
Tag
B4
A3,
A4,
B2,
B4, C4
A3,
C3, C4
B5, C4
1
6.05
1.01
1.02
1.04
Evaluate astronomers' use of various technologies to extend their
senses:

Optical telescopes.

Cameras.

Radio telescopes.

Spectroscope. Identify questions and problems in the earth and
environmental sciences that can be answered through scientific
investigations
Identify questions and problems in the earth and environmental
sciences that can be answered through scientific investigations.
Design and conduct scientific investigations to answer questions
related to earth and environmental science.

Create testable hypotheses

Identify variables.

Use a control or comparison group when appropriate.

Select and use appropriate measurement tools.

Collect and record data.

Organize data into charts and graphs.

Analyze and interpret data.

Communicate findings.
Apply safety procedures in the laboratory and in field studies:

Recognize and avoid potential hazards.

Safely manipulate materials and equipment needed for scientific
investigations.
C4,
D4,
A5
C6
A3
VI.
English Language Development Objectives (LEP) Included (See Appendix
for summary of LEP Standard Course of Study):
Suggestions for modified instruction and scaffolding for LEP students and/or students who
need additional support are embedded in the unit plan and/or are added at the end of the
corresponding section of the lessons. These suggestions are presented in italics in a text
box. The amount of scaffolding needed will depend on the level of English proficiency of
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each LEP student. Therefore, novice level students will need more support with the
language needed to understand and demonstrate the acquisition of concepts than
intermediate or advanced students.
LEP Accommodation Considerations
The following are general suggestions for accommodating English second language:
1. Assess the prior knowledge of your LEP student and make sure that he or she
has adequate background information in order to execute this activity.
2. Provide graphic organizers or roadmaps illustrating the specific procedures
and expectations of each activity.
3. Provide highlighted text which target key vocabulary and concepts. Review
this text prior to activity.
4. Elicit verbal response of understanding from student. For, example, “Explain to
(or show me) me what you need to do next.”
5. Include marginal notes in activity outline to re-emphasize terms and concepts.
6. Provide visual demonstration in conjunction with verbal instructions
7. Provide immediate feedback and or assessment in order to reinforce
objectives.
8. Provide for alternate forms of assessment such as concept maps, graphic
organizers, verbal explanations, written explanations, or actual performance
rather than strictly pen and paper tests.
9. Provide LEP students the opportunity to peer tutor, pairing those who are on
different proficiency levels.
10. Provide opportunities to demonstrate effective test- taking strategies, regularly
exposing students to sample questions.
VII.
Materials/Equipment Needed:
Activity
Tools of the Astronomer
Materials
FINDING THE SIZE OF THE SUN AND THE MOON
1 - sheet of cardboard
1 - sheet of white paper
1 - piece of aluminum foil approximately 1 x 1 -inch (3 x 3
centimeters).
1 - pin or sharp point
1 - roll of tape
1 - pair of scissors
1 - ruler
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1 - candle
MAKING AND USING A SIMPLE ASTROLABE
1 - piece of cardboard, manila file folder, or other stiff
paper 1 - piece of dark thread or string 12 inches (30
centimeters) long.
1 - small weight, such as a metal washer
1 - plastic drinking straw
1 - copy of an astrolabe drawing
1 - container of glue or paste
1 - pair of scissors
1 - roll tape
1 - paper hole puncher
THE SPECTROMETER
spectrometer
incandescent light bulb (bulb with a glowing filament)
mercury fluorescent light
miscellaneous light sources
USING THE SUNSPOTTER
2 sheets of stiff white paper
A pin
A sunny day
Perhaps a friend to help
Celestial Motions
SHADOW DANCE and WHERE IS THE SUN?
1 - tube of glue or roll of tape
1 - large piece of poster board
1 - small piece of cardboard or Styrofoam
1 – toothpick
1 - flashlight
MOON PHASE ACTIVITY
Light bulb on a stand or clamp (or lamp with its shade
removed)
Extension cord
Styrofoam balls or light-colored spheres
Pencils
OBSERVING MOON PHASES AND FEATURES
Moon phase tables
Moon phase data collection sheets
EARTH’S MOTIONS LAB (Web Quest)
Computers with Internet access
LAB ON THE SUN’S PATH (Web Quest)
Computers with Internet access
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The Solar System
IMAGINARY PLANET CHARACTERISTICS
Car
polystyrene balls
dowels
light source
KEPLER’S LAWS OF PLANETARY MOTION
computers with Internet access
Kepler’s three laws of planetary motion applet
Quick fact data sheets
Planetary data table
THE ORDER OF THE SOLAR SYSTEM
Clue cards
Planet printouts
THE SIZE AND DISTANCE OF THE PLANETS
1 - set of clue cards
1 - set of planet image cards
1 - glue stick
1 - pair scissors
1 - piece of construction paper
PROJECTING AN IMAGE OF THE SUN
2 sheets of stiff white paper (index cards or card stock)
A pin
A sunny day
USING THE SUNSPOTTER
Sunspotter
Copy of recording sheet
SOLAR SYSTEM PROJECT
Project outline sheet
Students will need to have access to the library and
Internet for research
Stars
HOW OLD ARE THE JEWELS?
these instructions,
print of the Jewelbox Cluster (Provided by LCD
Projector)
StarGauge (Provided by LCD Projector)
graph sheet,
student answer sheet
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STELLAR CHARACTERISTICS
Computers with Internet access
LIFE CYCLE OF STARS
Computers with Internet access
Deep Sky Astronomy
COSMIC CALENDAR
Twelve monthly calendars
Clothesline and clothespins (optional - to string the calendar across the
classroom)
Cosmic Cards for each major event with the date of the event written
on the back (covered with a piece of paper).
HOW BIG IS THE UNIVERSE?
Calculator
GALAXY SORTING
Student sets of galaxy cards
HOW OLD ARE THE JEWELS?
print of the Jewelbox Cluster (Provided by LCD Projector)
StarGauge (Provided by LCD Projector)
graph sheet,
student worksheet and answer sheet
IDENTIFYING GALAXIES
Set of transparencies
CLASSIFYING GALAXIES USING HUBBLE’S FORK
DIAGRAM
Diagram of Hubble’s fork
Set of transparencies
IDENTIFYING UNUSUAL GALAXIES
Student worksheet
OPEN CLUSTERS VS. GLOBULAR CLUSERS
Student worksheet of Venn diagram
Set of transparencies
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EVIDENCE FOR HIDDEN MASS
Student worksheet
WEIGHING A GALAXY
Student worksheet
Calculators
THE UNIVERSE AS SCIENTISTS KNOW IT
Copy of concept map
VIII.
Detailed Content Description:
Please see the detailed content description for each objective in the
Earth/Environmental Science support document. The link to this downloadable
document is in the Earth/Environmental Science Standard Course of Study at:
http://www.ncpublicschools.org/curriculum/science/scos/2004/25earth
IX.
Unit Notes
Overview Of Unit Eight
This unit is focused on Astronomy and the fundamental basics of understanding how
Earth functions within the Solar System including possible theories of its origin. It also
covers star life and the deep sky objects with the tools that astronomers use to study
them. Specifically, students will gain an understanding of:
 the motions of the earth cause day and night along with the seasons
 the relationship between Earth and other celestial bodies in the Solar System
 how the movement of the Earth/Sun/Moon affect tides
 the phases of the Moon
 solar and lunar eclipses
 basic mapping of the night sky including the position of each planet in our Solar System
and the differences between the inner and outer planets
 the Sun as a star, its life expectancy and how it fits into the Hertsprung Russel diagram
 how stars come into existence and how they die out
 deep sky objects and the variety of stars that we have explored
 how astronomers calculate their distance
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In each unit, Goal 1 objectives which relate to the process of scientific investigation are
included. In each of the units, students will be practicing the processes of science:
observing, hypothesizing, collecting data, analyzing, and concluding.
The unit guide gives an overview of the activities that are suggested to meet the
Standard Course of Study Goals for Unit Eight. The guide includes activities, teacher
notes on how to weave the activities into the content, and supplementary notes related
to other issues such as preparation time and time to complete the activity. If a teacher
follows this unit (s)he will have addressed the goals and objectives of the SCOS.
However, teachers may want to substitute other activities that teach the same concept.
Teachers should also refer to the support document for Earth/Environmental Science at
http://www.ncpublicschools.org/curriculum/science/scos/2004/25earth for the detailed
content description for each objective to be sure they are emphasizing the specified
concepts for each objective.
Essential Questions for Unit Eight:
Following are the essential questions for this unit. Essential questions are those
questions that lead to enduring understanding. These are the questions that students
should be able to answer at some level years after the course. These questions are
designed to incorporate multiple concepts. Students will work on answering these
questions throughout the unit. Teachers are advised to put these questions up in a
prominent place in the classroom and refer to them during the teaching of the unit.
1) How can true north be located using a shadow?
2) How can the time of day be determined using a sundial?
3) How can one determine the path of the Sun in the sky using a clear dome and a
shadow?
4) Why does the path of the Sun in the sky change throughout the year?
5) How is the length of a shadow influenced by the angle of illumination from the
Sun?
6) How is a skymap used for learning the locations of constellations and stars?
7) Why do the locations of constellations and stars change throughout the night and
throughout the year?
8) How does the angle between the earth, sun and moon determine the phase of
the moon?
9) Why does each phase of the moon rise and set at specific times of the day or
night?
10) What causes the seasons?
11) How does the path of the sun affect the seasons and day and night at different
latitudes throughout the earth?
Modified Activities for LEP Students:
Those activities marked with a  have a modified version or notes designed to assist
teachers in supporting students who are English language learners. Teachers should
also consult the Department of Public Instruction website for English as a Second
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Language at: http://www.ncpublicschools.org/curriculum/esl/ to find additional
resources.
Computer Based Activities
Several of the recommended activities are computer based and require students to visit
various internet sites and view animations of various astronomical processes. These
animations require various players and plug-ins which may or may not already be
installed on your computers. Additionally some districts have firewalls that block
downloading these types of files. Before assigning these activities to students it is
essential for the teacher to try them on the computers that the students will use and to
consult with the technology or media specialist if there are issues. Some of these
animations also have sound. Teachers may wish to provide headphones if possible.
X.
Global Content: Aligned with 21st Century Skills
One of the goals of the unit plans is to provide strategies that will enable educators to
develop the 21st Century skills for their students. As much as students need to master
the NCSOS goals and objectives, they need to master the skills that develop problem
solving strategies, as well as the creativity and innovative thinking skills that have
become critical in today’s increasingly interconnected workforce and society. The
Partnership for 21st Century Skills website is provided below for more information about
the skills and resources related to the 21st Century classroom.
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=27&Ite
mid=120
NC SCS Earth
Science
21st Century Skills
Activity
Communication Skills
Conveying thought or opinions
effectively
When presenting information,
distinguishing between relevant
and irrelevant information
Explaining a concept to others
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and
database programs
Developing visual aides for
presentations
Using a computer for
communication
Learning new software programs
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Employability Skills
Assuming responsibility for own
learning
Persisting until job is completed
Working independently
Developing career interest/goals
Responding to criticism or
questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
Identifying cause and effect
relationships
Summarizing main points after
reading
Locating and choosing
appropriate reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas
when writing
Proofing and Editing
Synthesizing information from
several sources
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving
Skills
Identifying key problems or
questions
Evaluating results
Developing strategies to address
problems
Developing an action plan or
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timeline
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Unit Guide: Astronomy – Part 1 – Tools of the Astronomer
Total: 15 - 90 min days
ENGAGE: ACTIVATING PRIOR KNOWLEDGE
The teacher may wish for students to answer these in a journal/log or generate answers
in small groups and report out. It is strongly suggested that you take the time to find out
what they know before moving on.
 What is NASA and what has NASA accomplished since its inception

Distinguish between the Space Shuttle and International Space Station

What everyday “non space related” innovations has space technology brought
about?

Describe current and possible future projects in space exploration.
Time: 10 - 15 mins
==================================================================
EXPLORE: FINDING THE SIZE OF THE SUN AND THE MOON

Focus Objectives 6.02
Alternative:
Activity Time: 45 mins
Preparation Time: The time will vary;
Safety: exercise caution if using a flame or use a flashlight in place of the candle
http://cse.ssl.berkeley.edu/AtHomeAstronomy/index.html
In this activity, you'll learn how to build a simple pinhole viewer. This apparatus can be used to
project images from a variety of light sources. When used to project an image of the Sun, the
pinhole viewer can be used to determine the diameter of Sun.
Guiding Question: How can astronomers measure the relative size of the sun?
Before the: students must be aware of the variations of size of the planets and the
effects on each other’s rotation and revolution. Students need to be able to follow a
mathematical equation. Gather all the materials and pre-cut the cardboard.
After the activity: Review their answers and tie in the concept of Kepler’s laws of
motion.
==================================================================
EXPLAIN: MAKING AND USING A SIMPLE ASTROLABE
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Focus Objective 6.02
Activity Time: 45 min
Preparation Time: 30 min
Note: An astrolabe is a device used for measuring altitude, including the height of objects in the
sky. These two activities cover the construction of the astrolabe and how to use it.
Guiding Question: How did ancient astronomers measure planetary distance?
Before the activity: gather all the materials for the activity, to shorten time for student
prep, precut the astrolabe.
After the activity:
==================================================================
EXPLAIN: THE SPECTROMETER

Focus Objective: 6.05
Activity Time: 45 min
Preparation Time: 30 min
Notes: Isaac Newton discovered that when sunlight passed through a piece of glass
with non-parallel sides (a prism) the colors of the rainbow (a spectrum) came out the
other side. When a prism, used in a device called a spectrometer, is connected to the
end of telescope, the spectrum of a star can be studied. The following is just a partial list
of physical properties learned about analyzing the spectra of planets, stars, or galaxies:
chemical composition, speed toward or away from Earth, rotation speed, temperature,
density and turbulence of an atmosphere.
Another device for separating the light from a source into its spectrum is a diffraction
grating. The grating consists of a transparent material onto which hundreds of lines per
centimeter have been etched. As the light passes through these lines, different
wavelengths of light (different colors) are bent at different angles. Many modern
spectrometers make use of grating instead of prisms. The purpose of this activity is to
use a diffraction grating spectrometer to identify various light sources by observing their
spectra and recognizing the chemical composition of the Sun.
Guiding Question: How did ancient astronomers measure planetary distance?
Before the activity: Be sure to practice the procedures beforehand so that you will be
able to streamline the instructions and model the actions that the students will do
throughout the procedure.
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After the activity: Have the students share their findings with their group members
and discuss the meaning of each procedure.
==================================================================
ELABORATE: USING THE SUNSPOTTER

Focus Objective: 6.05
Activity Time: initially – 30 min/after sunspotter is made only 5 mins daily
Preparation Time:
Safety: Do NOT look at the sun directly!
Notes: There are several ways you can observe the Sun, and hopefully sunspots, for
yourself. The easiest and safest is to project the Sun by building your own pinhole
camera. Or, if you have your own telescope, you will need to obtain a solar filter. There
are even solar telescopes online, which you can access via the web to observe the Sun.
With the pin, punch a hole in the center of one of your pieces of paper. Go outside, hold
the paper up and aim the hole at the Sun. (Don't look at the Sun either through the
hole or in any other way! ) Now, find the image of the Sun which comes through the
hole. Move your other piece of paper back and forth until the image looks best. What
you are seeing is not just a dot of light coming through the hole, but an actual image of
the Sun!
Experiment by making your holes larger or smaller. What happens to the image? What
do you think would happen if you punched a thousand holes in your paper, and you put
little lenses in front of each hole to refract (e.g. bend) the solar images to all fall on top
of each other. What do you think you'd see? In fact, optical telescopes can be thought of
as a collection of millions of "pinhole" images all focused together in one place! You
can also project an image of the Sun using a pair
Guiding Question: Does the sun’s surface composition change?
Before the activity: It is always a good idea to have practiced the activity before you
teach it. Gather all the materials for easy dispersal to students; decide on how they will
do their observations, i.e. individually, groups or partners; copy the sunspot record
sheet.
After the activity:
==================================================================
Unit Guide: Astronomy – Part 2 – Celestial Motions
ENGAGE: The teacher may wish for students to answer the following questions in a
journal/log or generate answers in small groups and report out. It is strongly suggested that you
take the time to find out what they know before moving on. Explain how the motions of the
Earth cause day and night and the seasons. Explain how the motions of the Earth affect the
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path of celestial objects in the sky. Explain how the positions of the Earth, Sun and Moon
affects tides on Earth. Why are there different phases of the Moon? How do Solar and Lunar
eclipses occur?
Time: 20 min
==================================================================
EXPLORE: Making a shadow plot in the Northern Hemisphere

