grade 9: study of the universe -...
TRANSCRIPT
Grade 9: Study of the Universe
By Erion Moci, Samuel Hong and David Kim
Grade 9 Earth and Space Science Unit Plan
DAY 1 Ancient Astronomy
DAY 2 In the Night Sky: Constellations
DAY 3 The Solar System *Planet Bio project Assigned
DAY 4 The Earth’s Journey around the Sun: Tilt & Seasons
DAY 5 Our companion The Moon: Phases & Tides
DAY 6 The Others: Asteroids, Meteors & Comets.
DAY 7 Crater Formation Lab
DAY 8 The Sun & Its Structure.
DAY 9 The Birth, Life and Death of a Star *Spectral Lines Gizmo Lab
DAY 10 Planet Bio Presentation
DAY 11 Quiz (Day 1-7) Investigate the Brightness of Stars
DAY 12 Space Tech. *STSE Project Assigned
DAY 13 The Galaxy
DAY 14 The Universe
DAY 15 Unsolved Mysteries
DAY 16 (Quiz Day 8-15) STSE Work Period
DAY 17 STSE Work Period
DAY 18 Review
DAY 19 Review *STSE project due
DAY 20 UNIT TEST
Review: Study of the Universe Stars Many of the bright points of light we see in the night sky are stars. A star is collection of gases held together by its gravity emitting huge amounts of energy. The color a star gives is an indication of the star’s surface temperature. The brightness of stars that we are able to see with the naked eye is dependent on the original light intensity of the star and
its distance from earth. The distance of stars from the earth is expressed in light years (the distance that light travels during a year is about 9.46 × 1012 km). Our Sun is one such star. The Sun is powered by a very hot central core where particles at very high speeds collide and fuse, a process known as nuclear fusion which gives off intense amounts of energy. The Sun’s surface resembles boiling liquid (surface temp of 6000oC), with heated material rising to the surface, cooling and sinking back down, creating a granular texture. The continuous
release of energy and heat also facilitates a steady stream of fine particles to be released from the Sun in all directions known as Solar Winds. When they reach the vicinity of Earth they are affected by the Earth’s Magnetic field. Near the poles the Earth’s magnetic field allows solar particles to come into contact and collide with matter in Earth’s upper atmosphere producing a display of colored lights known as Auroras (the Aurora Borealis in the North and the Aurora Australis in the South). Planets Planets are large celestial bodies that travel around a star. Although planets do not produce and emit light we can still see them because they reflect light from luminous objects such as the Sun and other stars. Our planet is Earth, the third planet from the sun and fourth largest in the solar system, it is made primarily of rock and water. As of the 2006 redefinition, to be considered a “planet” a celestial object must: ‐Be in orbit around star. ‐Have enough mass to be pulled into a stable sphere shape by gravity. ‐Dominate its orbit (have a mass greater than anything else that crosses its orbit). Since its 1930 discovery, Pluto was considered the 9th planet of the Solar system, but given the fact that Pluto’s tilted orbit intersects Netpune’s orbit (and Neptune is larger in mass), Pluto lost its planet status and has since been classified as a “Dwarf Planet” (these celestial objects meet only the first two criteria of the definition but do not dominate their orbit). There are currently 5 classified Dwarf Planets in the Solar System, Ceres and Pluto (which have been studied significantly) as well as Haumea, Makemake and Eris (have not received enough observation). Moons A moon is a satellite celestial object, which travels around a planet or dwarf planet in a closed path (also called an orbit). While some planets have no moons (Mercury and Venus) others have many moons (60 or more moons on Jupiter and Saturn, some larger than others). Earth has only one such satellite called the Moon. The gravitational pull from the Moon causes the oceans to bulge out in its direction. Another bulge occurs on the opposite side, since the Earth is also being pulled toward the moon (and away from the water on the far side). This pull leads to high and low tide occurring daily (the tidal level differences are more pronounced when the Sun
and Moon are aligned, known as Spring Tide, and less pronounced when the Moon at Sun are at perpendicular directions canceling the effect of their gravitational pull leading to Neap Tides). The Solar System The solar system consists of a star, the planets that travel around it and their respective moons, as well as other celestial objects that travel around the star, such as asteroids, comets etc. Our solar system consists of eight planets orbiting around the Sun. The first four planets, Mercury, Venus, Earth and Mars are rocky planets likely formed from dust particles that came together and grew after the formation of the Sun.
‐These first four planets are relatively small in diameter (likely because excessive early growth was prevented from the Sun constantly showering the region with radiation, particles and gas emissions). ‐They have few Moons orbiting them (Earth has one and Mars has two). ‐Surface temperatures are relatively high ranging from ‐60oC on Mars to 470oC on Venus. An Asteroid Belt separates the first four planets from the second group, known as the Gas Giants. ‐Jupiter, Saturn, Uranus and Neptune have immense diameters when compared to the first four planets. ‐ It is suggested that the icy temperatures (‐170oC to ‐215oC) beyond the asteroid belt caused dust and gases emitted by the sun to stick together, allowing the gas giants to grow even faster. ‐Each of the Gas giants are orbited by many moons (with Jupiter and Saturn having more than 60 moons each). Galaxies These are collections of stars, gas, dust and planets. Our galaxy is called the Milky Way Galaxy. It contains 200 billion stars including our Sun. Space Travel Adaptations Much of the technology originally researched for space travel has been adapted for day to day implications. Although Satellite technology is the most obvious and apparent technological advancement that has led to satellite TV and Mobile communication possibilities as well as GPS tracking technology the attached table shows some fewer known space technologies that you may see day‐to‐day.
