Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Heliosphere wikipedia , lookup
Outer space wikipedia , lookup
Standard solar model wikipedia , lookup
Cosmic distance ladder wikipedia , lookup
Flatness problem wikipedia , lookup
Expansion of the universe wikipedia , lookup
Non-standard cosmology wikipedia , lookup
Gravitational lens wikipedia , lookup
Critical Content/Concept Web Unit Topic: Exploring the Sky Conceptual Lens: Grade: Unit Overview History and Evidence 9-12 History Mapping The Sky Early Geo vs Heliocentric Galileo Kepler Newton o o Coordinate System Altitude & Azimuth Ascension & Declination Planispheres Constellations Unit Topic: Exploring the Sky Light and Spectra Electromagnetic Spectrum Spectroscopy Atomic Emission and absorption o Blackbody radiation Motion o Telescopes o o Lunar Motion Phases Eclipses o Solar Motion Seasons Celestial Motion This unit introduces the student to the history of our knowledge of the universe, the evidence we use to support that knowledge and the system we use to map the sky. The basic motion of the earth and other objects and the result of those motions are reviewed. Grade: 9-12 Subject: Astronomy Unit: Exploring the Sky Lens: History and Evidence Enduring Understandings 1. Scientific explanations change over time when new evidence conflicts with the existing theory. 8-9.PS.1.2.1 Use observations and data as evidence on which to base scientific explanations. 8-9.PS.1.2.2 Develop models to explain concepts or systems. 8-9.PS.1.2.3 Develop scientific explanations based on knowledge, logic, and analysis. 2. Technological advances enable science to collect new evidence to support or disprove theories. 8-9.ES.5.2.1 Explain how science advances technology. 8-9.ES.5.2.2 Explain how technology advances science. 8-9.ES.5.2.3 Explain how science and technology are pursued for different purposes. Guiding Questions 1. What is the geocentric model of the solar system / universe? 2. Why would people watching the sun, moon and stars believe the geocentric model? 3. What evidence called the geocentric model into question? 4. Does additional evidence support the heliocentric model? 1. Historically, what technological advances have changed our understanding of the universe? 2. How has that technology changed our understanding? 3. Comparing Galileo’s telescope with the Hubble telescope, does science advance technology? How and Why? 4. Does technology advance scientific understanding? How and why? Grade: 9-12 Subject: Astronomy Unit: Exploring the Sky Lens: History and Evidence Enduring Understandings 3. Matter emits or absorbs electromagnetic radiation (light) in unique ways. 8-9.PS.2.4.4 State the basic electrical properties of matter. 8-9.PS.2.4.5 Describe the relationships between magnetism and electricity. 5. Celestial objects move in predictable ways creating predictable cycles. 8-9.ES.1.1.1 Explain the scientific meaning of system, order, and organization. 8-9.ES.1.1.2 Apply the concepts of order and organization to a given system. 8-9.ES.1.3.1 Measure changes that can occur in and among systems. 8-9.ES.1.3.2 Analyze changes that can occur in and among systems. 8-9.ES.1.3.3 Measure and calculate using the metric system. 8-9.PS.2.2.1 Explain motion using Newton’s Laws of Motion. Guiding Questions 1. What is the electromagnetic spectrum? 2. How do we divide the spectrum? 3. Why have telescopes been developed to “see” light in frequencies other than visible? 4. What is a spectroscope? 5. How do we use the fact that each element emits or absorbs electromagnetic energy in a unique way and therefore has a unique spectral signature? 1. Why do earth’s seasons change? 2. Why do the phases of the moon change? 3. Do the constellations in the sky change in a predictable pattern? 4. How do the motions of celestial objects effect what we observe from earth? Grade: 9-12 Subject: Astronomy Unit: Exploring the Sky Lens: History and Evidence Critical Content and Skills AC = Assessment Code: Students will Know… 1. Why people believed the universe was geocentric 2. The evidence Galileo used to prove the universe was heliocentric 3. Kepler’s laws of planetary motion 4. How Kepler’s Laws advance support the heliocentric model 5. Newton’s Laws of Motion 6. Newton’s Gravitational Constant 7. The terms associated with the coordinate system 8. The 3 circumpolar constellations 9. The Electromagnetic Spectrum 10. How absorption and emission occur in atoms 11. All objects have a blackbody curve 12. How telescopes use the electromagnetic spectrum 13. The reason the moon has phases 14. Why eclipses occur and the earth has seasons 15. The cause of apparent celestial motion AC Q – Quizzes O – Observations D – Dialogues T - Tests P - Prompts WS – Work Samples SA – Student Self-Assessment Students will be able to do… 1. Describe the evidence and explain why we moved 2. 3. 4. 5. 6. 7. 