Focus Objectives: 6.02
Activity Time: 1 class period
Preparation Time: Time will vary ~ 30 min
Safety: n/a
Guiding Question: How does Earth’s tilt cause seasons and the day/night cycle?
Before the activity: Find a location on the grounds that is flat and has direct sunlight.
Students should be trained to work outside in groups/pairs to take the measurements.
After the activity: Have students explain to one another what they discovered about
the activity.
==================================================================
EXPLAIN: PATH OF THE SUN IN THE SKY
Focus Objective: 6.02

Activity Time: 60 min
Preparation Time: 15 min
Note: This web site has simple illustrations of the winter and summer solstices, as well
as the spring and fall equinoxes. The “observer” is standing under a transparent
“dome,” on which the path of the sun across the sky is traced for the aforementioned
times of year. In order to do this outdoor activity with students, you will need:
transparent domes or hemispheres, vis-à-vis (erasable) markers, cardboard pieces
(large enough to mount the dome and thick enough for a thumbtack to hold down the
dome) and plain white paper (for a clear shadow). Of course, it must be done on a
sunny day.
Guiding Question: How can one determine the path of the Sun in the sky using a clear
dome and a shadow? Why does the path of the Sun in the sky change throughout the
year?
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Before the activity: Scout out a place on the school grounds where there is plenty of
flat ground and open sky. Be sure students are familiar with activity procedures before
going outside and that they have parameters for the activity.
After the activity: Students should discuss their findings in their group as well as
reporting to the whole class.
==================================================================
EXPLAIN: LAB ON THE SUN’S PATH (Web Quest)

Focus Objective: 6.02
Activity Time: 60 min
Preparation Time: 15 min
Notes: This activity can be done individually or with a partner.
Guiding Question: How does the path of the sun affect the seasons and day and night
at different latitudes throughout the earth?
Before the activity: Secure computers with Internet access. Students should be tech
savvy in navigating through the web quest and familiar with how a web quest is
structured. Print off a copy of the questions to guide the students through the web
quest.
After the activity: The worksheets can be used as an assessment tool for their
understanding of the concepts.
==================================================================
ELABORATE: IMAGINARY PLANET CHARACTERISTICS
Activity Time: 45-60 min
Preparation Time: 30 min
Safety: n/a
Guiding Question: How does the Sun’s radiation vary depending on the position of the
planet?
Before the activity: Students need to have an understanding of degrees
After the activity: Students should either write out answers to the discussion
questions as a group and then report to the whole class or individually as a paper report
to be graded.
==================================================================
EVALUATE: NEBULAR THEORY MODEL
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
Activity Time: 45 min
Preparation Time: 15 min
Guiding Question: What forces helped shape our solar system?
Before activity: If possible, introduce the lesson by showing images or computer
animations of the formation of the solar system. After images of a nebular cloud or solar
nebula are shown, go over the Solar Nebula theory with the students. Concentrate on
the role of individual atoms in the collapse of the nebular cloud, and on the force of
gravity and the process of accretion, which plays a role in how atoms clump together.
After activity:
==================================================================
Unit Guide: Astronomy – Part 3 – Solar System
ENGAGE: ACTIVATING PRIOR KNOWLEDGE
The teacher may wish for students to answer these in a journal/log or generate answers
in small groups and report out. It is strongly suggested that you take the time to find out
what they know before moving on.
 What is the order of the planets from closest to the Sun to most distant

What are the differences between the inner and outer planets with regard to size
and composition?

Unlike the other planets in our Solar System, why is the Earth capable of
supporting life?

Explain how ocean tides work.
Time: 10 – 15 MINS
==================================================================
EXPLORE: THE SIZE AND DISTANCE OF THE PLANETS

Focus Objectives 6.02
Alternative: 
Activity Time: 30-45 mins
Preparation Time: 30 mins
Safety: none
Alternative:
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Guiding Question: How do the planets relate to one another?
Before the Be sure to have all the clue cards precut and sorted for students to utilize in
groups or with partners.
After the activity: Have students write a summary of how their original perspective of
the relative size changed after they did the model. If possible, place one of the models
in a location that will help with recall.
==================================================================
EXPLAIN: SOLAR SYSTEM PROJECT
Focus Objective 6.02
Activity Time: 1 week
Preparation Time: 30 mins
Note: Students will be working in groups of three to present on a celestial body in our
solar system. Each presentation will last 10 minutes (+/- 1-2 mins). If you would like to
do an activity which will take longer than 12 minutes, let me know. If it’s worth it, your
time will be extended. The presentation must be interactive. Communicate with your
classmates, don’t just talk to them. You could use PowerPoint, or poster.
Guiding Question: How does motion affect each planet in our Solar System?
Before the activity: Students will need to have a clear vision of the expectations which
should include a rubric for their presentations. If technology is expected, be sure to
secure what you need for them to use. You may want to bring them to the school media
center to do research.
After the activity: Presentations should adhere to the time constraints. Have students
reflect on their grade and each other’s participation in the project. If possible, have their
presentations housed in the media center for other students to observe.
==================================================================
EVALUATE: THE DEBATE OVER PLUTO’S STATUS

Focus Objective: 6.02
Activity Time: 2 class periods of 90 mins each
Preparation Time: 30 mins
Notes: Begin by letting the students know that the next two classes will be devoted to
answering the question, is Pluto a planet? A class debate will be used for the students
to express their views and research findings. The class will have to be briefly informed
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on the characteristics of a planet and a comet, and given brief examples of arguments
which support both beliefs that Pluto is a planet and that it is simply a trapped comet.
Ask the students: who believes it is indeed a true planet, who believes it is a comet, and
who is not sure. Hopefully there will be enough students who aren’t sure to even out the
two groups. Let the students know they have to do their own research, and they will
collaborate with their group at the beginning of the next class to organize their debate.
Emphasize to the groups that they should compare Pluto to other planets or to comets,
in order to support their arguments.
Guiding Question: Is Pluto a planet?
Before the activity: Students must be familiar with the rules of debate. Procedures
for debating should be very clear and each student should have the class debate rubric.
After the activity: Have a final class vote about the status of Pluto. The voting could
be done collectively or privately. If the students do indeed vote that Pluto is simply a
trapped comet, a new name could be created by the class.
==================================================================
Unit Guide: Astronomy – Part 4 – Stars
ENGAGE: ACTIVATING PRIOR KNOWLEDGE
The teacher may wish for students to answer these in a journal/log or generate answers
in small groups and report out. It is strongly suggested that you take the time to find out
what they know before moving on. In the sixth grade curriculum, there are no specific
goals and objectives related to stars and there will be a whole range of experience with
this topic. Questions to the class could include:
 Why is our Sun a star?

How do stars come into existence?

What happens when stars die?

What types or varieties of stars exist?

How far away are stars?
Time: 10 – 15 mins
==================================================================
EXPLORE: HOW OLD ARE THE JEWELS?

Focus Objectives 6.03
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Activity Time: 45 mins
Preparation Time: The time will vary;
Safety: sharp objects
Alternative:
Guiding Question: How can astronomers determine the life cycle of a star?
Before the :
markers and rulers with centimeters marked. If you have a class set of hand lenses,
they may be helpful to see and classify the smaller stars on the print, depending on the
quality of the print.
and how it relates to temperature, and c) the relationship between stellar brightness and
avoid wax printers whose output can not be laminated). After the Jewelbox image is
laminated, use scissors to separate the StarGauge f
the data square can be varied according to the attention span of your students. Some
teachers have suggested that smaller squares may suffice for younger students,
although the limited sample size may result in a more difficult determination of age. To
get a better feeling of looking through a telescope at the cluster, students can draw 8 or
slowly in their measuring but will quickly move through the stars in their square. A fun
option is to assign student groups different sections of the cluster to plot. Or have a few
groups do 5 cm squares along the edges for the sake of comparison with other groups'
may increase students' interest to show slides of other star clusters either before or after
the activity. You can include open (otherwise known as "galactic") clusters and globular
clusters if you like. Also, a map of Southern constellations to point out Crux and the
location of the Jewelbox helps to orient students.
After the activity:
the stellar classes on the StarGauge. In the end, however, almost all groups should
successfully arrive at the correct age of the Jewelbox.
other clusters, like the Pleiades or Hyades. A good color printer can be used to create
good enough copies for a follow-up lab.
The real name of the StarGauge is
"flyspanker." It has been suggested by many teachers that an alternate name be
formulated to prevent the snickers and other remarks that may erupt when students
hear this term.
==================================================================
EXPLAIN: STELLAR CHARACTERISTICS
Focus Objective 6.05
Activity Time: 45 mins
Preparation Time: 15 mins
Earth/Environmental Science- Unit 8
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Note: The blackbody calculator allows for visualization of the spectrum produced by
objects of a given temperature.
Guiding Question: How are astronomers able to extend their senses?
Before the activity: The activity is dependent on the use of the Internet so be sure the
website is up and running. Secure computers for your students to work in partners or
groups. Each student should have the opportunity to use the spectrum viewer.
After the activity: collect their results and analyze for accuracy. Have students write a
summary of their findings.
==================================================================
EXPLAIN: LIFE CYCLE OF STARS

Focus Objective: 6.03
Activity Time: 90 min
Preparation Time: 15 min
Guiding Question: How does the mass of a star effect its life cycle?
Before the activity: Secure computers for the students. Determine if they will work
individually, with partners or in a group. Prepare worksheets and test the website
ahead of time.
After the activity: Have students discuss their findings and write a summary.
==================================================================
Unit Guide: Astronomy – Part 5 – Deep Sky Objects
ENGAGE: The teacher may wish for students to answer these questions in a
journal/log or generate answers in small groups and report out. It is strongly suggested
that you take the time to find out what they know before moving on.




Humans arrived on the scene about 7 minutes before midnight on "New Year's
Eve" according to our model. How does this change your perspective of our
importance?
Dinosaurs ruled the Earth for almost two hundred million years - from December
25 to December 30 on our time line. How does this change your thinking about
dinosaurs?
How old is the Sun compared to other stars? If there are older stars than the Sun
out there (and there are many), might they have older life forms on them?
What might we be like today if hominids on Earth had evolved a million years
earlier?
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21
Time: 15 mins
==================================================================
EXPLORE: COSMIC CALENDAR