Name:____________________
The Study of the Universe Quiz 1. The Universe is made up of stars, planets, galaxies and a myriad of other space objects. Choose the arrangement below that lists these space entities from the largest to the smallest. a) Milky Way Galaxy, Solar System, Sun, Mars, Asteroids b) Galaxy, Stars, Sun, Earth, Meteoroids c) Solar System, Polaris, Milky Way Galaxy, Jupiter d) Sun, Solar System, Pluto, Hayley’s Comet
2. The Auroras (Borealis and Australis) are a magnificent display of colourful lights in the sky caused by: a) Colder areas in the Sun’s surface called sunspots b) The star Polaris interacting with the Earth’s magnetic field c) Interruptions in Artificial Satellites that orbit the earth. d) A collision of particles carried by solar winds and other particles in the Earth’s upper atmosphere 3. Which one of these celestial objects is further from the Earth?
a) Venus b) Moon c) Mars d) Sun
4. What two factors affect how bright a star appears in the night sky?
a) The size of the star and distance from the sun.
b) The actual intensity of the star and the distance from earth.
c) The time the star was formed, and its actual intensity.
d) The strength of the observers vision, and distance from the moon.
5. Which of the following statements about oceanic tides is correct?
a) They are caused due to alternating levels of evaporation over the world’s oceans.
b) They are a result of the Earth’s rotation around its axis.
c) They are a result of the interaction of the gravitational pull of the Moon, the Sun, and the Earth’s
rotation around its axis.
d) They are caused by the gravitational pull of the “Red Planet” interacting with the earths magnetic
field.
6. What is a light year?
a) The time it takes the Sun to orbit around the centre of the Milky Way galaxy.
b) The time it takes for the light from the Sun to reach Earth.
c) The distance light travels in a year.
d) The time it takes for the Earth to orbit around the Sun.
7. The large size of the Gas Giant planets is attributed to:
a) Their many moons’ gravitational pull causing a bulge on the planets.
b) The asteroid belt bombarding the planets with gas and debris.
c) Their low, frigid temperatures causing gas and debris emitted to stick together allowing the planets
to grow faster
d) A greenhouse effect allowing gas to accumulate in these planets’ atmosphere.
8. What colour corresponds to the highest temperature of a star?
a) White
b) Blue
c) Orange
d) Red
9. Which factor of the newly refined definition of “planet” in 2006 lead to the loss of Pluto’s planet
status?
a) Pluto did not complete a closed path around the Sun.
b) Pluto was not large enough to be considered a Planet.
c) Pluto was not the largest celestial object to cross its orbit.
d) Neptune knocked Pluto out of its orbit.
10. Which of the following is true of the Milky Way Galaxy?
a) Our Solar System is the only one in the Galaxy.
b) It contains over 200 billion stars and many other Solar Systems.
c) It is made up of Gas Giants orbited by many moons.
d) The surface temperature of most of the stars is 6000oC.
Short Answer Questions:
1. Describe a technology that has been developed as a result of space exploration and how it has benefited society. 2. Describe TWO differences between the inner planets and the outer planets of the solar system.
Name:____________________
The Study of the Universe Quiz (Answers) 1. The Universe is made up of stars, planets, galaxies and a myriad of other space objects. Choose the arrangement below that lists these space entities from the largest to the smallest. a) Milky Way Galaxy, Solar System, Sun, Mars, Asteroids b) Galaxy, Stars, Sun, Earth, Meteoroids c) Solar System, Polaris, Milky Way Galaxy, Jupiter d) Sun, Solar System, Pluto, Hayley’s Comet
2. The Auroras (Borealis and Australis) are a magnificent display of colourful lights in the sky caused by: a) Colder areas in the Sun’s surface called sunspots b) The star Polaris interacting with the Earth’s magnetic field c) Interruptions in Artificial Satellites that orbit the earth. d) A collision of particles carried by solar winds and other particles in the Earth’s upper atmosphere 3. Which one of these celestial objects is further from the Earth?
a) Venus b) Moon c) Mars d) Sun
4. What two factors affect how bright a star appears in the night sky?
a) The size of the star and distance from the sun.
b) The actual intensity of the star and the distance from earth.
c) The time the star was formed, and its actual intensity.
d) The strength of the observers vision, and distance from the moon.
5. Which of the following statements about oceanic tides is correct?
a) They are caused due to alternating levels of evaporation over the world’s oceans.
b) They are a result of the Earth’s rotation around its axis.
c) They are a result of the interaction of the gravitational pull of the Moon, the Sun, and the Earth’s
rotation around its axis.
d) They are caused by the gravitational pull of the “Red Planet” interacting with the earths magnetic
field.
6. What is a light year?
a) The time it takes the Sun to orbit around the centre of the Milky Way galaxy.
b) The time it takes for the light from the Sun to reach Earth.
c) The distance light travels in a year.
d) The time it takes for the Earth to orbit around the Sun.
7. The large size of the Gas Giant planets is attributed to:
a) Their many moons’ gravitational pull causing a bulge on the planets.
b) The asteroid belt bombarding the planets with gas and debris.
c) Their low, frigid temperatures causing gas and debris emitted to stick together allowing the
planets to grow faster
d) A greenhouse effect allowing gas to accumulate in these planets’ atmosphere.