8. from a geocentric to a heliocentric model of the universe. Use Newton’s gravitational constant to compute the gravitational forces between two objects Use a planisphere and the coordinate system to locate an object in the sky. Locate and identify the 3 circumpolar constellations Identify the frequency band on the electromagnetic spectrum used by different telescopes Explain the relationship between frequency, wavelength and energy levels on the EM Spectrum Identify and explain the difference between an absorption and emission spectrum Create a model demonstrating how motion creates the lunar phases, eclipses, seasons and apparent celestial motion AC Grade: 9-12 Subject: Astronomy Unit: Exploring the Sky Lens: History and Evidence Instructional Plan/Activities (Correlations) Critical Content/Concept Web Unit Topic: Solar Systems Conceptual Lens: Grade: Unit Overview Models and Evidence 9-12 Formation of a Solar System Components of Our Solar System Solar Nebula Hypothesis o Gravitational collapse o Condensation, differentiation and accretion Age of the Solar System Sun Terrestrial Planets Jovian Planets Debris Unit Topic: Solar Systems Astrobiology Life on Earth o Origin of Life o Geological Time Locating Other Systems o SETI Drake Equation Exploration of Our Solar System Past Missions Planned Missions This unit introduces the student to the formation and evolution of our solar system. Stellar evolution, the component parts of our solar system, their composition and formation are introduced. The conditions for life and search for life are covered. How we “know what we know” about our system will be addressed through space exploration missions and dating techniques. Grade: 9 - 12 Subject: Astronomy Unit: Our Solar System Lens: Models and Evidence Enduring Understandings 1. The Solar Nebula Hypothesis explains how the fundamental forces in our universe act on matter to form solar systems. 8-9.ES.4.1.1 Explain the current scientific theory that suggests that the solar system formed from a nebular cloud of dust and gas. 8-9.PS.2.4.2 Explain the processes of fission and fusion. 2. We make assumptions about the conditions required for life based on our knowledge of life on earth. These assumptions determine where and how we look for life in our universe. 8-9.ES.4.2.1 Explain the internal and external energy sources of the earth 8-9.ES.4.1.3 Show how interactions among the solid earth, oceans, atmosphere, and organisms have changed the earth system over time. Guiding Questions 1. 2. 3. 4. What is a force? How does a force effect objects? What are the 4 fundamental forces in the universe? What effect does gravity have on matter /objects in space? 5. If objects are massive enough can they generate enough pressure in their core to fuse atoms releasing a strong nuclear force? 6. Does our understanding gravity and fusion support the Solar Nebula Hypothesis of solar system formation? 1. What are the conditions necessary for life? 2. Did the discovery of thermal vent in the ocean depths change or concept of the conditions for life? 3. If you were looking for life on other planets or systems what would you be looking for based on our understanding of the conditions for life? 4. How does what we know about life influence where we look for life? Grade: 9 - 12 Subject: Astronomy Unit: Our Solar System Lens: Models and Evidence Enduring Understandings 3. We have developed various methods of estimating time on the geologic scale. 8-9.ES.4.1.2 Identify methods used to estimate geologic time. Guiding Questions 1. 2. 3. 4. 5. How old is the universe? How old is the earth? How did we arrive at those ages? Are they absolute ages? What are the methods used to estimate geological times? Grade: 9 - 12 Subject: Astronomy Unit: Our Solar System Lens: Models and Evidence Critical Content and Skills AC = Assessment Code: Students will Know… 1. The stages of the Solar Nebula Hypothesis 2. Methods used to determine the age of objects in our solar system 3. The components of our solar system 4. The composition of objects in our solar system 5. The conditions on earth that make it suitable for life 6. How those “conditions for life” dictate our search for life elsewhere 7. Techniques used to locate extra-solar planets 8. What SETI is 9. The implications of the Drake Equation 10. How past exploration has enhanced our understanding of the solar system and universe 11. Why we continue to explore our universe AC Q – Quizzes O – Observations D – Dialogues T - Tests P - Prompts WS – Work Samples SA – Student Self-Assessment Students will be able to do… 1. Determine the age of an object using radiography (half life) 2. Explain how objects in the solar system were formed 3. Compare and contrast objects in the solar system 4. Predict where in the universe life might be found 5. Explain how past and future space explorations have contributed to our knowledge of the universe AC Grade: 9 - 12 Subject: Astronomy Unit: Our Solar System Lens: Models and Evidence Instructional Plan/Activities (Correlations) Critical Content/Concept Web Unit Topic: Stars Conceptual Lens: Grade: Unit Overview Models and evidence 9-12 Our Sun Stellar Evolution Solar Spectrum Star Formation Stellar Structure Internal Processes Apparent vs. Absolute Magnitudes HR Diagrams Stellar Mass Unit Topic: Stars Distance in Space Parallax Cephieds o o High Mass Stars Low Mass Stars This unit focuses on the life cycle of stars, what they are composed of and how they function. Star classification and how we use them to determine distance in space is also covered. Grade: 9-12 Subject: Astronomy Unit: Stars Lens: Models and Evidence Enduring Understandings Guiding Questions 1. Stars have a life cycle that is determined by the mass of the star. 1. Where are stars “born”? 