Focus Objectives 6.03
Alternative:
Activity Time: 90 mins
Preparation Time: 30 mins
Safety: none
Alternative:
Guiding Question: What is the modern theory of the formation of the universe?
Before the In "Cosmic Calendar," students scale the evolution of the universe to a one
year calendar, with the Big Bang occurring on the first moment of January 1st. Students
estimate where on this one year time line significant events (like the formation of the
solar system, the appearance of dinosaurs and the emergence of humanity) should be
placed. More advanced students can research the dates of significant events and
calculate when in the model timeline these events occurred.
After the activity: After students have been introduced to the idea of compressing the
events since the Big Bang into a single year, have the students brainstorm about some
of the most important events that happened between the Big Bang and now.
==================================================================
EXPLAIN: IDENTIFYING GALAXIES
Focus Objective 6.05
Activity Time: 45 min
Preparation Time: 30 min
Note: Students will learn to use a critical eye when viewing picture transparencies sent
back from Hubble Space Probe.
Guiding Question:
Before the activity:
After the activity:
==================================================================
ELABORATE: CLASSIFYING GALAXIES USING HUBBLE’S FORK DIAGRAM
Earth/Environmental Science- Unit 8
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Activity Time: 45 min
Preparation Time: 30 min
Safety: N/A
Notes: Later, astronomers added other classifications. One of these astronomers was Carl
Seyfert. In 1943, he discovered galaxies with very bright central regions. Seyfert studied the
spectra of these galaxies. The spectra indicated that the central region was bright at all
wavelengths. This indicated some enhanced activity, and "Seyfert" galaxies became the first
of a range of active galaxies that have been studied at all wavelengths since then.
Guiding Question: How do scientists extend their knowledge?
Before the activity: This activity is a good sequel to IDENTIFYING GALAXIES. You
will need to acquire the images from a website. On each page you'll find a link to a "jpg"
and a "tif" file, if you would like to print out the transparencies.. The "tif" files are much
larger and will take longer to download, but they will give you a clearer image.
After the activity: Students will have a better appreciation for science as a dynamic
field of study as well as the complexity of the sublect.
==================================================================
XI.
Sample Assessment Questions
TOOLS OF THE ASTRONOMER
1. What is the chief purpose of a telescope?
A) it magnifies distant objects
B) it collects light from distant objects and brings that light into focus
C) it precisely measures the brightness of stars
D) it separates light into its constituent wavelengths
E) it makes distant objects appear nearby
Answer: B
RBT tag: A1
SCOS: 6.05
2. The resolution of a telescope is
A) its ability to see very faint objects
Earth/Environmental Science- Unit 8
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B) its ability to separate light into its component colors for analysis
C) its ability to make distant objects appear much closer to us
D) its ability to distinguish two adjacent objects close together in the sky
E) its ability to focus more than just visible light for imaging
Answer: D
RBT tag: A1
SCOS: 6.05
3. What is the main disadvantage of refractor telescopes over reflector telescopes?
A) refractor telescopes cannot see through clouds
B) refractor telescopes give a fuzzier image
C) refractor telescopes have less light-gathering capacity
D) refractor telescopes promote chromatic aberration
Answer: D
RBT tag: A2
SCOS: 6.05
4. What part of the eye represents the mirror in a telescope?
A) Pupil
B) Retina
C) Cornea
D) Iris
Answer: A
RBT tag: B2
SCOS: 6.05
5. Which type of telescope did Galileo use to make his discoveries in 1610?
A) prime focus reflector
B) Newtonian reflector
C) Cassegrain reflector
D) single lens refractor
Answer: D
RBT tag: A1
Earth/Environmental Science- Unit 8
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SCOS: 6.05
CELESTIAL MOTIONS
6. In order for a solar eclipse to occur, this must occur as well
a a full moon phase
b. a new moon phase
c. the moon is on or close to the ecliptic.
d. (A) and (C)
e. (B) and (C).
Answer: E
RBT tag: B2
SCOS: 6.02
7. Approximately two weeks after a lunar eclipse, the moon rises and sets with the Sun
a. Always true
b. Sometimes true
c. Never true
Answer: A
RBT tag: B3
SCOS: 6.02
8. A full moon must set at approximately what time?
a. sunrise
b. noon
c. sunset
d. midnight
e. it depends on the time of year
Answer: A
RBT tag: A2
SCOS: 6.02
9. Which of the following statements is true about the celestial coordinates “right
ascension” and “declination?”
Earth/Environmental Science- Unit 8
DRAFT
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a. they were used by the ancient Greeks to determine the path of the Sun
b. each can be measured with a protractor
c. they change position as the earth revolves around the Sun
d. they are measured with respect to the local zenith and horizon
Answer: E
RBT tag: B3
SCOS: 6.02
A “light year” is a measurement of __________
a. speed
b. distance
c. time
d. energy
Answer: B
RBT tag: A1
SCOS: 6.04
10. A star overhead will appear to move overhead through what angle in the course of
one hour?
a. 0.5 degrees
b. 1.0 degrees
c. 15 degrees
d. 30 degrees
Answer: C
RBT tag: B3
SCOS: 6.02
11. Which of the following is the term for the region of the sky near which the Sun, the
Moon and the planets can be found?
a. the Celestial Sphere
b. the Celestial Equator
c. the ecliptic
d. the zenith
Answer: C
Earth/Environmental Science- Unit 8
DRAFT
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RBT tag: A1
SCOS: 6.02
12. The phenomenon known as precession is due to a regular, periodic variation in what
property of Earth's motion?
a.
b.
c.
d.
the direction in which its rotational axis points
the shape of the Earth’s orbit
the tilt of the earth’s axis
the speed of the Earth’s rotation
Answer: A
RBT tag: B2
SCOS: 6.02
e. During the half moon phase, how much of the total Moon’s surface is being
illuminated by sunlight
A. none
B. one-fourth
C. half
D. more than half
Answer: B
RBT tag: A1
SCOS: 6.02
13. Which of the following is NOT possible?
a) A waning crescent Moon near the eastern horizon just before sunrise
b) A waxing crescent Moon near the western horizon just after sunset.
c) A full Moon near the western horizon at sunset.
d) A full Moon near the western horizon at sunrise
Answer: C
RBT tag: B3
SCOS: 6.02
14. Which phase of the Moon occurs during a solar eclipse?
a. full moon
b. gibbous moon
Earth/Environmental Science- Unit 8
DRAFT
27
c. crescent moon
d. new moon
Answer: D
RBT tag: A2
SCOS: 6.02
SOLAR SYSTEM
15. Which of the following is NOT a pattern of motion for planets established early on in
the Solar System?
a)
all planets orbit the Sun in the same direction (counterclockwise) as seen
from high above the Earth’s North Pole.
b)
All planetary orbits lie in nearly the same plane
c)
Most planets rotate in the same direction in which they orbit
d) Almost all moons orbit their planet in the opposite direction in which they
orbit
Answer: D
RBT tag: B2
SCOS: 6.01
16. In observing Venus and Mercury over the course of a year or so, what would you
NOT notice about them
a)
they each go through phases
b)
they each have only one moon that is hidden from our view except on rare
occasions
c)
they appear in either the morning sky before dawn in the East OR the
evening sky after sunset in the West.
d) Mercury is always the planet closest to the Sun when they are in the sky
together
Answer: B
RBT tag: B2
SCOS: 6.02
17. What is the main reason why the temperature of Venus’s atmosphere is so hot?
a)
it is very close to the Sun
Earth/Environmental Science- Unit 8
DRAFT
28
b)
c)
d)
it has an enormous greenhouse effect caused by its thick atmosphere
it has a constant eruption of volcanoes
it is heated by radioactivity from its interior
Answer: B
RBT tag: B3
SCOS: 5.03
18. Which “ingredient” in the Solar Nebula condenses from a vapor to solid at the
highest temperatures?
a) metal
b) rock
c) hydrogen compounds
d) light gases
Answer: A
RBT tag: A1
SCOS: 6.01
19. Which “ingredient” in the Solar Nebula condenses from a vapor to a solid beyond the
“frost line?”
a) metal
b) rock
c) hydrogen compounds
d) light gases
Answer: C
RBT tag: A1
SCOS: 6.01
20. Which “ingredient” in the Solar Nebula” never condenses?
a) metal
b) rock
c) hydrogen compounds
d) light gases
Answer: D
RBT tag: A1
SCOS: 6.01
21. Which of the compounds below is NOT one of the hydrogen compounds found in the
Solar Nebula?
a) methane
b) water
c) hydrogen gas
d) ammonia
Answer: C
Earth/Environmental Science- Unit 8
DRAFT
29
RBT tag: A1
SCOS: 6.01
22. Why are the inner planets more dense than the outer planet in the Solar System?
a) dense matter from the Sun was readily available during their formation
b) metals condensed at the highest temperatures in the Solar Nebula
c) the inner planets are the smallest and therefore the densest
d) light gases and hydrogen compounds were unavailable for inner planets
Answer: B
RBT tag: B2
SCOS: 6.01
DEEP SKY ASTRONOMY
23. What is the of the prominent band running from the upper left to the lower right of the
H-R diagram.
a) spectral lines
c) celestial streak
Answer: B
Earth/Environmental Science- Unit 8
b) main sequence
d) mass-brightness line
DRAFT
30
RBT tag: A1
SCOS: 6.03
24. Stars along the top of the H-R diagram with colors from blue to red that can be 100
to 1000 times the size of the Sun are called ________________
a) supergiants
b) neutron stars
c) main sequence stars
d) giant stars
Answer: A
RBT tag: B3
SCOS: 6.03
25. What can we tell about any star from its spectra?
a) its temperature
c) its position
e) both B & C
b) its composition
d) both A & B
Answer: A
RBT tag: A1
SCOS: 6.04
26. The size of a star compared to the Sun is shown as powers of ten times the Sun’s
radius. On the H-R diagram, the sizes of stars increase going from:
A. lower left to upper right
C. lower right to upper left
B. upper left to lower right
D. upper right to lower left
Answer: A
RBT tag: B3
27. The luminosity of a star increases on the H-R diagram as you go from:
A) right to left
C) bottom to top
B) top to bottom
D) left to right
Answer: C
RBT tag: B2
SCOS: 6.03
28. Which stars on the main sequence have the shortest life spans?
Earth/Environmental Science- Unit 8
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31
a) The ones in the center
b) The ones in the upper left
c) The ones in the lower right
d) They all have similar life spans
Answer: B
RBT tag: B2
SCOS: 6.03
29. Hot stars that are one one-hundredth the size of our Sun, therefore not very
luminous are called
a) brown dwarfs
b) neutron stars
c) white dwarfs
d) companion stars
Answer: C
RBT tag: B2
SCOS: 6.03
30. The amount of light that reaches us from a star is called
a) absolute magnitude
c) luminosity
Answer: D
RBT tag: A1
SCOS: 6.03
b) brightness scale
d) apparent magnitude
31. An object with a parallax angle of 1 arc-second is a distance of 32.66 light years
away. This is also referred to as
a) one parsec
c) one astronomical unit
b) one galactic unit
d) one lumina
Answer: A
RBT tag: A1
SCOS: 6.04
32. An accurate measurement of luminosity comparing brightness at a distance of 10
Parsecs from the Earth is called
a) apparent magnitude
c) absolute magnitude
Earth/Environmental Science- Unit 8
b) parsec magnitude
d) one billion watts
DRAFT
32
Answer: C
RBT tag: A1
SCOS: 604
33. A component of star classification that directly involves temperature
a) spectral type
b) color range
c) thermal scale
d) thermograph
Answer: A
RBT tag: B1
SCOS: 6.04
34. The observed parallax of a star is
a) The apparent shifting of a star’s position relative to its background stars due to the
motion of the Earth around the Sun.
b) The apparent shifting of a star’s position due to instability in the atmosphere
c) The apparent shifting of a star’s position relative to the horizon due to the various
combined motions of the Earth
d) The apparent shifting of a star’s position relative to the background stars due to
the rotation of the earth
Answer A
RBT tag: B2
SCOS: 6.04
35. Which is the order of events in the last stages of the life of a high mass star?
a) red supergiant >>> blue main sequence star >>> supernova >>> black hole or
neutron star
b) blue main sequence star >>> red supergiant >>> supernova >>> black hole or
neutron star
c) yellow main sequence star >>> red giant > > > red supergiant >>> planetary
nebula
d) blue main sequence star >>> blue supergiant > >> supernova >>> white dwarf
Answer: B
RBT tag: B3
SCOS: 6.03
Earth/Environmental Science- Unit 8
DRAFT
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36. This type of star cluster has millions of stars concentrated in an area typically 60-150
light years across. Its innermost region can be packed with 10,000 stars within just
a few light years. Most of the stars are old stars that are reddish in color. This
describes a(n)
a) open cluster
b) galactic cluster
c) globular cluster
d) spectral cluster
Answer: C
RBT tag: B2
SCOS: 6.03
37. The Ring Nebula, one of the most spectacular planetary nebulas, is the remnant of
a) a large planet
b) a high mass star
c) a low mass star
d) s supernova
Answer: C
RGT tag: A1
SCOS: 6.03
38. What lies in the center of a planetary nebula?
a) a black hole
c) a white dwarf
b) a neutron star
d) a low mass main sequence star
Answer: C
RBT tag: A1
SCOS: 6.03
39. What is the Crab Nebula?
a)
a planetary nebula from the diffusion of the outer shell of a low mass star. The
event was recorded by Chinese astronomers in 1054 AD. It was catalogued as M1
and lies in the constellation Taurus.
b)
a supernova remnant from the implosion of a very high mass star. The event
was recorded by Chinese astronomers in 1054 AD. It was catalogued as M1 and
lies in the constellation Taurus.
Earth/Environmental Science- Unit 8
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c)
a supernova remnant from the implosion of a very high mass star. The event
was recorded by Danish astronomer Tycho Brahe. It was catalogued as M4 and lies
in the constellation Scorpius
d) a planetary nebula from the diffusion of the outer shell of a low mass star. The
event was recorded by Johannes Kepler and helped him develop his ideas about the
motions of planets in the Solar System.
Answer: B
RBT tag: A1
SCOS: 6.03
AMENDMENT – DETAILED LESSONS
Tools of Astronomers
INTRODUCTION
VOCABULARY
focus
image
focal plane
angular resolution
exposure time
CCDs
pixels
refracting telescope
reflecting telescope
primary mirror
secondary mirror
imaging
spectroscopy
light pollution
turbulence
infrared telescope
ultraviolet telescope
x-ray telescope
gamma ray telescope
radio telescope
interferometry
earth-orbiters
flybys
orbiters
probes and landers
LEP RESOURCES
http://www.windows.ucar.edu/tour/link=/earth/geology/geology.html
The Source of this material is Windows to the Universe developed by the University
Corporation fro Atmospheric Research (UCAR). The “Earth’s layers and moving plates”
link has three levels (beginner, intermediate and advanced).
This web site provides a nice overview of the content covered in this unit.
http://www.solarviews.com/
On the home page, choose “site directory” to find the earth science topic. This site
provides text in English, Spanish, Portuguese and French.
http://www.google.com/language_tools
Launch page for Google Language Tools
Earth/Environmental Science- Unit 8
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http://es.wikipedia.org/wiki/Categor%C3%ADa:Ciencias_de_la_Tierra
Wikipedia – Earth Science topics in Spanish
LEP LANGUAGE OBJECTIVES
1. Explain to a partner how the earth’s tilt causes the seasons as the earth orbits
the sun
2. Explain to a partner how to find true north using a shadow
3. Draw a diagram that shows how the positions of the earth, sun and moon
determine the phases of the moon.
4. Compare and Contrast the motions of the planets
5. Explain to a partner how to use a skymap to locate constellations and stars
MODIFICATIONS FOR LEP STUDENTS
This section includes the construction of several astronomical instruments. Prior to the
student activity, show a diagram or model of the instrument, i.e. telescope and identify
the “parts,” such as objective lens and focal distance.
ACTIVATING PRIOR KNOWLEDGE
The teacher may wish for students to answer these in a journal/log or generate answers
in small groups and report out. It is strongly suggested that you take the time to find out
what they know before moving on.
 What is NASA and what has NASA accomplished since its inception

Distinguish between the Space Shuttle and International Space Station

What everyday “non space related” innovations has space technology brought
about?

Describe current and possible future projects in space exploration.
STUDENT ACTIVITIES
ACTIVITY: MAKING AND USING A SIMPLE ASTROLABE
http://cse.ssl.berkeley.edu/AtHomeAstronomy/index.html
FUNDAMENTAL QUESTION:
SCOS:
6.05 RBT: B-2
An astrolabe is a device used for measuring altitude, including the height of objects in the sky.
These two activities cover the construction of the astrolabe and how to use it.
Earth/Environmental Science- Unit 8
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ACTIVITY: THE SPECTROMETER
The Spectrometer — Measuring the Universe with Color
http://www.uky.edu/~holler/msc/discover/spectra/spectra.html
FUNDAMENTAL QUESTION:
SCOS:
6.05 RBT: B-2
Isaac Newton discovered that when sunlight passed through a piece of glass with nonparallel sides (a prism) the colors of the rainbow (a spectrum) came out the other side.
When a prism, used in a device called a spectrometer, is connected to the end of
telescope, the spectrum of a star can be studied. The following is just a partial list of
physical properties learned about analyzing the spectra of planets, stars, or galaxies:
chemical composition, speed toward or away from Earth, rotation speed, temperature,
density and turbulence of an atmosphere.
Another device for separating the light from a source into its spectrum is a diffraction
grating. The grating consists of a transparent material onto which hundreds of lines per
centimeter have been etched. As the light passes through these lines, different
wavelengths of light (different colors) are bent at different angles. Many modern
spectrometers make use of grating instead of prisms. The purpose of this activity is to
use a diffraction grating spectrometer to identify various light sources by observing their
spectra and recognizing the chemical composition of the Sun.
Function of the Diffraction Grating
A diffraction grating is a device that takes light from a source and allows an observer to
see what colors are mixed together to produce the color seen by the eye. Your
diffraction grating is a hologram that produces a very bright spectrum of a source.
Look at an ordinary light bulb (incandescent light) through the grating disk. Rotate the
disk such that the spectrum of the light is going to your left and right (not vertical).
Before we use the spectrometer, take a diffraction grating mounted in a slide frame and
hold it next to your open eye (close the other eye). You will see streaks of color coming
from every light and brightly illuminated object in the room. Rotate the disk. As the disk
rotates, you should see the streaks of color rotate.
Describe and/or draw what you see. Do you see colors? What color is closest to the
bulb? Are there colors on both sides of the bulb?
Look at a fluorescent light.
Describe and/or draw what you see.
What you SHOULD have seen...
The light bulb should produce a continuous line of color from red-orange-yellow-greenblue-violet coming out from the bulb with violet being the color closest to the bulb. This
is the SPECTRUM of the light. The width of the line of color should appear as wide as
the source of light. This is a CONTINUOUS spectrum blending from Red, Orange,
Earth/Environmental Science- Unit 8
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37
Yellow, Green, Blue, to Violet (ROYGBV). Any heated solid produces this kind of
spectrum.
Materials

spectrometer

incandescent light bulb (bulb with a glowing filament)