8. What colour corresponds to the highest temperature of a star?
a) White
b) Blue
c) Orange
d) Red
9. Which factor of the newly refined definition of “planet” in 2006 lead to the loss of Pluto’s planet
status?
a) Pluto did not complete a closed path around the Sun.
b) Pluto was not large enough to be considered a Planet.
c) Pluto was not the largest celestial object to cross its orbit.
d) Neptune knocked Pluto out of its orbit.
10. Which of the following is true of the Milky Way Galaxy?
a) Our Solar System is the only one in the Galaxy.
b) It contains over 200 billion stars and many other Solar Systems.
c) It is made up of Gas Giants orbited by many moons.
d) The surface temperature of most of the stars is 6000oC.
Short Answer Questions:
1. Describe a technology that has been developed as a result of space exploration and how it has benefited society. Any of: GPS Smoke Detectors Antibacterial water filter etc (any of examples highlighted in review sheet). 2. Describe TWO differences between the inner planets and the outer planets of the solar system. Any of: Temperature Number of Moons Size
The Demo
General Science Unit Conference (Demo) The Birth of Haley, the Messenger of the gods
Background story: A long time ago, the Celtic people once lived in harmony with their gods. They made sacrifices to them,
held festivals in their honour, and they remembered their gods. And the Celtic gods were pleased with
these people, and so they protected them and made them prosper.
As the years passed by, the Celtic people grew more and more wealthy and threw greater and more
lavish feasts. But they began to forget about the Celtic gods who have been blessing them. This angered
the gods and so they awoken a great Celtic Titan named Erion.
They said, “Erion, arise! You shall make us a messenger of death, famine, and war. Her name shall be
called Haley and her long flowing hair shall be as endless as the streams of tears that will pour from
these calloused people.
Then the mighty Titan replied, “What shall I make this messenger out of?”
The Celtic gods replied, “Let us ask the council of titans that is within our mists”. What are the tears of
Valhalla’s goddesses made of? (water)
“Very well pour in the tears that have been collected from the goddesses of Valhalla”
“What is the material that mere mortal bodies turn to when they die?” (Sand and dirt) Very well, mix in
the sand and dirt that the mere mortal’s bodies are made of.
“What is the fluid of decay that comes from one’s body?” (Ammonium) “Very well, pour in ammonium,
the fluid of death and decay”
“Give this messenger the form of an organic body and pour in the organic material of life” (as Erion is
pouring ask people how would they classify something as organic)
“this is the heart of the frost queen. (Shows dry ice and ask people what they think it is made up of).
“Smash this heart into a million pieces”
“Now take the remnants of this ice cold heart and mix it together with the organic soup that you were
brewing. And we shall begin to see the early beginnings of our sorrowful messenger.”
“Mould her head and give her long flowing hair”
“Alas, Haley has been born! Our messenger of death, famine, and war has been formed. Release her
upon the earth and let the pitiful humans be warned of their follies”
(Show comet to class)
Conclusion
David: As you know this story of how a comet is formed is entirely fictional. However all the ingredients
that were used to make the comet are actually real. The solid nucleus or core of a comet consists mostly
of ice and dust coated with dark organic material, with the ice composed mainly of frozen water but
perhaps other frozen substances as well, such as ammonia, carbon dioxide, carbon monoxide and
methane. The nucleus might have a small rocky core.
As a comet gets closer to the sun, the ice on the surface of the nucleus begins turning into gas, forming a
cloud known as the coma. Radiation from the sun pushes dust particles away from the coma, forming a
dust tail, while charged particles from the sun convert some of the comet's gases into ions, forming an
ion tail. Since comet tails are shaped by sunlight and the solar wind, they always point away from the
sun.
Instructions to how to make comet
Found from: http://www.noao.edu/education/crecipe.html
Video on how to actually make the comet:
http://www.youtube.com/watch?v=FY_SFxP_jH0&feature=related
The "ingredients" for a six-inch comet are:
2 cups of water
2 cups dry ice (frozen carbon dioxide)
2 spoonfuls of sand or dirt
a dash of ammonia (use Windex)
a dash of organic material (dark corn syrup works well)
Other materials you should have on hand include:
an ice chest
a large mixing bowl (plastic if possible)
4 medium-sized plastic garbage bags
work gloves
a hammer, meat pounder, or rubber mallet
a large mixing spoon
paper towels
safety goggles
Dry ice is available from ice companies in most cities (look under "ice" in the Yellow
Pages for a local source). Day-old dry ice works best, so you might want to buy it the
afternoon before the day you do the activity. Keep the dry ice in an ice chest when
transporting it and in your refrigerator's freezer compartment overnight. Most ice
companies have a minimum on the amount of ice they will sell (usually 5 pounds). But
having extra dry ice on hand will be useful because some will evaporate and also because
it is advisable to practice this activity at least once before doing it with the class.
Here are the steps for making a 6-inch comet (students make good baker's assistants for
this exercise!):
1. Cut open one garbage bag and use it to line your mixing bowl.
2. Have all ingredients and utensils arranged in front of you.
3. Place water in mixing bowl.
4. Add sand or dirt, stirring well.
5. Add dash of ammonia
6. Add dash of organic material (e.g. corn syrup), stirring until well mixed.
7. Place dry ice in 3 garbage bags that have been placed inside each other. Be sure to wear
gloves while handling dry ice to keep from being burned.
8. Crush dry ice by pounding it with hammer.
9. Add the dry ice to the rest of the ingredients in the mixing bowl while stirring vigorously.
10. Continue stirring until mixture is almost totally frozen.
11. Lift the comet out of the bowl using the plastic liner and shape it as you would a snowball.
12. Unwrap the comet as soon as it is frozen sufficiently to hold its shape.
Now you can place the comet on display for the students to watch during the day as it
begins to melt and sublimate (turn directly from a solid to a gas - which is what carbon
dioxide does at room temperature and comets do under the conditions of interplanetary
space when they are heated by the Sun).
The comet is reasonably safe to touch without getting burned by the dry ice, but it is still
best to have a spoon or a stick for the students to use while examining it. As the comet
begins to melt, the class may notice small jets of gas coming from it. These are locations
where the gaseous carbon dioxide is escaping through small holes in the still frozen
water. This type of activity is also detected on real comets, where the jets can
sometimes expel sufficient quantities of gas to make small changes in the orbit of the
comet.
After several hours, the comet will become a crater-filled ice ball as the more volatile
carbon dioxide sublimates before the water ice melts. Real comets are also depleted by
sublimation each time they come near the Sun. Ultimately, old comets may break into
several pieces or even completely disintegrate. In some cases, the comet may have a
solid, rocky core that is then left to travel around the comet's orbit as a dark barren
asteroid.
The Presentation
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Earth and Space Science
General Science, Academic, Grade 9
Big Ideas
• Different types of celestial objects in the solar system and universe have distinct properties that can be investigated and quantified
• People use observational evidence of the pproperties of the solar system and the universe to develop theories to explain their formation and evolution.
• Space exploration has generated valuable knowledge but at enormous cost
Overall Expectations
• Assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology
• Investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky
• Demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories
DAY 1
Ancient Astronomy
DAY 2
In the Night Sky:Constellations
DAY 3
The Solar System*Planet Bio project
Assigned
DAY 4
The Earth’s Journey around
the Sun: Tilt & Seasons
DAY 5
Our companion The Moon: Phases
& Tides
DAY 6
The Others: Asteroids, Meteors
& Comets.
DAY 7
Crater Formation Lab
DAY 8
The Sun & Its Structure.
DAY 9
The Birth, Life and Death of a Star*Spectral Lines
Gizmo Lab
DAY 10
Planet Bio Presentation
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15DAY 11
Quiz (Day 1-7)
Investigate the Brightness of
Stars
DAY 12
Space Tech.*STSE Project
Assigned
DAY 13
The Galaxy
DAY 14
The Universe
DAY 15
Unsolved Mysteries
DAY 16
(Quiz Day 8-15)
STSE Work Period
DAY 17
STSE Work Period
DAY 18
Review
DAY 19
Review*STSE project due
DAY 20
UNIT TEST
Applications: Space Tech in our lives Misconceptions
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Question 1: What causes the earth to experience different seasons?
a) The position of the moon relative to the sun and the earth
b) The earth’s distance from the sunb) The earth s distance from the sun
c) The tilt of the earth’s axis
d) The sun spot cycle
Correction strategy: Flashlight Inquiry Lab
Question 2: Which of the following statements is true?
a) We always see only one face of the moon throughout the entire year
b) It takes the moon 30 days to make 1 full orbit around the earth
c) The moon doesn’t rotate on an axis
d) None of the above
Correction strategy: synchronous rotation demonstration
Question 3: What is a constellation?
a) a group of stars that resemble a recognizable shape
b) Stars that form patterns in the sky
c) Celestial bodies that resemble a Greek mythological figure
d) A defined area in the celestial sphere
Correction Strategy: update textbooks and stay up‐to‐date with new research
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Question 4: If the sun was the size of a basketball, how far away would the earth
have to be?
a) 10 feet away
b) 30 feet away
c) 50 feet away
d) 90 feet away
Misconception
• Students have a false perception of how close the planets are to each other
• There is A LOT of space in between the planets
• Many of the diagrams of the solar system are not drawn to scale
Correction Strategy: Visual illustration of the real distance between planets
• http://www.youtube.com/watch?v=97Ob0xR0Ut8
l S l f l i S h ll• Real Scale of solar system in UTS hallway
Question 5: Can we look into the past?
a) Yes
b) No
c) Maybec) Maybe
It takes 8 minutes for the light from the sun to reach the earth
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Unresolved Mysteries
• Dark Matter: Scientists noted while observing the Andromeda galaxy that the stars orbit the centre of the gravity much faster than predicted by the galaxy’s mass. 90% of the galaxy’s mass comes from something that emits no light.
• Dark Energy: After the Big Bang, the Universe’s expansion should have slowed down due to gravity, yet Supernovae light intensity studies show it has in fact accelerated. There is a mysterious anti‐gravity force at work.
STSE topicsSTSE topics
Better technology or social justice?
• Cost
– 1 billion dollars invested into NASA each year
• Benefit
di i i i– Better radiation protection equipment, more powerful robots and computers, antibacterial water filters, broadcasting and internet, GPS
• Private companies collect all profits from tech
Space Junk
• Who is responsible for protecting from space‐littering?
• Technologies to capture space junk or force it to fall back to earth are expensiveto fall back to earth are expensive.
• Accumulating space junk is becoming a collision risk affecting the path of current space‐missions.