mercury fluorescent light

miscellaneous light sources
Procedure
Turn on an incandescent light bulb, keep the room lights on, and look at the bulb
through the spectrometer. Be careful to aim the slit (on the right side of the
spectrometer) at the light bulb and look straight ahead at the spectrum on the scale.
You should see a continuous spectrum of colors from red through violet. Mark on the
scale below, Figure 1, the colors you see where you see them. Use colored pencils if
you have them to shade in the observed colors.
Figure 1 - Slit and scale of the spectrometer
Read the number on the scale corresponding to the light farthest to the right that you
can see and the number corresponding to the light farthest to the left that you can see.
The observed spectrum extends from__________nm to__________nm.
The colors at these places on the scale are:__________and__________.
Now look at a fluorescent light through the spectrometer.
Describe the spectrum you see. Is it different from the spectrum that you observed in
Steps 5 and 6?
Again record the ends of the spectrum.
The colored spectrum extends from__________nm to__________nm.
The spectrum from the fluorescent light should include several bright vertical "lines".
These are images of the slit. Indicate the positions of these lines on the scale below,
Figure 2.
Earth/Environmental Science- Unit 8
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38
Figure 2 - Slit and scale of the spectrometer
Read the positions of the bright lines on the scale and record them in the table below.
Color
Position (nm)
_
The most common type of fluorescent light will have the mercury emission lines
superimposed on a continuous spectrum. The green line of mercury occurs at 546 nm.
If your value in the table does not agree with this standard value, adjust the position of
the scale in your spectrometer. Ask for help from your instructor if necessary.
Point the slit of your spectrometer at a white surface that has fluorescent light shining on
it, such as a wall or a movie screen, and measure the ends of the spectrum and the
positions of any bright lines that you see. Record your data in the table below.
Color
Position (nm)
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Compare the results of Step 5 and 6. Was the spectrum that you saw from the
fluorescent light similar to or different from the spectrum you saw when you looked at
the white surface?
Why do you think the spectra were similar or different?
Use your spectrometer to observe as many other light sources as you can find.
Suggested lights include the red or green LEDs (Light Emitting Diodes) on a VCR
(Video Cassette Recorder) or stereo system; chemical light sticks; and ordinary light
bulbs observed through transparent, colored objects. List the object and describe the
spectrum you observed. Are there any bright or dark lines in the spectrum? If there are
any bright or dark lines, give the positions and the colors of the lines.
Object 1:________________________________
Description of spectrum:
Object 2:________________________________
Description of spectrum:
Object 3:________________________________
Description of spectrum:
Object 4:________________________________
Description of spectrum:
Object 5:________________________________
Description of spectrum:
Object 6:________________________________
Description of spectrum:
Object 7:________________________________
Description of spectrum:
Object 8:________________________________
Description of spectrum:
The purpose of this activity is to study how certain transparent materials will allow some
colors of light through and absorb the others. Locate various pieces of cellophane or a
colored liquid. The liquids are made by dissolving various chemical compounds in water
in a clear glass container. Don't forget good experimental practice: Check to see if the
clear glass absorbs any colors before observing light through a colored liquid in the
bottle AND observe the light source to make sure that it is producing all colors. Place a
transparent colored object (glass, cellophane, liquid) between a bright white light source
Earth/Environmental Science- Unit 8
DRAFT
40
and the spectrometer. For each object, record in the table below the following data: the
type of object and its color, the missing color(s), and the position(s) of the dark bands
on the spectrometer scale. The dark bands, called absorption bands, are due to
photons of certain wavelengths being absorbed by the object. When the photons are
absorbed, the colors corresponding to the photon energies are removed from the
spectrum and gaps, or bands, show up in the spectrum where the missing colors would
have appeared if there was no absorption.
Object and
Color
Missing Color(s)
Position (nm)
You will now identify the spectrum of some unknown lights. Based on your
observations of the sources above identify the following types of lights. Which of the
spectra of Figure 3 match which type of light.
Earth/Environmental Science- Unit 8
DRAFT
41
Click on the image to see a color version of the spectra.
Figure 3 - Known spectra of various sources
____________incandescent light bulb (yellow white)
____________high pressure sodium (orangish yellow)
____________fluorescent light (bluish white)
____________low pressure sodium (yellow)
____________mercury vapor (blue)
Take your spectrometer outside and point the slit toward the bright sky near the Sun.
DO NOT LOOK DIRECTLY AT THE SUN!! IT CAN DAMAGE YOUR EYES!! You
should see a spectrum of all the colors with narrow, dark lines superimposed. Measure
the ends of the spectrum.
The spectrum extends from__________nm to__________nm.
Now measure the position of some of the prominent dark lines that you see, and record
the results in the table below.
Color
Position (nm)
Earth/Environmental Science- Unit 8
DRAFT
42
Compare the absorption lines you observed in the Sun's spectrum with those listed in
the table below.
Absorption Lines in the Sun
Line Due to
Wavelength,
(nm)
Line Due to
Wavelength,
(nm)
Iron
372.8
Iron
516.8
Iron
382
Magnesium
516.7
Calcium
393.4
Magnesium
517.3
Calcium
396.8
Magnesium
518.4
Hydrogen
410.2
Iron
527
Calcium
422.7
Sodium
589
Hydrogen
434
Hydrogen
656.3
Hydrogen
486.1
Oxygen
759.4
Oxygen
762.1
1. What elements do you conclude are present in the Sun?
2. Do you think that you have found all the elements that are in the Sun? Why or
why not?
3. Where do you expect that elements would have to be located in order to cause
dark absorption lines in the spectrum of the Sun? Would they have to be located
inside the Sun, on the Sun's surface, above the Sun's surface, in space between
the Sun and the Earth, or in the Earth's atmosphere?
4. Point the spectrometer slit at a bright, white cloud. Describe the spectrum that
you see. How does the "cloud" spectrum compare to the spectrum of the Sun?
Does the cloud spectrum have dark lines as the solar spectrum does?
5. Why do you think the cloud spectrum appears the way it does?
Earth/Environmental Science- Unit 8
DRAFT
43
6. (Optional) Look at the Moon through the spectroscope . This activity is best done
at night when the Moon is bright compared to the background sky, such as when
there is a full Moon visible two or three hours after sunset. Describe the
spectrum. How does the Moon's spectrum compare to the spectrum of the Sun?
7. Does the lunar spectrum have dark lines as the solar spectrum does? Are they
the same lines? Why or why not?
ACTIVITY: USING THE SUNSPOTTER
http://solar-center.stanford.edu/observe/ (link to Sunspotter web site)
FUNDAMENTAL QUESTION:
SCOS:
RBT: B-2
If your school owns a SUNSPOTTER device, by all means, take advantage of it! With
the SUNSPOTTER, you can project a focused image of the Sun and actually see
Sunspots (dark areas on the image). Sunspot patterns change, so consider doing
sunspot observations over a longer period of time. Once students are trained, one or
pairs of students can do daily or weekly observations and record their data with a sketch
showing approximate sunspot location. A recording sheet is provided on the next page.
Earth/Environmental Science- Unit 8
DRAFT
44
Earth/Environmental Science- Unit 8
DRAFT
45
WEB RESOURCES
How to participate in PROJECT: OBSERVE, a wonderful program offered through
UNC’s Morehead Planetarium
OBSERVEflyer
All about telescopes
http://csep10.phys.utk.edu/astr162/lect/light/refracting.html
Lunar Prospector – hands on activities
http://lunar.arc.nasa.gov/education/activities/index.htm
Fun Science Gallery – How to Build a Telescope
http://www.funsci.com/fun3_en/tele/tele.htm
Notes on the building of telescopes
http://telescopemaking.org/
Canon Science Lab – Light and lenses
http://www.canon.com/technology/s_labo/light/003/02.html
How Stuff Works – How telescopes work
http://www.howstuffworks.com/telescope1.htm
Mars rover simulation
Cassini Probe (Huygens lander)
Earth/Environmental Science- Unit 8
DRAFT
46
Celestial Motions
INTRODUCTION
Celestial Motions, a very broad topic area that covers quite a bit of ground, is the
foundation for building knowledge about the Sun, Moon, Solar System and Stars.
Excellent Internet resources are included, some with interactive animations. The
fundamental questions, N.C. Standard Course of Study goals and objectives, and
revised Bloom’s Taxonomy labels are listed with each activity.
VOCABULARY:
Nicholas Copernicus
Tycho Brahe
Johannes Kepler
Kepler’s Laws of Motion
ellipse
focus (foci)
eccentricity
perihelion
aphelion
Galileo
Newton’s Laws of
Motion
conservation of
momentum
angular momentum
universal law of
gravitation
inverse square law
bound orbits
unbound orbits
tidal force
synchronous rotation
escape velocity
gravitational encounter
escape velocity
celestial sphere
celestial coordinates
declination
right ascension
Tropic of Cancer
Tropic of Capricorn
Arctic Circle
Antarctic Circle
global positioning
system
47
LEP RESOURCES
http://www.windows.ucar.edu/tour/link=/earth/geology/geology.html
The Source of this material is Windows to the Universe developed by the University
Corporation fro Atmospheric Research (UCAR). The “Earth’s layers and moving plates”
link has three levels (beginner, intermediate and advanced).
This web site provides a nice overview of the content covered in this unit.
http://www.solarviews.com/
On the home page, choose “site directory” to find the earth science topic. This site
provides text in English, Spanish, Portuguese and French.
http://www.google.com/language_tools
Launch page for Google Language Tools
http://es.wikipedia.org/wiki/Categor%C3%ADa:Ciencias_de_la_Tierra
Wikipedia – Earth Science topics in Spanish
LEP LANGUAGE OBJECTIVES
1. Explain to a partner how the earth’s tilt causes the seasons as the earth orbits the
sun
2. Explain to a partner how to find true north using a shadow
3. Draw a diagram that shows how the positions of the earth, sun and moon
determine the phases of the moon.
4. Compare and Contrast the motions of the planets
5. Explain to a partner how to use a skymap to locate constellations and stars
MODIFICATIONS FOR LEP STUDENTS
Model/illustrate the basics of planetary motion. Many Internet sites have useful
illustrations and animations.
Introduce the vocabulary terms in small chunks to increase understanding before the
lessons and specific activities to engage ESL students. Build background knowledge of
the terms by looking for prefixes and suffixes on vocabulary terms, identifying similar
terms in a target language, and interpreting multiple word terms by identifying the
specific meaning of each word.
Activity length can be reduced depending on the language proficiency of the LEP
student by choosing specific questions that focus on the basic objective.
ACTIVATING PRIOR KNOWLEDGE
The teacher may wish for students to answer these in a journal/log or generate answers in small
groups and report out. It is strongly suggested that you take the time to find out what they know
before moving on. According to the NC Standard Course of Study, these topics and concepts
were supposed to have been covered in the sixth grade. http://www.learnnc.org/scos/2005SCI/0006/05/



Explain how the motions of the Earth cause day and night and the seasons
Explain how the motions of the Earth affect the path of celestial objects in the sky
Explain how the positions of the Earth, Sun and Moon affects tides on Earth.
48


Why are there different phases of the Moon?
How do Solar and Lunar eclipses occur?
STUDENT ACTIVITIES
LOCATING COMPASS DIRECTIONS (FINDING DUE NORTH)
http://www.lmsal.com/YPOP/Classroom/Lessons/Sundials/skydome.html
FUNDAMENTAL QUESTION: How can true north be located using a shadow?
SCOS: 6.02
RBT: C-3
Using the movement of a shadow cast by a pencil over time, students will determine true north
and thus determine the other cardinal directions. Simple directions can be found on this web
link.
MAKING A SUNDIAL FOR THE NORTHERN HEMISPHERE
http://www.lmsal.com/YPOP/Classroom/Lessons/Sundials/sundials.html
FUNDAMENTAL QUESTION: How can the time of day be determined using a sundial?
SCOS: 6.02
RBT: C-3
Choose from beginner, intermediate and advanced levels (based on level of math).
When using the sundial, it is essential that students can determine the direction of true
north. (see previous activity)
PATH OF THE SUN IN THE SKY
http://www.lmsal.com/YPOP/Classroom/Lessons/Sundials/sunpath.html
FUNDAMENTAL QUESTION: How can one determine the path of the Sun in the sky using a
clear dome and a shadow?
FUNDAMENTAL QUESTION: Why does the path of the Sun in the sky change throughout the
year?
SCOS: 6.02
RBT: B-2
This web site has simple illustrations of the winter and summer solstices, as well as the spring
and fall equinoxes. The “observer” is standing under a transparent “dome,” on which the path of
the sun across the sky is traced for the aforementioned times of year. In order to do this
outdoor activity with students, you will need: transparent domes or hemispheres, vis-à-vis
(erasable) markers, cardboard pieces (large enough to mount the dome and thick enough for a
thumbtack to hold down the dome) and plain white paper (for a clear shadow). Of course, it
must be done on a sunny day.
STUDENT PROCEDURE:
 Before mounting the dome on the cardboard, draw a circle and mark the center with a do
or small “X” Mount the dome onto the cardboard with the plain white paper underneath.
The “observer” is standing on the “X” and the dome represents the sky.
 Find true north
 Align the dome mounted on cardboard set up and mark the direction of true north on the
paper
49

Place the tip of the erasable marker on the dome so the shadow cast by the tip lies
directly on the dot or “X” you made on the paper (directly underneath the center of the
dome). Write the number “1” for the first observation, “2” for the second, etc.
 Do this every 5-10 minutes.
QUESTIONS FOR STUDENTS:
What does this line represent?
What direction are the marks from start to finish?
Why do the marks go from west to east?
Predict how the marks on the dome (reflecting the path of sun in sky) would change throughout
the year.
SHADOW DANCE and WHERE IS THE SUN?
http://cse.ssl.berkeley.edu/AtHomeAstronomy/index.html
FUNDAMENTAL QUESTION: How is the length of a shadow influenced by the angle of
illumination from the Sun?
SCOS: 6.02
RBT: B-2
AT HOME ASTRONOMY (The Center for Science Education Space Sciences Laboratory, UC
Berkeley). Experiment with shadows and light sources and to understand the
relationship between the angle of illumination and the shadow's length.
OBSERVATIONS OF THE NIGHT SKY
Since the night sky changes through the year, consider having your students doing
several night sky observations spread out through the school year. Excellent online
resources for becoming familiar with the night sky are provided below.
FUNDAMENTAL QUESTIONS: How is a skymap used for learning the locations of
constellations and stars? Why do the locations of constellations and stars change throughout
the night and throughout the year?
SCOS: 6.02
RBT: B-2
www.heavens-above.com
satellites such as the International Space Station and the Space Shuttle, spectacular events
such as the dazzlingly bright flares from Iridium satellites as well as a wealth of other
spaceflight and astronomical information.
Heavens-above provides the times of visibility, as well as detailed star charts showing
the satellite's track through the heavens. All the pages, including the graphics, are
generated in real-time and customized for your location and time zone. You must
register for this site.
www.skymaps.com
This is a free site that anyone can use without registering. Each month, one can download and
print a map of the evening sky in either the Northern or Southern Hemisphere.
http://www.stellarium.org/
50
A free download, this program shows the sky (day and night) as observed from locations
throughout the world. Tools include names of stars and constellations, outlines, deep sky
objects and pictures of the constellations (you can select the culture from which the character or
myth originates). The user can move around the sphere and observe the sky from any cardinal
direction, as well as change the speed of earth’s rotation (from “real time”). Background can be
selected as well as choosing to look at the sky with or without the atmosphere.
NIGHT SKY OBSERVATIONS
see
position.
Dates: ___________
key: C = constellation
____________
Record what you
S = star
as well as its
P = planet
Record the time.
1
2
3
4
51
5
MOON PHASE ACTIVITY - CLASSROOM
http://www.learner.org/teacherslab/pup/act_moonphase.html
FUNDAMENTAL QUESTION: How does the angle between the earth, sun and moon
determine the phase of the moon?
SCOS: 6.02
RBT: B-2
This activity allows students to use models of Earth, the Sun, and the Moon to discover why
moon phases occur. Students use a Styrofoam ball to represent the Moon, which will be lit by a
single light source in the classroom, to observe how different portions of the ball are illuminated
as they hold it in various positions. They create a complete series of phases matching the
appearance of the Moon. And they relate moon phases to the positions of Earth and the Sun.
OBSERVING MOON PHASES AND FEATURES
This activity is adopted from Astro Adventures – 1994 Pacific Science Center
FUNDAMENTAL QUESTION: Why does each phase of the moon rise and set at specific times
of the day or night?
SCOS: 6.02
RBT: B-2
Find out when the first quarter moon phase will occur and schedule this project two to three
days before this phase is scheduled to occur. This phase of the moon is “out” during the day
and is a good place to begin one month of moon phase observing. Students may not realize
that the moon is visible in the daytime as well as at night. The following pages contain sample
worksheets for this project.
A table is included that shows when the various phases rise, are highest in the sky, and set.
PHASE
RISES
EASTERN SKY
HIGHEST IN SKY
WESTERN SKY
SETS
NEW MOON
SUNRISE
MORNING
NOO N
AFTERNOON
SUNSET
WAXING
CRESCENT
JUST AFTER
SUNRISE
MORNING
JUST AFTER
NOON
AFTERNOON
JUST AFTER
SUNSET
FIRST QUATER
NOON
AFTERNOON
SUNSET
EVENING
MIDNIGHT
WAXING
GIBBOUS
AFTERNOON
SUNSET
NIGHT (pm)
MIDNIGHT
NIGHT (pm)
FULL
MOON
SUNSET
NIGHT (pm)
MIDNIGHT
NIGHT (am)
SUNRISE
52
WANING
GIBBOUS
NIGHT (pm)
MIDNIGHT
NIGHT
SUNRISE
MORNING
THIRD QUARTER
MIDNIGHT
NIGHT (am)
SUNRISE
MORNING
NOON
WANING
CRESCENT
JUST BEFORE
SUNRISE
MORNING
JUST BEFORE
NOON
EARLY
AFTERNOON
JUST BEFORE
SUNSET
53
MOON PHASE ACTIVITY DATA SHEET
name: __________________________
sunday
monday
tuesday
wednesday thursday
friday
saturday
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
TIME
TIME
TIME
TIME
TIME
TIME
TIME
_____
_
_____
_____
_____
_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
TIME
TIME
TIME
TIME
TIME
TIME
TIME
_____
_____
_____
_____
_____
_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
TIME
TIME
TIME
TIME
TIME
TIME
TIME
_____
_____
_____
_____
_____
_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
DATE_____
TIME
TIME
TIME
TIME
TIME
TIME
TIME
_____
_____
_____
_____
_____
_____
____-
_____
_____
_____
_____
54
EARTH’S MOTIONS LAB (Web Quest)
Created by Daniel Brownstein, Hastings High School, New York
FUNDAMENTAL QUESTION: What causes the seasons?
SCOS: 6.02
RBT: B-2
Use the provided web links for each section of the web quest
Reasons for the Seasons
http://www.brocktonpublicschools.com/schools/high/planetarium/activities/seasons/seas
ons3.html
1. Why does the Sun appear to move through the sky?
2. List three reasons why we have seasons (you will need to click on “next” on the
bottom of the page for the 2nd and 3rd reasons):
3. Go back to the first page of this website. Draw a picture of the Earth with a tilt. On
your diagram label the North and South Poles, the Equator, and the path of the Earth’s
orbit.
4. What is the tilt of the Earth’s axis relative to its orbit? ________________
5. Draw a picture of the Earth’s orbit around the Sun exactly as you see it in Dia # 3.
Include the following:
 The proper orientation of the tilt of the Earth.
 Mark on Earth for each position where the Sun is shining most directly.
 Number each position as shown.
 Draw and label the Tropic of Cancer, the Tropic of Capricorn, and the Equator.
55
6. Based on your drawing in number 5,
a) When is the Earth tilted towards the Sun (which position)?
__________________________________
b) When is the Earth tilted away from the Sun (which position)?
________________________________
c) For each numbered position, identify the season for the Northern Hemisphere
(remember that it is the opposite in the Southern Hemisphere).
Position 1________________________ Position 2__________________________
Position 3________________________ Position 4__________________________
Part 2: Open up the file entitled “length of day animation.”
http://www3.eboard.com/boards/16/92/94/Brownstein/att1573310/LengthofDay%5B1%5D.swf
Maximize the screen (on an Apple, drag the window from the bottom corner to the edge
of the screen)
Sunrise
Hastings
Winter:
1. In the bottom left corner, click on the month for December. Using the arrows
advance the days and watch the animation in the upper left that shows the Earth
revolving around the Sun. Advance the days until the Earth is lined up exactly between
56
the Sun and the word “winter” (the horizontal line extending from the Sun to “winter”
should bisect the Earth exactly in half).
a) On what day does the Earth line up with that position?_______________
b) Our latitude is 36 degrees N. What time does the Sun rise__________ and set
__________?
c) Based on your answer to 1b, approximately how many hours of daylight do we have
in North Carolina? __________________
d) Above which latitude will the Sun never rise on this date? ______________
Spring:
2. Click on March. Advance the days until the Earth is directly lined up with the Sun
and the line extending from “spring” to the Sun.
a) On what day does the Earth line up with that position?_______________
b) Our latitude is 36 degrees N. What time does the Sun rise__________ and set
__________?
c) Based on your answer to 2b, approximately how many hours of daylight do we have
in our part of North Carolina? __________________
Summer:
3. Click on June. Advance the days until the Earth is directly lined up with the Sun and
the line extending from “summer” to the Sun.
a) On what day does the Earth line up with that position?_______________
b) Our latitude is 36°N. What time does the Sun rise__________ and set
__________?
c) Based on your answer to 3b, approximately how many hours of daylight do we have
in our part of
North Carolina? __________________
Fall:
4. Click on September. Advance the days until the Earth is directly lined up with the
Sun and the line extending from “fall” to the Sun.
57
a) On what day does the Earth line up with that position?_______________
b) Our latitude is 36 degrees N. What time does the Sun rise__________ and set
__________?
c) Based on your answer to 3b, approximately how many hours of daylight do we have
in
North Carolina? __________________
Follow up questions:
1. During which season in our community do we have the most
sunlight?____________________
2. Why are fall and spring called equinoxes?
3. Explain how the tilt of the Earth influences the amount of daylight that we receive
throughout the year:
LAB ON THE SUN’S PATH (Web Quest)
Created by Daniel Brownstein, Hastings High School, New York
FUNDAMENTAL QUESTION: How does the path of the sun affect the seasons and day and
night at different latitudes throughout the earth?
SCOS: 6.02
RBT: B-2
Part 1: Open the animation entitled “Seasons—both views animation”
http://www3.eboard.com/boards/16/92/94/Brownstein/att1573305/SeasonsModule_bothviews_.swf
 Click on “orbit view” (bottom left)
 Orient the orbit as shown below (click and drag)—to get the animation exactly
like this, drag the date bar to September 22nd, tilt the orbit until the orbit looks like
the picture below. Then drag the Earth until it is aligned like it appears below.