The Next Frontier: The 2020 Moon Base
• NASA intends to return to the Moon by 2020, establish a base there and use it as a launching pad for other space missions (eg. Mars)Mars).
– Who owns space and its various celestial bodies?
– Who has the right to use its resources?
– How should space be used? Waste disposal area? Source of resources? New home?
The US Strategic Defense Initiative: Dubbed the “Star Wars” project
• Should space be home to missiles and anti‐missiles?
• Should space be a theatre of war?• Should space be a theatre of war?
• Who should control space?
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Safety Advice
• In Classroom Safety– Ensure that during investigations with light students are not
shining strong or harmful light sources into each others eyes.– Hardware and technology used for some lessons tend s to be
rare and expensive and should be handled with care.
• Observation SafetyObservation Safety– Observing the sun with the naked eye, and especially observing
the sun during partial eclipses can damage retinal cells leading to temporary and (sometimes) full blindness. Observing by projection is always a better idea.
– Students may be asked to do star observation during the evening hours. Advise students that any such observations that require them to leave the home in the evening should be accompanied by a parent, guardian or responsible adult.
R fReferences
ED Quest
• Provides resources for grades 7‐9 Science teaching (Academic and Applied Level). Includes Class Notes, Teacher Notes, a Topic Summary for Each Unit, Concept Map and a Review booklet to use. Also includes Unit Plans (may need some re‐adjusting, appear to be aimed at the Alberta Curriculum). Further resources available to paying members.
• Website: http://www.edquest.ca/
Learning Star Constellations
• A resource from the University of Massachusetts with a series of illustrated exercises teaching about the stars to look for, when trying to identify constellations visiblewhen trying to identify constellations visible from middle northern altitudes.
• Website: http://www.astro.umass.edu/~arny/constel/learn_const.html
NASA: Solar System Exploration
• A section in NASA's website dedicated to exploring the members of the solar system, from planets and dwarfs, to asteroids and comets, the website provides stats for each object, 3D exploratory simulation for some objects, and highlights ongoing and upcoming missions targeting each location.
• Website: http://solarsystem.nasa.gov/index.cfm
Kid Astronomy
• A kid‐friendly website with a dynamic applet allowing kids to target various members of the solar system and get a well written story on the basic facts. Some good illustrations to explain certain ideas and properties. The website is ad‐p ppowered with ads appearing on the side (but most appear to be family friendly and/or educationally related).
• Website: http://www.kidsastronomy.com/solar_system.htm
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The Space Review
• A website dedicated to articles about Science, Technology and Controversy of space program undertakings and exploration. A good first stop for STSE assignment ideas. Links back to three more sites each concerned with up‐to‐the minute space news, space politics, and space entrepreneurialism.
• Website: http://www.thespacereview.com/index.html
Khan Academy
• A collection of short, easy to understand video explanations concerning primarily topics in Math and Sciences. To be used either as a student resource for clarification or as astudent resource for clarification, or as a source of videos to support and enhance lesson delivery.
• Website: http://www.khanacademy.org/
New York Times Lesson Plans
• Full lesson plans with differentiated instruction ideas, activities, demonstrations, videos, and links to current news stories
– http://learning blogs nytimes com/2001/08/14/w– http://learning.blogs.nytimes.com/2001/08/14/what‐a‐cosmic‐web‐we‐weave/
– http://learning.blogs.nytimes.com/1999/08/10/look‐on‐the‐bright‐side/
– http://learning.blogs.nytimes.com/1998/11/17/constellation‐prizes/
Apple Space Applications
• GoSkyWatch Planetarium – Telescope simulator that allows the user to navigate through the constellations seen in the sky view of your location
– http://www.gosoftworks.com/GoSkyWatch/GoSkyWatch.html
• Skyview free– Telescope simulator that tracks the position of the sun and the moon in real time
– http://itunes.apple.com/ca/app/skyview‐free‐explore‐universe/id413936865?mt=8
Societal Applications and Implications
Applications
Implications
The Cost vs Benefits of Space Programs.
1. Costs
a. 1 billion dollars are spent per year on the space program
i. Money can be invested into food, healthcare, or providing for the needs of third
world nations which are suffering from malnutrition and starvation.
2. Benefits
a. New technologies are produced that facilitate day to day life, and at times save human
lives (Better radiation protection equipment, more powerful robots and computers,
antibacterial water filters, broadcasting and internet, GPS).
i. While the money going into space programs is usually public money, the profits
generated from new discoveries are collected by private companies.
NEOSSat: A Canadian Project.
Scientists estimate that between 200 and 500 thousand undiscovered Near Earth Objects (NEOs) travel
within the Earth’s Orbit. Each with a 100m or larger with a potential to cause significant consequences
should they collide with earth.
The Near Earth Object Surveillance Satellite (NEOSSat) is a Canadian Space Agency initiative. The
satellite the size of a suitcase, will be launched such that its orbit has it passing over the North and South
pole, remaining constanly exposed to the Sun which will power it. The 12 Million Bill is being coverd by
the Canadian Governemnt, although the project also has private partneres.
‐Even if NEOSSat does identify an abject in a collision course, at this point and time notinhg can be done
to prevent the collision.
‐Could this spending be directed elsewhere?
Space Junk
Old non‐functioning satellites, purposefully exploded satellites, ejected fuel cells from space rockets,
paint chips, bolts and small parts from space telescopes, tools dropped by astronauts during space walks
are some of million debris that have accumulated and orbit earth.
1. Who is responsible for protecting space‐littering?
2. Technologies to capture space junk or force it to fall back to earth are expensive.
3. Accumulating space junk is becoming a collision risk affecting the path of current space‐
missions.
The Next Frontier: The 2020 Moon Base
NASA intends to return to the Moon by 2020, establish a base there and use it as a launching pad for
other space missions (eg. Mars).
Who owns space and its various celestial bodies?
Who has the right to use its resources?
How should space be used? Waste disposal area? Source of resources? New home?
See NASA: Why the Moon? http://www.nasa.gov/exploration/home/why_moon.html
The US Strategic Defense Initiative: Dubbed the “Star Wars” project
Should space be home to missiles and anti‐missiles?
Should space be a theatre of war?
Who should control space?
Study of The Universe
Misconceptions
Causes
Media
o Star wars, Star Trek, Deadspace, Halo, Transformers, Wall‐E, Zathura, Jetsons
Religion and mythological fairy tales
Outdated textbooks with disproven theories
Misconception Cause Correct theory Strategies to correct misconception
Seasons are caused by the distance of the earth from the sun. (During July the earth is closest to the sun)
Personal experience: Being closer in proximity to a heat source usually results in one experiencing greater warmth (camp fire)
The tilt of the earth on its axis causes the different parts of the earth to be exposed to high concentrations of sunlight.
Conduct an inquiry lab ‐Scenario 1: Shine a flashlight directly onto the table and measure the width of the beam and concentration of light ‐Scenario 2: Shine the flashlight at an angle to the table and measure the width of the beam. There should be a larger beam with lower concentration of light. Reference: http://www.astronomy.org/programs/seasons/
The Moon Doesn’t Rotate
We only see one side of the moon. We never have seen the “dark” side of the moon
Moon has synchronous rotation which means the time it takes for it to rotate is the same as it would take to orbit the earth. It is like two dance partners rotating together in a dance, they won’t ever see each other’s back.
Interactive demonstration One person acts as the moon the other as the earth. Have the moon do a synchronous rotation and everyone will see how the back of the moon never is exposed to the sun.
Constellations are a group of stars that resemble a recognizable shape(Investigating Science Text, 2009)
Outdated textbooks and media
Internationally defined as “An area of the celestial sphere”.
Update the information in the textbook and maybe have constellation puzzle pieces cut and so that students notice the cut outs do not only encompass the zodiac shape
Planets are evenly spaced apart
Diagrams of the solar system in textbooks are not drawn to scale because they want to emphasize the order of the planets and also do not want to waste a lot of ink on printing blank space
There is a lot of space in between planets
Watch bill Nye demonstrations distance between planets. See: http://www.youtube.com/watch?v=97Ob0xR0Ut8
It is impossible to physically look into the past
Time travel is presented as fictional in the movies
Almost everything you see in space is from the past
It takes sunlight 8 minutes to reach the earth. If the sun was to suddenly disappear, no one would notice because darkness would occur only after 8 minutes would have passed. The farther you look into space, the father in the past you are looking.
Annotated References: ED Quest Provides resources for grades 7‐9 Science teaching (Academic and Applied Level). Includes Class Notes, Teacher Notes, a Topic Summary for Each Unit, Concept Map and a Review booklet to use. Also includes Unit Plans (may need some re‐adjusting, appear to be aimed at the Alberta Curriculum). Further resources available to paying members. Website: http://www.edquest.ca/ Learning Star Constellations A resource from the University of Massachusetts with a series of illustrated exercises teaching about the stars to look for, when trying to identify constellations visible from middle northern altitudes. Website: http://www.astro.umass.edu/~arny/constel/learn_const.html NASA: Solar System Exploration A section in NASA's website dedicated to exploring the members of the solar system, from planets and dwarfs, to asteroids and comets, the website provides stats for each object, 3D exploratory simulation for some objects, and highlights ongoing and upcoming missions targeting each location. Website: http://solarsystem.nasa.gov/index.cfm Kid Astronomy A kid‐friendly website with a dynamic applet allowing kids to target various members of the solar system and get a well written story on the basic facts. Some good illustrations to explain vertain ideas and properties. The website is ad‐powered with ads appearing on the side (but most appear to be family friendly and/or eduacationally related). Website: http://www.kidsastronomy.com/solar_system.htm The Space Review A website dedicated to articles about Science, Technology and Controversy of space program undertakings and exploration. A good first stop for STSE assignment ideas. Links back to three more sites each concerned with up‐to‐the minute space news, space politics, and space entrepreneurialism. Website: http://www.thespacereview.com/index.html Khan Academy A collection of short, easy to understand video explanations concerning primarily topics in Math and Sciences. To be used either as a student resource for clarification, or as a source of videos to support and enhance lesson delivery. Website: http://www.khanacademy.org/ New York Times Lesson Plans Full lesson plans with differentiated instruction ideas, activities, demonstrations, videos, and links to current news stories. Websites:
• http://learning.blogs.nytimes.com/2001/08/14/what‐a‐cosmic‐web‐we‐weave/ • http://learning.blogs.nytimes.com/1999/08/10/look‐on‐the‐bright‐side/ • http://learning.blogs.nytimes.com/1998/11/17/constellation‐prizes/
IPhone/IPad Applications • GoSkyWatch Planetarium
– Telescope simulator that allows the user to navigate through the constellations seen in the sky view of your location
– Website: http://www.gosoftworks.com/GoSkyWatch/GoSkyWatch.html • Skyview free
– Telescope simulator that tracks the position of the sun and the moon in real time – Website: http://itunes.apple.com/ca/app/skyview‐free‐explore‐
universe/id413936865?mt=8
Carousel
Twinkle‐Twinkle: The brightness of stars
Just as stars vary in mass, colour and temperature, so they vary in brightness when we observe them in the night
sky. In this activity you will investigate the brightness of 3 different light sources of different sizes and different
original luminosity.