check the box for “subsolar” point (bottom left)
58




On the right side of the screen check the box for “labels”
Click on “sunlight angle”
Drag the observer until he/she is at approximately 36 °N (the latitude of North
Carolina)
Slide the date bar (bottom) until it is December 21st
1. Look at the animation to the left of the screen that shows the orbit of the Earth
around the Sun.
a) On Dec 21st, is the northern or southern hemisphere more lit up (and is therefore
receiving more energy)?
b) Note the angle of sunlight for the observer (shown in the bottom right window). Drag
the observer to the southern hemisphere. Which hemisphere is receiving more direct
sunlight?
c) Based on your answer to 1b, which hemisphere is experiencing summer? Which is
experiencing winter?
Winter _______________________
Summer _________________________
d) Is the Earth tilted towards or away from the Sun in this position?
__________________________
e) In the space to the right
 Draw the Earth’s position relative to the Sun.
 Draw in the tilt.
 Label the North and South Poles.
 Draw in the equator.
 Shade in the side of the Earth that is in shadow.
2. Look at the animation that has the observer (right side of screen)
59
a) Change the perspective so the view is “from the Sun.” The dot represents the
“vertical ray.” Where is the vertical ray shining on Dec 21st?
b) Change the perspective back to “view from the side.” Move the observer until
he/she is directly on top of the dot. What latitude is indicated (give the name and
number of the line of latitude)?
Name __________________ number _________________
c) What happened to the angle of the Sun’s rays as you moved the observer to that
point?
d) Describe the Sun’s rays at this location.
3. Change the date using the red bar at the bottom of the screen. Stop the bar when
the vertical ray (the little dot) is exactly at the equator.
a) On what date does this happen? ___________ the season is?(n. hemis):
___________
b) Which location on Earth is receiving the most direct energy from the Sun?
____________
c) Move the observer to the equator. Describe the angle of the Sun’s rays at the
Equator on this date.
4. Move the date bar until the date is June 21st. Look at the animation on the left.
a) On June 21st, is the northern or southern hemisphere more lit up? ____________
b) Move the observer back to 36 °N (North Carolina). Note the angle of sunlight for the
observer. Drag the observer to the southern hemisphere. Which hemisphere is
receiving more direct sunlight?
c) Based on your answer to 4b, which hemisphere is experiencing summer? Which is
experiencing winter?
Winter _______________________ Summer _________________________
d) Is the Earth tilted towards or away from the Sun in this position?
e) In the space below
 Draw the Earth’s position relative to the Sun.
 Draw in the tilt.
 Label the North and South Poles.
 Draw in the equator.
 Shade in the side of the Earth that is in shadow.
60
5. Leave the observer at 36 °N. Click on “start animation.”
a) Watch the sun’s rays in the bottom right hand corner. When are the rays striking the
Earth at this location most directly (closer to vertical)
b) When are the rays the least direct? ____________________
c) Does the tilt change as the Earth orbits the Sun? __________
d) Explain how the tilt of the Earth influences the amount of energy we receive
throughout the year:
6. Move the observer to the North Pole. Click on “start animation” (if it’s not running
already)
a) Watch the shadow closely. Note that for half of the year the observer is in shadow
and the other half it is in daylight. This essentially means that sunrise and sunset
happen once a year at the North Pole. Record the dates that the Sun rises and sets,
and when there is total darkness at the North Pole. Repeat this process for the South
Pole.
North Pole:
Sunrise_______________ Sunset_________________ Total darkness
________________
South Pole
Sunrise _______________Sunset_________________ Total darkness
________________
b) Open up the “Length of Day” animation. Advance the date until the “shadow line
crosses the North Pole. Is the date the same as the one you listed above?
c) Set the date to December 21st. Does the sun rise on this date at the North Pole?
d) Set the date to June 21st. Does the sun set on this date at the North Pole?
e) What time of year in North Carolina results in the greatest amount of daylight?
Part 2: Sun’s Path for North Carolina (36°N) Open up the file entitled “Sun’s Motion
Animation.”
http://www3.eboard.com/boards/16/92/94/Brownstein/att1574287/sunmotions%5B1%5D.swf
When the animation is on the screen, do the following:
 Maximize the screen (on an Apple, drag the screen from the bottom corner to the
side of the screen)
 Set the date for December 21st.
 Set the latitude for 36°N
 Click the following in the boxes to the right of the screen: “show the sun’s
declination angle,” and “show stick figure and its shadow.”
61




“Dragging the Sun’s Disc” should be set to “time of day.”
Make sure no other boxes are clicked.
Click and drag the animation with the stick figure so the “dome” is orientated as
shown in the picture below:
Set the time of day to 12:00
December 21st
1. Click and drag the Sun towards the bottom right until it lines up exactly with the
horizon—this is sunrise.
a) What time does sunrise happen on this date? ________________________
b) What direction does the Sun rise on this date? _______________________
2. Slowly drag the Sun back towards noon until you first see a shadow (about 8am) for
the observer (the stick figure).
What direction does the shadow point? _______________
3. Continue dragging the Sun towards the noon position (do not go beyond noon).
62
a) What happens to the altitude of the Sun as you are doing this?
_____________
b) What happens to the direction of the observer’s shadow?
____________________
c) What happens to the length of the shadow?
_______________________________
d) What direction does the shadow point directly at noon?
_____________________
e) What direction in the sky would the observer look to see the noontime
Sun?______
4. Click and drag the globe so that you are now looking at the western horizon
a) Drag the Sun towards sunset. What time
does the
Sun set on this date? ________
b) What direction does the Sun
set?_____________
c) As you drag the Sun from noon until sunset,
what happens to the length of the observer’s
shadow?
d) What happens to the length of the
shadow from noon until sunset?
March 22nd and Sept 22nd
Answer the questions below for both months (make sure you check both months before
you answer the questions). Set the time to 12:00 and orient the dome as shown in the
diagram on page one of this lab:
1. Does the Sun’s path change when you change the date from March 20th to
September 20th?
2. Click and drag the Sun towards the bottom right until it lines up exactly with the
horizon—this is sunrise.
a) What time does sunrise happen on this date? ________________________
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b) What direction does the Sun rise on this date? _______________________
3. Slowly drag the Sun back towards noon until you first see a shadow (about 6:20am)
for the observer (the stick figure).
What direction does the shadow point? _______________
4. Continue dragging the Sun towards the noon position (do not go beyond noon).
a) What happens to the length of the shadow? __________________________
b) What direction does the shadow point directly at noon?
__________________
c) What direction in the sky would the observer look to see the noontime
Sun?______
5. Click and drag the globe so that you are now looking at the western horizon (as
shown in the diagram on page two of this lab)
a) Drag the Sun towards sunset. What time does the Sun set on this date?
________
b) What direction does the Sun set?_____________
6. How many hours of daylight occur on these dates? ___________________.
Because of
this, these seasons are referred to as _____________________________.
June 21st:
Rotate the dome so that you are looking from the east again. Set the time to 12:00.
1. Click and drag the Sun towards the bottom right until it lines up exactly with the
horizon—this is sunrise.
a) What time does sunrise happen on this date? ________________________
b) What direction does the Sun rise on this date? _______________________
2. Slowly drag the Sun back towards noon until you first see a shadow (about 5:15am)
for the observer (the stick figure).
What direction does the shadow point? _______________
3. Continue dragging the Sun towards the noon position (do not go beyond noon).
a) What happens to the length of the shadow? __________________________
b) What direction does the shadow point directly at noon? _________________
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c) What direction in the sky would the observer look to see the noontime
Sun?______
4. Click and drag the globe so that you are now looking at the western horizon (as
shown in the diagram on page two of this lab)
a) Drag the Sun towards sunset. What time does the Sun set on this date?
________
b) What direction does the Sun set?_____________
Follow-up Questions:
1. Set the time to 12:00. Move the black bar to the month of January (on the bar above
the clock). Slowly drag the bar to the right until you reach December.
a) Describe what happens to the altitude of the Sun as you go from January to
December:
b) During which month is the Sun:
lowest in the sky at noon? _____________ highest in the sky at
noon?______________
c) During which month does the observer have:
the shortest shadow? ________________ the longest shadow? _________________
d) Explain why the shadow length has the pattern you describe above:
e) Is the Sun ever directly overhead in North Carolina?
Part 3: The Sun’s path in other locations worldwide
1. Change the latitude to 23.5 °N. Set the time to 12:00. Set the date to June 21 st.
a) Does the observer have a shadow at this location on this date? What does
that tell you about the location of the Sun at noon at 23.5 °N on June 21st?
b) Rotate the dome so that you are looking directly down at the observer.

Now that you are looking directly down on the
observer, where is the noontime Sun relative to
the observer?

Were you correct in your answer to 1a?
_________
c) What season in the Northern Hemisphere is this?
_____________________________________
d) Why is 23.5° a significant number?
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2. Set the latitude to 0°. Rotate the globe so you are looking from the east again. Keep
the date at June 21st.
a) Is the Sun directly overhead on June 21st at the equator?__________
b) Go to the “month” bar and drag the black bar until the Sun’s path is directly lined
up with the blue line in the center of the dome (begin at January and drag the bar to
towards December). This will happen twice during the year.

During which months did the Sun’s path line up with the blue line?
_______________

Which seasons begin on these dates? ___________________

Where is the Sun located at noon relative to the observer on these
dates?__________
3. Set the latitude to 23.5° S (you will need to enter in 23.5 and then click on the box to
change it from N to S). Keep the time at 12:00. Do not change the date from the last
question.
a) What direction must the observer look to see the noontime Sun? __________
b) How is this different from the Northern Hemisphere?
c) Change the date to December 21st. Rotate the globe so you are looking down
on the observer (as you did on the previous page).

Where is the noontime Sun relative to the observer on this date?

Does the observer have a shadow?
Follow up questions:
1. The “vertical ray of the Sun” refers to when the Sun is directly overhead. For the
dates listed below, identify where the Sun is directly overhead at noon and the season
in the Northern Hemisphere for those dates:
December 21st:
March 22nd:
June 21st:
September 22nd:
Vertical Ray _____________
Vertical Ray _____________
Vertical Ray _____________
Vertical Ray _____________
Season _____________
Season _____________
Season _____________
Season _____________
2. If our tilt changed, predict how our seasons would change.
a) If the tilt increased:
Summers would be _____________ Winters would be _______________
b) If the tilt decreased
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Summers would be _____________ Winters would be ________________
3. Open the “seasons interactive” animation.
http://www3.eboard.com/boards/16/92/94/Brownstein/att-1573293/Seasons-interactive.swf
a) Set the “inclination” to Earth (bottom of animation). Click “stop” to prevent the
Earth from moving on its own. Move the Earth to the summer position for the
northern hemisphere and watch the thermometer. Then click on Venus. Finally,
click on Uranus.