1. Describe the 3 different light sources, and predict which one is likely to have the highest light intensity?
2. Select one of the “distance” tubes, and perform light intensity measurements (using the Lux meter) for
each of the light sources at the same distance.
3. Go ahead exploring light intensity readings as distance from the light source changes by using (or
combining) various “distance” tubes. Attempt at least one light intensity reading by combining two of
the same distance tubes you have used before to investigate what happens to light intensity when
distance doubles?
Use the table below to record the Lux readings obtained:
Distance of Tube 1: _______ Distance of Tube 2: _______ Distance of Tube 3: _______
Light Source Distances Examined
Tube 1 Tube 2 Tube 3 2 x Tube 1 2 x Tube 2 2 x Tube 3
Light 1
Light 2
Light 3
Questions:
‐Which light source has the highest intensity when compared at the same distance? Was your original prediction
right?
‐What happens to light intensity as the distance from the source increases? Doubles?
‐Are all dim stars further away? Explain.
Teachers Notes:
Expectations Targeted:
D2.3 Ability to plan and conduct a simulation that illustrates interrelationships between various
properties of celestial objects visible in the night sky. (such as using flashlights of diff. Intensities to
illustrate why the brightness of a star seen from earth is a function of both its actual brightness and its
distance from earth).
Learning Goals
‐Practice data collection and recording
‐Analyze data in order to deduce answers and conclusions about properties (eg. Brightness) and how
they change.
‐Ability to understand and extend experimental findings to real‐life applications (how does an
experiment with flashlights apply to stars).
Materials:
‐Lux Meter Device (as an alternative the Apple App Store offers a paid application for the IPhone that
does lux measurements)
‐Preset Tube lengths (facilitates measurement by preventing ambient light interference, and also can
be used to reliably control distances at which tests are being performed).
‐Meter Stick/Ruler
‐Flashlights of differing intensities
Expected Answers:
‐Numeric results and flashlight classification will vary depending on flashlights being used.
‐As distance increases, light intensity reading decreases.
‐A star may appear dim because it is far away, but it may also appear dim because it simply has a low
actual intensity, and it is otherwise much closer.
The Ever‐Expanding Universe
The big bang theory states that the universe started as a tiny dot of matter that expanded rapidly and
continues to do so to this day. In this activity you will investigate by simulating the expansion of the
universe and its effect on the movement of galaxies.
1. Blow up a balloon to about the size of an apple.
2. Using a marker, draw 4 galaxies (dots), A,B,C,D on the balloon, each 1 cm away from the other.
3. Blow the balloon up further (the size of a volleyball).
4. Measure the distance between the galaxies now.
Questions
What happens to the distance between the galaxies as the balloon expands?
If you were standing on galaxy A, which galaxy appears to move away slower? Faster?
Given the results here are scientists likely to observe galaxies of similar size moving away from us (in the
Miky Way) at the same speed?
Teachers Notes:
Expectations Targeted:
D3.1 Describe observational and theoretical evidence relating to the origin and evolution of the
universe (eg. Evidence supporting the big bang theory and expansion of the universe).
Learning Goals
‐Practice data collection and recording
‐Analyze data in order to deduce answers and conclusions about properties (eg. Rate of
Universe’s expansion) and how they change.
‐Ability to understand and extend experimental findings to real‐life applications (how does an
experiment with balloons apply to the universe).
‐Understand point of reference measurements and implications (it appears this way because
our own galaxy is moving at the same time as other galaxies are moving).
Materials:
‐Ballons
‐Markers
‐Meter Stick/Ruler
Expected Answers:
‐The distance between the galaxies becomes larger as the balloon expands.
‐Galaxies further away appear to move away faster.
‐Depending on the distance of those galaxies from the Milky Way, even though they are of
similar size, they’ll appear to move away from us at different rates.
The Waltz of the Sun and the Moon
The earth is constantly rotating as it orbits the sun. One complete spin of the earth on its axis is
known as a rotation. Past astronomers used to track the movement of the sun in order to understand
the earth’s rotation and orbit in space. In this activity, you will be using the “SkyView Free” application
for the iphone to learn how the rotation of the earth affects the length of our days, the tilt of the earth
on its axis, and the path of the sun and the moon as it travels through the earth’s sky.
To use this application, open the “SkyView Free” application on the IPhone. Tilt the screen to a
portrait view to unveil a magnifying glass at the bottom right corner of the screen. Click on it and
indicate whether you want to make the sun or the moon your target. Once you have chosen your target,
flip the IPhone into a landscape position and follow the direction of the arrow to find your targeted
object. Once you have found the sun or the moon, you can move your targeting circle along the grey
path. The left corner should indicate the time that corresponds to the position of that celestial object in
the sky. You can change targets by flipping the screen to portrait mode and clicking on the magnifying
glass again.
Sun Moon
Find where the object is located in the celestial sphere and record its current location and corresponding time.
Where is it located at 6:00AM in the morning?