How does the tilt change for each setting?
Venus setting_____________________ Uranus
setting______________________

How did the summer temperatures change for each setting?
Venus setting_____________________ Uranus
setting_______________________
b) Move the Earth to the winter position for the northern hemisphere and follow
the same directions from 3a. Make note of the temperature differences for each
setting.
c) Now that you have used the animation, clearly explain how a change in tilt will
affect our seasons:
WHAT IS PARALAX?
Instruct students to extend their arm out and view their thumbs. Close one eye at a
time, alternating between left and right eye as the thumb is observed. Ask students to
state their observations. (The thumb appears to shift as the open eye shifts from left to
right and back) Repeat the same procedure with the thumb at half the distance it was in
the first trial. Ask students for observations. (The shifting appears to be greater when
the thumb is closer). Ask students to generate ideas on how this could apply to stars.
(Two opposite positions of the earth’s orbit around the Sun - six months apart represent closing one eye vs. the other. A star is represented by the thumb). Which
stars will experience the greatest shift in parallax? (the closest stars)
PARALAX APPLET
http://www.astro.ubc.ca/~scharein/applets/#Parallax
This Java applet provides a hands-on approach to understanding parallax as it applies to stars
viewed from the earth.
IMAGINARY PLANET CHARACTERISTICS
Divide students into small groups. Each group gets a car with characteristics of an exosolar
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planet.
Other materials include: polystyrene balls, dowels, light source. Each ficticious exosolar planet
is the same distance from its sun as the earth is around our sun. The star around which the
exosolar planet rotates is the same type of star (G-2) as our sun. Using the materials provided,
students will manipulate their planet and observe the angle at which the sun strikes at different
latitudes.
The following are suggested descriptions for fictitious exosolar planets:
1. A planet without an axis tilt that does one rotation for each orbit around its sun
2. A planet without an axis tilt that does 365 rotations for each orbit around its sun
3. A planet without an axis tilt that orbits its sun without rotating
4. A planet with a 45-degree axis tilt that does one rotation for each orbit around its sun
5. A planet with a 45-degree axis tilt that does 365 rotations for each orbit around its sun
6. A planet with a 45-degree axis tilt that does two rotations for each orbit around its sun
7. A planet with a 90-degree axis tilt that does one rotation for each orbit around its sun
8. A planet with a 90-degree axis tilt that does 365 rotations for each orbit around its sun
9. A planet with a 90-degree axis tilt that does two rotations for each orbit around its sun
10. A planet with a 23.5 degree axis tilt that does 365 rotations for each orbit around its sun
Discussion questions:
1. What would the days and nights, and seasons be like on the equator of your planet?
2. What would the days and nights, and seasons be like on the north or south pole of your
planet?
3. What part of the planet would be most habitable? Last habitable?
4. What interventions would be necessary for life to exist on your planet?
5. What would the weather be like at various locations on your planet?
6. Would it be possible for “intelligent life” as we know it to thrive on your planet?
7. What types of life forms would have to have evolved in order to thrive on your planet?
KEPLER’S LAWS OF PLANETARY MOTION
http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/files/html/module4/l
essons.html
Select lesson plan #3 – Kepler’s Laws of Planetary Motion
Interactive Applet that is necessary for this activity can be found in the Applet drop-down menu.
WEB RESOURCES
THE CELESTIAL SPHERE
http://solar.scs.gmu.edu/teaching/ASTR112_2005/Celestial_Sphere_Lab_2_Muffarah.p
pt
Powerpoint explanation of the celestial coordinate system and terms such as ecliptic,
celestial equator, azimuth, zenith, right ascension and declination
http://www.astro.uiuc.edu/~kaler/celsph.html
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Included is an inspection of the zodiac constellations, which lie on the ecliptic
http://brahms.phy.vanderbilt.edu/~rknop/astromovies/celsphere1.html
A movie designed for use in a lecture/discussion on the celestial sphere. It requires
Quicktime.
HISTORY OF OUR UNDERSTANDING OF THE SOLAR SYSTEM
Polaris Project – Evening Star, Iowa State University
http://www.polaris.iastate.edu/EveningStar/Unit1/unit1_intro.htm
Unit 1 – The Ancients (ancient understanding of celestial motions through observations)
Unit 2 – The History (history of our understanding of how the Solar System works)
Unit 3 - The Solar System
Unit 4 – Gravity and Orbits
Summary of Copernicus, Kepler, Galileo and Newton
http://www.uwgb.edu/DutchS/WestTech/suncentr.htm
ANIMATIONS AND MODULES FOR EARTH-SUN RELATIONSHIPS
Seasons module
http://www3.eboard.com/boards/16/92/94/Brownstein/att1573305/SeasonsModule_bothviews_.swf
Length of Day animation
http://www3.eboard.com/boards/16/92/94/Brownstein/att1573310/LengthofDay%5B1%5D.swf
Earth-Sun relationships
http://www3.eboard.com/boards/16/92/94/Brownstein/att-1573325/EarthSun_relationships.swf
Sun Motions
http://www3.eboard.com/boards/16/92/94/Brownstein/att1574287/sunmotions%5B1%5D.swf
Astronomy Lesson Plan links
http://sciencespot.net/Pages/classastrolsn.html
University of Maryland astronomy
http://www.astro.umd.edu/openhouse/resources/index.html
Astronomy Basics
http://www.virtualmuseum.ca/Exhibitions/Cosmos/english/html/astronomybasics.html#a
starisborn
AMAZING SPACE RESOURCES
http://amazing-space.stsci.edu/resources/explorations/
History of telescopes
Planet Impact – Jupiter pelted with a comet! (interactive)
Mission Mastermind
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Galaxy Hunter (interactive)
Comets
Galaxies Galore (interactive)
No Escape – the Truth About Black Holes (interactive)
Solar System Trading Cards
Star Light Star Bright
Hubble Deep Field Academy
The Solar System in Pictures
http://www.the-solar-system.net/
Windows to the Universe
http://www.windows.ucar.edu/
Lunar Prospector – hands on activities
http://lunar.arc.nasa.gov/education/activities/index.htm
NASA Stats and Slopes
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/slopes/ss_title.html
NASA Space Place for Kids
http://spaceplace.nasa.gov/en/kids/
The Solar System
INTRODUCTION
Most students have had previous experience learning about the Solar System and are
enthusiastic about this and related topics. The focus of the teacher should be to
generate interest and build upon the foundation already in place. An investigation of the
nebular theory, or how the Solar System came into existence, should shed light on why
each of the planets has its particular characteristics and why the Solar System, as a
whole, “obeys” certain rules governing its motion (and why there are exceptions to these
rules).
VOCABULARY:
Terrestrial planets
Jovian planets
hydrogen compounds
light gases
asteroids
comets
Kuiper Belt
Oort cloud
nebular theory
solar nebula
protosun
protoplanetary disk
condensates
accretion
planetesimals
solar wind
magnetic braking
giant impact
extrasolar planet
70
FUNDAMENTAL QUESTIONS
How did the Solar System form from a nebula?
What factors determined the distinctly different properties of the inner and outer
planets?
What is the origin and history of asteroids and comets?
LEP RESOURCES
http://www.windows.ucar.edu/tour/link=/earth/geology/geology.html
The Source of this material is Windows to the Universe developed by the University
Corporation fro Atmospheric Research (UCAR). The “Earth’s layers and moving plates”
link has three levels (beginner, intermediate and advanced).
This web site provides a nice overview of the content covered in this unit.
http://www.solarviews.com/
On the home page, choose “site directory” to find the earth science topic. This site
provides text in English, Spanish, Portuguese and French.
http://www.google.com/language_tools
Launch page for Google Language Tools
http://es.wikipedia.org/wiki/Categor%C3%ADa:Ciencias_de_la_Tierra
Wikipedia – Earth Science topics in Spanish
LEP LANGUAGE OBJECTIVES
1. Explain to a partner how the earth’s tilt causes the seasons as the earth orbits the
sun
2. Explain to a partner how to find true north using a shadow
3. Explain to a partner how to project an image of the Sun onto a piece of paper
4. Draw a diagram that shows how the positions of the earth, sun and moon
determine the phases of the moon.
5. Compare and Contrast the motions of the planets
6. Explain to a partner how to use a skymap to locate constellations and stars
MODIFICATIONS FOR LEP STUDENTS
Model/illustrate the basics of planetary motion. Many Internet sites have useful
illustrations and animations. Introduce the terms before the lessons and activities to
engage ESL students. For example, write the Spanish terms for the unit on the board.
ACTIVATING PRIOR KNOWLEDGE
The teacher may wish for students to answer these in a journal/log or generate answers
in small groups and report out. It is strongly suggested that you take the time to find out
what they know before moving on.
 What is the order of the planets from closest to the Sun to most distant

What are the differences between the inner and outer planets with regard to size
and composition?
71

Unlike the other planets in our Solar System, why is the Earth capable of
supporting life?

Explain how ocean tides work.
STUDENT ACTIVITIES
NEBULAR THEORY MODEL
Students themselves will be used to model the formation of the solar system.
The following text has been adopted from the Canadian Space Agency astronomy
resource website:
http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/files/html/m
odule4/lessons/lesson3/solar_nebula.html
Introduction
If possible, introduce the lesson by showing images or computer animations of the
formation of the solar system. After images of a nebular cloud or solar nebula are
shown, go over the Solar Nebula theory with the students. Concentrate on the role of
individual atoms in the collapse of the nebular cloud, and on the force of gravity and the
process of accretion, which plays a role in how atoms clump together.
Hands-on Activity
Let the students know they will each be a hydrogen atom in the initial nebular cloud.
Explain to them that their bodies will be the single proton in the nucleus of the hydrogen
atom, and their arms will be the rapidly moving electrons within the electron cloud
surrounding the nucleus. Allow every student to be an atom, except for one student who
will play the role of a supernova, which triggers the collapse of the cloud. Have the
students spread out so that there is a fair amount of distance between them. The
students who are atoms should be slowly moving around, floating randomly around the
designated area.
Now have the student who is the supernova act out their role; they should become an
energy shockwave, and move through the field of randomly moving atoms with their
arms outstretched. They should cross the path of at least one hydrogen atom, and when
they do cross paths, have the atoms attach to the student who is the shockwave of
energy. Have the shockwave stop moving once there are two or three atoms attached
to it and it is near the centre of the area, so that there is now a clump of two or three
atoms in the middle of the cloud of atoms. This clump of atoms has become the Sun in
its embryonic stage as a protostar. At this point in time, the cloud of atoms should begin
to slowly swirl around the protosun in a circular motion. Have the atoms nearest to the
protosun slowly collapse into it due to the force of gravity, forming a larger central
protostar. The outer atoms should also slowly clump together to form protoplanets; as
they continue to swirl around the protosun in a circular orbit, they should continue to
slowly bump into other individual atoms and accumulate, growing larger in size. As the
sizes of the protosun and protoplanets grow, the remaining objects should act as though
they are more attracted to them due to the force of gravity. Eventually, every individual
72
atom should be attached to the protosun or a protoplanet; try to ensure that the
protosun is largest clump of atoms with smaller protoplanets in orbit around it.
Closure:
Talk to the students about the processes behind the collapse of the solar nebula cloud
into a solar system. Explain to them that while this is a theory and is not fact, it is based
on observational evidence and is most likely the way in which the Sun and the solar
system formed. Explain to the students that this is most likely the theory that formed
both our own solar system, and extra-solar planetary systems.
THE ORDER OF THE SOLAR SYSTEM
http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_09.html
Using the "clue cards" and printouts of the planets provided, students learn about the
order of planets in our solar system.
THE SIZE AND DISTANCE OF THE PLANETS
http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_09.html
Students investigate the concepts of relative size and distance by creating a basic
model of our solar system.
PROJECTING AN IMAGE OF THE SUN
(from the Stanford Solar Center web site) http://solar-center.stanford.edu/observe/
You can easily and safely observe the Sun by projecting it through a tiny hole onto a white sheet
of paper. This simple device is called a "pinhole camera". You'll need:

2 sheets of stiff white paper (index cards or card stock works best)

A pin

A sunny day
With the pin, punch a hole in the center of one of your pieces of paper. Go outside, hold
the paper up and aim the hole at the Sun. (Don't look at the Sun either through the
hole or in any other way! ) Now, find the image of the Sun which comes through the
hole. Move your other piece of paper back and forth until the image rests on the paper
and is in focus (i.e. has a nice, crisp edge). What you are seeing is not just a dot of light
coming through the hole, but an actual image of the Sun.
This works best when the paper onto which the image is projected is kept in the shade.
Experiment by making your holes larger or smaller. What happens to the image? What
happens when you punch 2 holes in the piece of paper? Try bending your paper so the
images from the 2 holes lie on top of each other. What do you think would happen if you
punched a thousand holes in your paper, and you could bend your paper so all the
images lined up on top of each other?
73
In fact, optical telescopes can be thought of as a collection of millions of "pinhole"
images all focused together in one place! You can also project an image of the Sun
using a pair of binoculars or small telescope.
USING THE SUNSPOTTER
http://solar-center.stanford.edu/observe/ (link to Sunspotter web site)
If your school owns a SUNSPOTTER device, by all means, take advantage of it! With
the SUNSPOTTER, you can project a focused image of the Sun and actually see
Sunspots (dark areas on the image). Sunspot patterns change, so consider doing
sunspot observations over a longer period of time. Once students are trained, one or
pairs of students can do daily or weekly observations and record their data with a sketch
showing approximate sunspot location. A recording sheet is provided on the next page.
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SOLAR SYSTEM PROJECT
Created by Kevin Carter, Chapel Hill, NC
Overview
Students working in groups of three will present on a body in our solar system.
Process and Design
(a) Each presentation will last 10 minutes (+/- 1-2 mins). If you would like to do an
activity which will take longer than 12 minutes, let me know. If it’s worth it, your time will
be extended.
(b) The presentation must be interactive. Communicate with your classmates, don’t
just talk to them. You could use powerpoint, or poster.
Information you could include in your presentation
(a) structure, composition, and characteristics of celestial body
(b) details of dynamic processes: Geology (Plate Tectonics and associated landforms)
and Weather.
Since we’ve completed our geology section, this part should be
well-explained and emphasized.
(c) satellites and orbital path
(d) the history of the celestial body (its formation and past events)
(e) mythology or other related stories
(f) all relevant numerical data (radius, distance form Earth, mass, density, etc.) put into
perspective (i.e., It is twice as large as earth, etc.)
(g) human relationships with celestial bodies as far as discovery and probes or ships
sent to them
Bibliography Without the submission of a bibliography, your project will not be graded.
You are required to have at least 5 sources, 3 non-internet sources.
A list of Assignments
Outline of presentation
5
Research notes
5
Presentation (information)
35
Attentiveness / Participation
5
interactive aspect
5
bibliography
5
total possible points (will possibly
60
count for more)
Date
Timeline of Project
Write your timeline of the project on the back of this sheet.
Some Websites
planet activities http://www.spacegrant.hawaii.edu/class_acts/index.html
pics of stuff http://grin.hq.nasa.gov/
www.space.com
notes on motion lecture http://www.astro.utoronto.ca/~ast201/2004Jan15/Jan15.pdf
will the universe rip or collapse?
http://www.sciencefriday.com/pages/2004/Mar/hour2_030504.html
water on mars http://www.sciencefriday.com/pages/2004/Mar/hour1_030504.html
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THE DEBATE OVER PLUTO’S STATUS
Ask students the following question: Is Pluto a planet?
Information
Begin by letting the students know that the next two classes will be devoted to
answering the question. A class debate will be used for the students to express their
views and research findings.
The class will have to be briefly informed on the characteristics of a planet and a comet,
and given brief examples of arguments which support both beliefs that Pluto is a planet
and that it is simply a trapped comet. Ask the students who believes it is indeed a true
planet, who believes it is a comet, and who is not sure. Hopefully there will be enough
students who aren’t sure to even out the two groups. Let the students know they have to
do their own research, and they will collaborate with their group at the beginning of the
next class to organize their debate. Emphasize to the groups that they should compare
Pluto to other planets or to comets, in order to support their arguments.
Hands-on Activities
Activity 1
In their large groups, students will collectively decide on possible questions and
comments for both sides of the argument. Upon deciding on which questions to focus,
students will then assign research tasks, reflecting those questions, to smaller groups
which will then conduct appropriate research strategies.
Students should re-assemble in their large groups approximately 15 minutes before the
end of the class to debrief, to share their research findings and to plan their side of the
debate argument.
Students should have the Class Debate Rubric before they begin researching.
Activity 2
At the beginning of the second class, the students will get into their two groups and will
organize their own arguments and will appoint a lead speaker for the group. Once the
groups are organized, the class debate can begin. Be sure to let students know that the
debate is not a competition; one side will not “win”. The debate should be run
professionally, with systematic arguments followed by rebuttals.
After the debate, students should help to create a list of arguments for each side of the
debate. The list can be written on the board and then copied by the students into a
workbook. The points the students do not list can be added by the teacher.
Check for Understanding
Listening to both the debate and the listing of arguments is a good measure of
understanding. After the debate, further questions regarding other solar system bodies
could be posed:
76
1. Why is Mercury (or any other planet) not regarded as a trapped comet?
2. Could the moons of the outer gaseous planets be trapped comets?
Independent Practice
After the debate has finished, the students will write up their own paragraph about the
debate, stating their point of view on the topic and explaining why they feel that way.
They should state whether or not the debate changed their opinion in any way, and they
could add the most reputable statement of the opposing point of view.
Depending on time constraints, this could be assigned as a homework activity.
Closure:
Have a final class vote about the status of Pluto. The voting could be done collectively
or privately. If the students do indeed vote that Pluto is simply a trapped comet, a new
name could be created by the class.
Extension:
As an extension activity, students could be asked to research what kinds of objects are
found in the Kuiper Belt.
WEB RESOURCES
Observing the Sun for Yourself
http://solar-center.stanford.edu/observe/
The Stanford Solar Center maintains an informative and easy to use web site on
different ways to observe the Sun.
Solar and Heliospheric Observatory
http://sohowww.nascom.nasa.gov/
National Solar Observatory
http://www.nso.edu/
Hawai’i Solar Astronomy
http://www.solar.ifa.hawaii.edu/
Scale model of the Solar System
http://thinkzone.wlonk.com/Space/SolarSystemModel.htm
Build a solar system
http://www.exploratorium.edu/ronh/solar_system/
Views of the Solar System
http://www.solarviews.com/
Formation of the Solar System
http://www.solarviews.com/cap/misc/ssanim.htm
The Sun
http://www.solarviews.com/eng/sun.htm
Beginning of the Solar System
77
http://fti.neep.wisc.edu/neep533/SPRING2004/lecture7.pdf
Astronomy Curriculum Resources (Canadian Space Agency)
http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/files/html/le
ssons.html
Astronomy Lesson Plan links
http://sciencespot.net/Pages/classastrolsn.html
University of Maryland astronomy
http://www.astro.umd.edu/openhouse/resources/index.html
AMAZING SPACE RESOURCES
http://amazing-space.stsci.edu/resources/explorations/
History of telescopes
Planet Impact – Jupiter pelted with a comet! (interactive)
Mission Mastermind
Galaxy Hunter (interactive)
Comets
Galaxies Galore (interactive)
No Escape – the Truth About Black Holes (interactive)
Solar System Trading Cards
Star Light Star Bright
Hubble Deep Field Academy
The Solar System in Pictures with quizzes on each planet
http://www.the-solar-system.net/
Lunar Prospector – hands on activities
http://lunar.arc.nasa.gov/education/activities/index.htm
MAAS digital MER Landing
http://www.maasdigital.com/mervideo-large.html
Cassini-Huygens landing on Saturn’s moon, Titan
http://saturn.jpl.nasa.gov/multimedia/videos/video-details.cfm?videoID=117
Windows to the Universe
http://www.windows.ucar.edu/
Cosmic Survey – What are your ideas about the universe?
http://cfa-www.harvard.edu/seuforum/download/CosmicSurvey2003.pdf
NASA Stats and Slopes
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/slopes/ss_title.html
NASA Space Place for Kids
http://spaceplace.nasa.gov/en/kids/
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Stars
INTRODUCTION
VOCABULARY
Hertzsprung-Russell diagram
thermal pressure
low-mass stars
intermediate mass-stars
high-mass stars
molecular clouds
protostar
protostellar disk
protostellar wind
close binary
jets
life track
degeneracy pressure
brown dwarfs
flare stars
subgiant
red giant
hydrogen shell burning
helium fusion
helium flash
carbon stars
interstellar dust grains
planetary nebula
CNO cycle
supernova
neutron star
supernova remnant
LEP RESOURCES
http://www.windows.ucar.edu/tour/link=/earth/geology/geology.html
The Source of this material is Windows to the Universe developed by the University
Corporation fro Atmospheric Research (UCAR). The “Earth’s layers and moving plates”
link has three levels (beginner, intermediate and advanced).
This web site provides a nice overview of the content covered in this unit.
http://www.solarviews.com/
On the home page, choose “site directory” to find the earth science topic. This site
provides text in English, Spanish, Portuguese and French.
LEP LANGUAGE OBJECTIVES
1. Explain to a partner how a star comes into existance
2. Explain to a partner how to use the Hertzsprung-Russell (H-R) diagram
3. Draw diagrams that show the life cycles of both low and high mass stars
MODIFICATIONS FOR LEP STUDENTS
Model/illustrate the basics of planetary motion. Many Internet sites have useful
illustrations and animations. Introduce the terms before the lessons and activities to
engage ESL students. For example, write the Spanish terms for the unit on the board.
ACTIVATING PRIOR KNOWLEDGE
The teacher may wish for students to answer these in a journal/log or generate answers
in small groups and report out. It is strongly suggested that you take the time to find out
what they know before moving on. In the sixth grade curriculum, there are no specific
79
goals and objectives related to stars and there will be a whole range of experience with
this topic. Questions to the class could include:
 Why is our Sun a star?

How do stars come into existence?

What happens when stars die?

What types or varieties of stars exist?

How far away are stars?
STUDENT ACTIVITIES
HOW OLD ARE THE JEWELS?
http://www.noao.edu/education/jewels/home.html
FUNDAMENTAL QUESTION:
SCOS: 6.03
RBT:
In this exercise, you will plot the color and brightness of a sample of stars from the
Jewelbox Cluster to determine its approximate age. For this activity you will need:

these instructions,

print of the Jewelbox Cluster (Provided by LCD Projector)

StarGauge (Provided by LCD Projector)

graph sheet,

student answer sheet,
Examine the Jewelbox Cluster on the Projector.
1. Do all the stars appear to be the same color?
2. Can you tell where the edge of the cluster lies?
Decide where you think the boundaries of the cluster are.
Estimate where the center of the cluster of stars is and draw an imaginary square about
this center point. Measure the brightness of the star closest to the upper left hand
corner of your square from its size in the image in comparison to the dots on the
StarGauge. Have your lab partner estimate the star's color using the color portion of the
StarGauge and place a filled-in dot on the graph provided in the box that corresponds to
the brightness and color you have measured for your first star.
Place a dot with your marker on the star you have just measured and then proceed in
some systematic fashion to measure the brightness and color of every star within your 4
cm square.
80
3. Do the Jewelbox stars on your graph appear to be randomly scattered or do they
fall in any kind of pattern?
Stars in front of or behind the Jewelbox which are not part of the cluster also appear in
the image. Astronomers call these "field stars." If time allows, estimate how many of
these stars are included in your measurements by drawing a 4 cm square near the edge
of the print and measure the color and brightness of the stars within this square. Mark
these stars on your brightness-color diagram using an "x" instead of a dot.
4. Do the field stars appear to fall randomly on your diagram or do they appear to
fall in any kind of pattern?
5. Compare your answer to Q3 and Q4. Why do you think the similarities or
differences between the two star patterns exist?
Estimating the Age of the Jewelbox Cluster
Newly formed stars occupy a band in your graph from the upper left corner to the lower
right corner. The most massive stars are hot (blue) and bright. The least massive stars
are cooler (red) and dim. This band of stars is called the "main sequence."
When stars live out their lives and become old, the gravitational forces which tend to
collapse the star and internal heat forces which tend to expand a star get out of
balance. This imbalance leads to the "death" of the star.
Part of the cycle of stellar life and death is the stage of old age called "red giant." Red
giants are bright because they have 10 to 20 times the diameter of our Sun, and they
appear red because they are cool. They are classified as either K or M stars on your
StarGauge, but they are also very bright. The most massive stars burn their fuel quickly
and are the first stars in a cluster to leave the main sequence to become red giants.
They expand and cool, to become brighter and redder, and move to the upper right
corner of the graph. As the cluster ages, less and less massive stars leave the main
sequence to become red giants. Astronomers can tell a cluster's age by determining the
color of the brightest, most massive stars still on the main sequence.
Many stars in old clusters have progressed beyond red giant to another stage of
extreme age: white dwarf. But white dwarfs are so small (equal to the size of our Earth,
12,600 km in diameter) and faint that they cannot be seen in this image of the Jewelbox
Cluster.
Using the sample graphs on the graph worksheet, estimate the age of the Jewelbox
Cluster.
Extension Questions:
6. If you have studied the H-R diagram, explain what the three cluster-age graphs
above say about the relative lifetimes of O/B stars compared to A/F/G stars
compared to K/M stars?
7. Where would our star, the Sun, be plotted on your diagram?
81
Student Answer Sheet - How Old Are the Jewels?
1. Do all the stars appear to be the same color? Describe what you see.
2. Can you tell where the edge of the cluster lies?
3. Do the Jewelbox stars on your graph appear to be randomly scattered or do they fall
in any kind of pattern?
4. Do the field stars appear to fall randomly on your diagram or do they appear to fall in
any kind of pattern?
5. Compare your answers to Q3 and Q4. Why do you think the similarities or differences
between the two star patterns exist?
6. Using the sample graphs on the graph sheet, estimate the age of the Jewelbox
Cluster.
Extension Questions:
7. If you have studied the H-R diagram, explain what the three cluster-age graphs
above say about the relative lifetimes of O/B stars compared to K/M stars?
8. Where would our star, the Sun, be plotted on your diagram?
STELLAR CHARACTERISTICS
Blackbody spectrum user
http://www.shodor.org/refdesk/Resources/Models/BlackbodyRadiation/
FUNDAMENTAL QUESTION:
SCOS: 6.03
RBT:
82
LIFE CYCLE OF STARS
http://www.astro.uni-bonn.de/~javahrd/v071/index.html
FUNDAMENTAL QUESTION:
SCOS: 6.03
RBT:
WEB RESOURCES
How to participate in PROJECT: Observe, a wonderful program offered through UNC’s
Morehead Planetarium
OBSERVEflyer
Astronomy Picture of the Day
http://antwrp.gsfc.nasa.gov/apod/
http://www.starrynighteducation.com/
Starry Night Education “The leader in space science curriculum solutions”
http://www.starrynight.com/
STARRY NIGHT is software that allows the viewer to explore space from a computer –
a very worthwhile investment for middle and high school earth science classrooms.
Cosmic Survey – What are your ideas about the universe?
http://cfa-www.harvard.edu/seuforum/download/CosmicSurvey2003.pdf
Science for all Americans online (great resource for grad school)
http://www.project2061.org/publications/sfaa/online/chap11.htm#2
NASA Supernova chemistry
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/supernova/supernova_cover.html
NASA X-Ray Spectroscopy and the Chemistry of Supernova remnants
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/xray_spectra/spectra_cover.html
NASA How Far, How Powerful?
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/swift_grb/how_far_cover.html
Windows to the Universe
http://www.windows.ucar.edu/
Cosmic Survey – What are your ideas about the universe?
http://cfa-www.harvard.edu/seuforum/download/CosmicSurvey2003.pdf
83
Deep Sky Objects and the Formation of the Universe
INTRODUCTION
VOCABULARY: BEGINNING OF THE UNIVERSE
Planck Time
Grand Unified Theory
GUT era
inflation
electroweak era
particle era
era of nucleosynthesis
era of atoms
era of galaxies
cosmic background radiation
VOCABULARY: STARS AND
DEEP SKY OBJECTS
Hertzsprung-Russell diagram
thermal pressure
low-mass stars
intermediate mass-stars
high-mass stars
molecular clouds
protostar
protostellar disk
protostellar wind
close binary
jets
life track
degeneracy pressure
brown dwarfs
flare stars
subgiant
red giant
hydrogen shell burning
helium fusion
helium flash
carbon stars
interstellar dust grains
planetary nebula
CNO cycle
supernova
neutron star
supernova remnant
84
LEP RESOURCES
http://www.windows.ucar.edu/tour/link=/earth/geology/geology.html
The Source of this material is Windows to the Universe developed by the University
Corporation fro Atmospheric Research (UCAR). The “Earth’s layers and moving plates”
link has three levels (beginner, intermediate and advanced).
This web site provides a nice overview of the content covered in this unit.
http://www.solarviews.com/
On the home page, choose “site directory” to find the earth science topic. This site
provides text in English, Spanish, Portuguese and French.
http://www.google.com/language_tools
Launch page for Google Language Tools
http://es.wikipedia.org/wiki/Categor%C3%ADa:Ciencias_de_la_Tierra
Wikipedia – Earth Science topics in Spanish
LEP LANGUAGE OBJECTIVES
Explain to the class events that took place in the evolution of the universe.
Write a paragraph describing the relative size of the universe.
Compare and Contrast galaxies.
Compare and Contrast the motions of the planets
Explain to a partner how to use a skymap to locate constellations and stars
MODIFICATIONS FOR LEP STUDENTS
Teach vocabulary terms in small chunks to increase understanding. Use the vocabulary
necessary for students to participate in specific activities by building background
knowledge of the terms. This can be accomplished by looking for prefixes and suffixes
on vocabulary terms, identifying similar terms in a target language, and interpreting
multiple word terms by identifying the specific meaning of each word.
ACTIVATING PRIOR KNOWLEDGE
The teacher may wish for students to answer these in a journal/log or generate answers
in small groups and report out. It is strongly suggested that you take the time to find out
what they know before moving on
STUDENT ACTIVITIES
ACTIVITY: COSMIC CALENDAR
http://www.astrosociety.org/education/astro/act2/cosmic.html
FUNDAMENTAL QUESTION:
SCOS:6.01
RBT:
In "Cosmic Calendar", students scale the evolution of the universe to a one year
calendar, with the Big Bang occuring on the first moment of January 1st. Students
estimate where on this one year time line significant events (like the formation of the
solar system, the appearance of dinosaurs and the emergence of humanity) should be
85
placed. More advanced students can research the dates of significant events and
calculate when in the model timeline these events occurred.
This activity was written by Therese Puyau Blanchard and the staff of Project ASTRO.
Copyright © 1995, Astronomical Society of the Pacific
MODIFICATION FOR LEP STUDENTS
Using the website :
1. Create a relative timeline using a roll of paper such as cash register tape
showing the evolution of the Universe. Have students illustrate and label the
specific events.
2. Have students work in pairs to illustrate specific events in the evolution of the
Universe. Ask students to share their illustrations and explain the event that took
place.
ACTIVITY: HOW BIG IS THE UNIVERSE?
FUNDAMENTAL QUESTION:
SCOS: 6.01
RBT:
Calculate the approximate size of the universe given the following scenario: The Milky
Way has a radius of approximately 50,000 light years. The visible universe has a radius
of approximately 15 billion light years or 300,000 times the size of the Milky Way. If the
Milky Way is an 8 centimeter wide coffee cup, how big would the rest of the universe be
in kilometers?
The Milky Way has a
radius of about 50,000 light
years. What is the total size
of the Milky Way
Galaxy?________
The visible universe has a
radius approximately 15
billion light years or
300,000 times the size of
the Milky Way.
So if an 8 cm wide
coffee cup represents
the Milky Way, the
visible universe would
be a sphere
approx.________km in
radius.
86
MODIFICATIONS FOR LEP STUDENTS
Students write a paragraph describing the relative size of the universe compared to
familiar objects.
ACTIVITY: GALAXY SORTING
http://www.astrosociety.org/education/astro/act5/gal_sort.html
FUNDAMENTAL QUESTION:
SCOS: 6.01
RBT:
When faced with a new kind of object, the first thing scientists usually do is describe
what it looks like. Then they identify features that appear the same as or different from
other members of the new class. Finally, they try to understand what causes these
similarities and differences. The images here are intended for use with the Galaxy
Sorting (H-7) activity from Universe at Your Fingertips. Print out the images to make a
set of cards for each group of students.
The objectives are to have students compare specific similarities and differences among
galaxies by examining features visible in the photographs, identify types of features
found in galaxies, and discuss what the classification groups they devised might tell
them about galaxies.
HOW OLD ARE THE JEWELS?
http://www.noao.edu/education/jewels/home.html
In this exercise, you will plot the color and brightness of a sample of stars from the
Jewelbox Cluster to determine its approximate age. For this activity you will need:

these instructions,

print of the Jewelbox Cluster (Provided by LCD Projector)