Where is it located at noon?
Where is it located at 6:00PM in the evening?
Based on your observations, in what direction does the celestial body generally rise and set in?
Does it travel clockwise or counter‐clockwise in the sky?
What is evidence that shows the earth is tilted on its axis?
How long does it take for the earth to make 1 full rotation?
Do you think the path the sun and the moon travels changes throughout the year? Explain your
prediction.
Teachers Notes:
Expectations Targeted:
D2.2 Use direct observation, computer simulation, or star charts to determine the location, appearance, and motion of well‐known stars and other celestial objects that are visible in the night sky (e.g., the stars Polaris, Sirius, Betelgeuse; the Planet Venus).
Learning Goals
‐Gain first‐hand experience tracking the path of the Sun, Moon and stars in the horizon.
‐Understand that objects travel through our horizon even though they may not always be
visible, and that their observed travel path changes during the year as a result of the Earth’s
own movement, and tilt.
‐Understand concepts of “Rise” and “Set” and how these apply to the Sun, Moon and other
objects.
Materials:
‐IPhone with Skyview Free Application Installed
Expected Answers:
‐The change of the height in the horizon of different celestial objects throughout the year
suggests a tilt to the Earth’s Axis
‐One full rotation requires 24 hours.
‐The Sun’s height (and other objects) in the Horizon changes throughout the year as the Earth
moves around its orbit, and due to its axial tilt.
Reflection:
Because of the nature of the activity, it requires a balance of exploratory time for the students,
and structured and clear tasks they need to perform. There is a need to step back and debrief,
so as to put the student’s work here into the context of their in‐class learning about the
Universe, so as to avoid confusion.
Where is Waldo?
(Constellation edition)
The celestial sphere is an imaginary sphere with an extremely large radius. And the earth is
situated at the core of this sphere. All the objects in the sky can be thought of as being projected on this
imaginary sphere. Astronomers use the celestial sphere to navigate through the constellations and track
the movement of celestial bodies in space.
You will be using the”GoSkyWatch Planetarium for IPad” application to navigate through the
constellations and identify the location of various celestial objects. This program is motion controlled
and will project an area of the actual celestial sphere you physically point to in the sky using the ipad. It
is just like a real telescope! So feel free to pick up the ipad and begin twisting and turning around with it
to find those constellations!
1) In which constellation is the sun currently located in?
2) In which constellation is the moon currently located in?
3) Name two constellations that are near Ursa Major (Great Bear).
4) What constellation is Mars currently found in?
5) Name a star that is found inside the constellation that is associated with your Zodiac sign
(Constellation associated with your birthday).
Teachers Notes:
Expectations Targeted:
D2.2 Use direct observation, computer simulation, or star charts to determine the location, appearance, and motion of well‐known stars and other celestial objects that are visible in the night sky (e.g., the stars Polaris, Sirius, Betelgeuse; the Planet Venus).
D3.5 Explain the causes of astronomical phenomena and how various phenomena can best be observed from Earth (e.g., solar eclipses should be viewed through a suitable solar filter or by projection, not with the naked eye)
Learning Goals
‐Practice recognition of key constellations, and stars within those constellations.
‐Understand constellation and other celestial object positioning at different times through the
year.
Materials:
‐Apple IPad with GoSkyWatch Planetarium installed.
Expected Answers:
1,2 & 4) Answers vary depending n day, time and time of year investigation is taking palce
5) Answers Vary person to person
3) Ursa Major is bordered by:
Draco, Camelopardalis, Lynx, Leo Minor, Leo, Coma Berenices, Canes Venatici, Boötes (with the
Big Dipper being part of the constellation).
Reflection:
Beyond the need to be able to put the activity here in context of the learning, a way to project
the IPad onto a screen or TV would allow multiple students to experience the exploration of the
sky at once.
Space Technology: Smart Board Activity Introduction: One of the beneficial impacts space exploration have had on society is the development of everyday products and technologies. Many everyday products that we are familiar with have been adapted from technologies originally developed for space travel and exploration. Can you guess which products and technologies have been developed as a result of space exploration? Instructions:
1. Take a look at the different everyday products and determine which ones have been derived from space technology
2. Drag the products that you believe have been derived from space technology into the vortex labeled ‘Yes’, and the ones that you believe have NOT been derived from space technology into the vortex labeled ‘No’.
3. The vortex will suck in the correct answers while spitting out the wrong answers. You can press ‘Reset’ to restart the activity from the beginning.
4. In the table provided below, fill in the correct answers Products Derived from Space Technology Products Not Derived from Space
Technology
Discussion Question: Of the products derived from space technology, which one do you think has had the most impact on society? Explain by giving a reason for your answer.
Teachers Notes:
Expectations Targeted:
D1.2 Assess some of the costs, hazards, and benefits of space exploration taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth (e.g., radiation monitors and barriers, sensors to monitor air and water quality, remote sensing technology, fire‐resistant materials). Learning Goals
‐Connect technology developed from space exploration to hands‐on day to day applications.
‐Think about benefits and consequences that space based technology developments have had
in the past and may have in the future.
‐Allow students to work in small groups developing communication and negotiation skills.
Materials:
‐SmartBoard
‐Template for “Click‐into‐place” activity.
Reflection:
SmartBoard Activity, was well received, and has high probability of student engagement and
excitement. Can be used as either an activity, or a possible Minds‐On before introducing space
technologies, or leading into introduction of an STSE project.