StarGauge (Provided by LCD Projector)

graph sheet,

student answer sheet,
Examine the Jewelbox Cluster on the Projector.
3. Do all the stars appear to be the same color?
4. Can you tell where the edge of the cluster lies?
Decide where you think the boundaries of the cluster are.
Estimate where the center of the cluster of stars is and draw an imaginary square about
this center point. Measure the brightness of the star closest to the upper left hand
corner of your square from its size in the image in comparison to the dots on the
StarGauge. Have your lab partner estimate the star's color using the color portion of the
87
StarGauge and place a filled-in dot on the graph provided in the box that corresponds to
the brightness and color you have measured for your first star.
Place a dot with your marker on the star you have just measured and then proceed in
some systematic fashion to measure the brightness and color of every star within your 4
cm square.
4. Do the Jewelbox stars on your graph appear to be randomly scattered or do they
fall in any kind of pattern?
Stars in front of or behind the Jewelbox which are not part of the cluster also appear in
the image. Astronomers call these "field stars." If time allows, estimate how many of
these stars are included in your measurements by drawing a 4 cm square near the edge
of the print and measure the color and brightness of the stars within this square. Mark
these stars on your brightness-color diagram using an "x" instead of a dot.
6. Do the field stars appear to fall randomly on your diagram or do they appear to
fall in any kind of pattern?
7. Compare your answer to Q3 and Q4. Why do you think the similarities or
differences between the two star patterns exist?
Estimating the Age of the Jewelbox Cluster
Newly formed stars occupy a band in your graph from the upper left corner to the lower
right corner. The most massive stars are hot (blue) and bright. The least massive stars
are cooler (red) and dim. This band of stars is called the "main sequence."
When stars live out their lives and become old, the gravitational forces which tend to
collapse the star and internal heat forces which tend to expand a star get out of
balance. This imbalance leads to the "death" of the star.
Part of the cycle of stellar life and death is the stage of old age called "red giant." Red
giants are bright because they have 10 to 20 times the diameter of our Sun, and they
appear red because they are cool. They are classified as either K or M stars on your
StarGauge, but they are also very bright. The most massive stars burn their fuel quickly
and are the first stars in a cluster to leave the main sequence to become red giants.
They expand and cool, to become brighter and redder, and move to the upper right
corner of the graph. As the cluster ages, less and less massive stars leave the main
sequence to become red giants. Astronomers can tell a cluster's age by determining the
color of the brightest, most massive stars still on the main sequence.
Many stars in old clusters have progressed beyond red giant to another stage of
extreme age: white dwarf. But white dwarfs are so small (equal to the size of our Earth,
12,600 km in diameter) and faint that they cannot be seen in this image of the Jewelbox
Cluster.
Using the sample graphs on the graph worksheet, estimate the age of the Jewelbox
Cluster.
Extension Questions:
8. If you have studied the H-R diagram, explain what the three cluster-age graphs
above say about the relative lifetimes of O/B stars compared to A/F/G stars
compared to K/M stars?
88
9. Where would our star, the Sun, be plotted on your diagram?
89
Student Answer Sheet - How Old Are the Jewels?
1. Do all the stars appear to be the same color? Describe what you see.
2. Can you tell where the edge of the cluster lies?
3. Do the Jewelbox stars on your graph appear to be randomly scattered or do they fall
in any kind of pattern?
4. Do the field stars appear to fall randomly on your diagram or do they appear to fall in
any kind of pattern?
5. Compare your answers to Q3 and Q4. Why do you think the similarities or differences
between the two star patterns exist?
6. Using the sample graphs on the graph sheet, estimate the age of the Jewelbox
Cluster.
Extension Questions:
7. If you have studied the H-R diagram, explain what the three cluster-age graphs
above say about the relative lifetimes of O/B stars compared to K/M stars?
8. Where would our star, the Sun, be plotted on your diagram?
ACTIVITY: IDENTIFYING GALAXIES
List the five types of galaxies shown on the "The Hidden Lives of Galaxies" poster and
write a brief description of each. (see Transparency #1: Types of Galaxies,
http://imagine.gsfc.nasa.gov/docs/teachers/galaxies/transparencies/)
A.______________________________________________________
B.______________________________________________________
90
C.______________________________________________________
D.______________________________________________________
E.______________________________________________________
1. Observe the Deep Survey Image by the Hubble Space Telescope taken between
December 18 — 28, 1995. (See Transparency # 2: Deep Survey Image,
http://imagine.gsfc.nasa.gov/docs/teachers/galaxies/transparencies/). Identify the types
of the ten galaxies labeled on the Deep Survey Image.
A.______________________ F.______________________
B.______________________ G.______________________
C.______________________ H.______________________
D.______________________ I.______________________
E.______________________ J.______________________
This classification sequence has become so widely used that the basic types, spiral, barred
spiral, elliptical, irregular, and peculiar, are still used by astronomers today to classify galaxies
according to their visible appearance. Spirals are denoted by "S", and barred spirals by "SB".
Letters "a", "b", "c" denote how tightly the spiral arms are wound, with "a" being most tightly
wound. The Andromeda Galaxy is an Sb. Elliptical galaxies are denoted by "E", with a number
from 0-7 indicating how circular it appears (0 being most circular, 7 being more elongated). An
example of this would be M87, which is an E0 galaxy. Irregulars, such as the Small Magellanic
Cloud, are denoted by "Irr". Peculiar galaxies, such as Centaurus A, are denoted by "P".
To show how the various classes relate to each other, Hubble organized them into a diagram. A
simplified version of Hubble’s Fork Diagram is shown below. Note that this diagram does not
represent how galaxies form. Note that this diagram does not represent how galaxies form.
Hubble’s Fork Diagram of Galaxy Classification
91
ACTIVITY: CLASSIFYING GALAXIES USING HUBBLE’S FORK DIAGRAM
FUNDAMENTAL QUESTION:
SCOS: 6.01
RBT:
1. Review Hubble’s Fork Diagram of Galaxy Classification (see Transparency #3 —
Hubble Fork Diagram).
2. Using the Galaxy Classification Chart, observe the images of each of the galaxies.
Determine the scheme and classification of each galaxy. (see Transparency #4 —
Galaxy Classification Images).
Transparencies available at
http://imagine.gsfc.nasa.gov/docs/teachers/galaxies/transparencies/.
Galaxy Classification Chart
Galaxy
Andromeda
Image
Scheme
Spiral
Classification
Sb
M84, NGC4374
NGC 2997
NGC5383
Large
Magellanic
NGC4622
M83
Centaurus A
M59, NGC4621
92
NGC1365
Later, astronomers added other classifications. One of these astronomers was Carl Seyfert. In
1943, he discovered galaxies with very bright central regions. Seyfert studied the spectra of
these galaxies. The spectra indicated that the central region was bright at all wavelengths. This
indicated some enhanced activity, and "Seyfert" galaxies became the first of a range of active
galaxies that have been studied at all wavelengths since then.
How Galaxies Get Their Names
Catalogues are used to list galaxies. One of the earliest catalogues of objects in the sky was
made by Charles Messier, who denoted objects by using the letter "M." Messier, a comet-hunter
in the 1700s, kept finding galaxies and nebulae in the sky because many of them looked like
comets. Eventually, he created a catalogue of these objects, listing their positions so he
wouldn't be fooled again into thinking they were comets. Although he categorized many brilliant
objects in the night sky, his cataloguing system was completed in a random manner.
Another common cataloguing system is the NGC (New General Catalogue) which dates from
the 19th century. The NGC numbers objects from west to east across the sky. All objects in the
same area of the sky have similar NGC numbers. Several other cataloguing systems are: ESO
(European Southern Observatory), IR (Infrared Astronomical Satellite), Mrk (Markarian), and
UGC (Uppsala General Catalog). The numbers following the letter designation may indicate
either the order in the list or the location of the galaxy in the sky. Some galaxies are given
descriptive names (e.g. "Andromeda", "Whirlpool") if they are particularly distinctive in location
or appearance.
ACTIVITY: IDENTIFYING UNUSUAL GALAXIES
FUNDAMENTAL QUESTION:
SCOS: 6.01
RBT:
Match the unusual galaxy on the left with its distinctive name on the right. Justify your
reasoning.
a. Polar Ring Galaxy
1._____
b. Siamese Twins Galaxy
2. _____
c. Sombrero Galaxy
3. _____
93
d. Whirlpool Galaxy
4. _____
ACTIVITY: OPEN CLUSTERS VS. GLOBULAR CLUSERS
FUNDAMENTAL QUESTION:
SCOS: 6.03
RBT:
Complete the Venn diagram, using Transparency #5: M37/M80 and Section C: The
Components of a Galaxy. (See
http://imagine.gsfc.nasa.gov/docs/teachers/galaxies/transparencies/ for transparency.)
ACTIVITY: EVIDENCE FOR HIDDEN MASS
FUNDAMENTAL QUESTION:
SCOS: 6.01
RBT:
1. Finish writing the paragraph by interpreting the data about Solar System planets on the
"Evidence for Hidden Mass" graph on the "Hidden Lives of Galaxies". (See
Transparency #6: Evidence for Hidden Mass,
http://imagine.gsfc.nasa.gov/docs/teachers/galaxies/transparencies/)
There are ________ solar system planets presented on the graph. The planets, from the
closest to the sun to the furthest from the sun, are
___________________________________________________________________________
_____ _________________________________________________________.
94
Using the graph, the velocities of the solar system planets, from the lowest value to the highest
value, are
___________________________________________________________________________
______ __________________________________________________________.
Using the graph, the distances of the planets from the Sun are, from least to greatest,
__________________________________________________________________
___________________________________________________________.
In general, the further the planet is away from the sun the ________________its velocity. The
closer the planet is to the sun the __________________its velocity.
2. Write a paragraph interpreting the data for Galaxy F563-1. Include information about
distance from the center, velocity, and trends.
____________________________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
ACTIVITY: WEIGHING A GALAXY
FUNDAMENTAL QUESTION:
SCOS: 6.01
RBT:
Using Newton’s Law for gravity, we can determine the mass of an object by measuring the
motion of other bodies around it. We can show this by applying Newton’s Law of motion to
bodies orbiting around another body.
F = ma
We start with Newton’s Second Law
where F is the force exerted on the orbiting body, m is its mass, and a is its acceleration. The
force is the gravitational force exerted by the central object, and the acceleration is due to
circular motion. So we now have
GMm/r2 = mv2/r
where G is the gravitational constant, M is the mass of the central object, r is the distance of
mass m from M, and v is the velocity of m. Simplifying gives
GM/r = v2
Solving for M gives
M = v2r/G
Note that G = 6.67 x 10-11 m3/kg-s2.
1. Apply this equation to three of the planets in our solar system, given in the table below.
Planet
Distance from
Sun (km)
Velocity (km/s)
Mass (kg)
95
Earth
1.5 x 108
29.8
Jupiter
7.8 x 108
13.1
Neptune
4.5 x 109
5.4
What do you notice about the values of the Mass ? ___________________
What would you conclude the mass of the Sun to be ? _________________
2. Now apply this equation to the galaxy F563-1. Determine the mass M using the equation and
the velocity at various distances from the center of the galaxy given in the table below. Each of
these resulting mass values gives mass enclosed within that distance. [Note that 1 kiloparsec
(kpc) = 3.1 x 1019 meters]
Distance (kpc)
Velocity (km/s)
5.0
95.0
10.0
110.0
15.0
110.0
Mass (kg)
What do you notice about the values of the mass as the distance increases?
___________________________________________________________________.
What would you conclude the mass of the galaxy to be ? _____________________.
How much more massive is this galaxy than our sun ? _____________________
Possibilities for Dark Matter
The three main categories of objects that scientists consider as possibilities for dark matter
include MACHOs, WIMPs, and gas. The first two are acronyms which help us to remember
what they represent. Listed below are the pros and cons for the likelihood that they might be a
component of dark matter.
MACHOs (Massive Compact Halo Objects): MACHOs are the big, strong, dark matter objects
ranging in size from small stars to super massive black holes. MACHOS are made of ordinary
matter, which is called baryonic matter. Astronomers search for MACHOs. Examples: black
holes, neutron stars, white dwarfs, brown dwarfs.
Neutron Stars and Black Holes are the final result of a supernova. They are both very massive
stars. Neutron stars are 1.4 to 3 times the mass of the sun. Black holes are greater than 3 times
the mass of the sun.
96
Pros: They both can be dark. However, black holes emit no light; they are truly
black.
Cons: These objects occur less frequently than white dwarfs. As a result of a
supernova, a release of a massive amount of energy and heavy elements
should occur. However, there is no such evidence that they occur in sufficient
numbers in the halo of galaxies.
White Dwarfs are what remain of a small to medium sized star after it has passed through the
red giant phase.
Pros: There is an abundance of white dwarfs in the universe. If young galaxies
produced white dwarfs that cool more rapidly and become undetectable,
maybe they could be abundant enough to explain dark matter.
Cons: With the production of huge numbers of white dwarfs, in theory, one would
expect to see the production of massive amounts of helium. However, this is
not observed.
Brown Dwarfs have a mass that is less than eight percent of the mass of the sun, resulting in a
mass too small to produce the nuclear reactions that make stars shine. The signature of these
objects is an occasional brightening.
Pros: Astronomers have observed distant objects that are either brown dwarf stars
or large planets around other stars. Astronomers believe that the brightening
and dimming of brown dwarfs are due to the gravitational lens effect of a
foreground star. They also believe the brightening and dimming may provide
further evidence for a large population of brown dwarfs in our Galaxy.
Cons: While they have been observed, astronomers have found no evidence of a
large population of brown dwarfs that would account for the dark matter in our
Galaxy.
WIMPs (Weakly Interacting Massive Particles): WIMPs are the little, weak, subatomic dark
matter candidates, which are thought to be made of stuff other than ordinary matter, called nonbaryonic matter. Particle physicists search for WIMPs. Examples: Exotic subatomic particles
such as axions, heavy neutrinos, and photinos.
Pros: Theoretically, there is the possibility that very massive subatomic particles,
created in the right amounts, and with the right properties in the first moments
of time after the Big Bang, are the dark matter of the universe.
Cons: Observations have been fruitless. No one has observed even one of these
particles.
Hydrogen Gas
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Pros: Hydrogen gas, one of the most basic elements, is 70-75% of the visible
matter in the universe. Most of the dark matter may exist as small clouds of
hydrogen gas.
Cons: Hydrogen is easily detected by radio, infrared, optical, ultraviolet, and X-ray
telescopes. The necessary amount of hydrogen hasn’t been seen.
ACTIVITY: THE UNIVERSE AS SCIENTISTS KNOW IT
FUNDAMENTAL QUESTION:
SCOS: 6.01
RBT:
Using knowledge gained, fill in the concept map with the following terms: Planetary Systems,
Galaxies, Planets, Sun, Venus, Moon, Stars, Sirius, Solar System, Comet, Meteor, Open
Clusters, Stellar Regions, Jupiter, Titan, Solar Neighborhood, M80.
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STELLAR CHARACTERISTICS
Blackbody spectrum user
http://www.shodor.org/refdesk/Resources/Models/BlackbodyRadiation/
LIFE CYCLE OF STARS
http://www.astro.uni-bonn.de/~javahrd/v071/index.html
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Star--Gas--Star Cycle
Use the word bank provided to answer questions 6 through 14. Each of the nine words
in the word bank are used only once. Please write the correct word on the line
provided.
Superbubble
Bubble
Cosmic Rays
Chemical Enrichment
Ionization Nebulae
Galactic Fountain
Dust Grains
Interstellar Medium
Molecular Clouds
_______6. Flecks of carbon and silicon minerals that resemble particles of smoke and
dust and form in the winds of red giants.
_______7. These colorful wispy blobs of glowing gas are caused by ultraviolet radiation
from nearby hot stars. The Orion Nebula is a famous example.
_______8. An extra large shockwave from successive (one after the other) explosions
of
cluster stars forms this.
_______9. The coldest, densest collections of gas in the interstellar medium. The
common molecules include hydrogen, carbon monoxide and ammonia.
_______10. An expanding shell of hot, ionized gas.
_______11. Fountains of hot ionized gas that rise from the disk to the halo through the
elongated bubbles carved by blow out.
_______12. The process of adding to the abundance of heavy metals; a by-product of
continual star formation.
_______13. Electrons, protons and atomic nuclei that zip through interstellar space at
the speed of light
_______14. Clouds of gas and dust that fill the galactic disk.
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GALACTIC ENVIRONMENTS
In the space, write the letter H, if it describes the Halo
In the space, write the letter N, if it describes our “neighborhood” in the Galaxy
In the space, write the letters HSH, if it describes a “Hot Star Hangout”
_______15. Has well-known stars such as Sirius, Vega and Altair.
_______16. Hot, massive stars that live fast and die young. Many form in clusters.
_______17. Ionization nebulae occur due to molecular clouds becoming irradiated by
UV photons from hot, young stars.
_______18. Lack of gas caused star formation to cease early on.
_______19. Mostly old, dim and red stars; no molecular clouds, however some globular
clusters; virtually gas-free in-between
_______20. Within 33 light years of our Sun, there are over 300 stars.
WEB RESOURCES
How to participate in PROJECT: Observe, a wonderful program offered through UNC’s
Morehead Planetarium OBSERVEflyer
http://www.deepskyobserving.com/
Deep Sky Observing
http://www.starrynighteducation.com/
Starry Night Education “The leader in space science curriculum solutions”
http://www.starrynight.com/
STARRY NIGHT is software that allows the viewer to explore space from a computer –
a very worthwhile investment for middle and high school earth science classrooms.
Cosmic Survey – What are your ideas about the universe?
http://cfa-www.harvard.edu/seuforum/download/CosmicSurvey2003.pdf
Science for all Americans online (great resource for grad school)
http://www.project2061.org/publications/sfaa/online/chap11.htm#2
NASA Supernova chemistry
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/supernova/supernova_cover.html
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NASA X-Ray Spectroscopy and the Chemistry of Supernova remnants
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/xray_spectra/spectra_cover.html
NASA How Far, How Powerful?
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/swift_grb/how_far_cover.html
Windows to the Universe
http://www.windows.ucar.edu/
Cosmic Survey – What are your ideas about the universe?
http://cfa-www.harvard.edu/seuforum/download/CosmicSurvey2003.pdf
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