2. How does the mass of a star determine how long it will exist and how it will die? 3. How do we know what stars are made of? 4. What happens to object composed of hydrogen that don’t have enough mass to create the internal pressure necessary to start a fusion reaction? 5. Can stars be classified according to their mass? 8-9.ES.1.2.1 Use observations and data as evidence on which to base scientific explanations. 8-9.ES.1.8.1 Analyze technical writing, graphs, charts, and diagrams. 8-9.ES.4.1.1 Explain the current scientific theory that suggests that the solar system formed from a nebular cloud of dust and gas. 2. Stars manufacture the heavy elements in our universe by fusing lighter elements into heavy elements. 8-9.PS.2.4.1 Describe the properties, function, and location of protons, neutrons, and electrons. 8-9.PS.2.4.2 Explain the processes of fission and fusion. 1. What determines how many of the heavier elements a star can fuse? 2. What is the sequence of fusion in a truly massive star? 3. How are heavier elements from a massive star distributed into the universe? 4. How do the heavier elements end up in and on planets? 5. Do stars violate the Law of Conservation of Matter? Explain. Grade: 9-12 Subject: Astronomy Unit: Stars Lens: Models and Evidence Critical Content and Skills AC = Assessment Code: Students will Know… 1. 2. 3. 4. 5. 6. The structure (layers) and composition of the sun Fusion occurs in the core of the sun The sun rotates and has cycles The Nebular Theory for Star formation The purpose and function of an HR Diagram Why the spectra of stars changes along the spectral sequence 7. Mass determines the life of a star 8. How stars create and distribute heavy elements 9. The difference between absolute and apparent magnitude 10. How stars evolve off the main sequence on the HR Diagram 11. The types of stars 12. High mass stars produce supernovae, neutron stars and black holes 13. Low mass stars produce white dwarfs, and planetary nebulae 14. Parallax, Cepheid’s and standard candles are methods used to measure distance in space AC Q – Quizzes O – Observations D – Dialogues T - Tests P - Prompts WS – Work Samples SA – Student Self-Assessment Students will be able to do… 1. Create a model of the sun 2. Determine the composition of the sun by observing the solar spectra 3. Compare the life cycles of stars with different masses and their end products 4. Use the HR diagram to classify a star and determine it’s characteristics 5. Use parallax to find the distance to an object AC Grade: 9-12 Subject: Astronomy Unit: Stars Lens: Models and Evidence Instructional Plan/Activities (Correlations) Critical Content/Concept Web Unit Topic: The Universe Conceptual Lens: Grade: Unit Overview Models and Evidence 9-12 Our Milky Way Formation Structure o o o The Expanding Universe Big Bang o Evidence Age of the Universe o Hubble’s Constant Fate of the Universe Galaxy Classification o Bulge, Disk, Halo Spiral Arm Size Rotation Galaxies Unit Topic: The Universe Hubble Tuning Fork Active Galaxies Distance to Galaxies o Hubble’s Law Building on concepts learned in previous units students’ will examine our milky way galaxy and other galaxies. Students will classify galaxies and determine distances to galaxies using the work of Edwin Hubble and others. Finally students’ will examine the universe based on what we know about galaxies and their motion. Grade: 9-12 Subject: Astronomy Unit: The Universe Lens: Models and Evidence Enduring Understandings Guiding Questions 1. Galaxies are large collections of gas and billions of stars that interact as a system. 1. 2. 3. 4. 5. 6. 7. 2. The universe is a dynamic system and evidence suggest it is getting larger. 1. What is a static system? 2. What is a dynamic system? 3. What evidence would suggest the universe is a dynamic system? 4. What evidence would suggest the universe is growing? 8-9.PS.1.1.2 Apply the concepts of order and organization to a given system. 8-9.PS.1.6.4 Formulate scientific explanations and models using logic and evidence. 8-9.PS.1.6.5 Analyze alternative explanations and models. How large are galaxies? How do we classify galaxies? How many galaxies are in the universe? How many stars are in a galaxy? How many potential solar system are in each galaxy? What are the component parts of a galaxy? Do all the parts of a galaxy move in some kind of coordinated fashion? 8. What is the force behind that motion? Grade: 9-12 Subject: Astronomy Unit: The Universe Lens: Models and Evidence Critical Content and Skills AC = Assessment Code: Students will Know… 1. The Milky Way is our spiral galaxy 2. Where our solar system is located in the galaxy 3. How the Milky Way formed 4. The structure of the Milky Way 5. How stars and gas move in the galaxy 6. Where and how the Milky Way is forming additional stars 7. Galaxies are classified by shape 8. The Hubble Tuning Fork is the tool used to classify galaxies 9. The difference between active and inactive galaxies 10. Hubble’s Law is used to calculate the distance to other galaxies 11. The farther away the galaxy is the faster it is moving 12. The Big Bang Theory is currently the most widely accepted and supported explanation for the formation of our universe 13. The universe is currently expanding 14. Evidence of that expansion is provided by red AC Q – Quizzes O – Observations D – Dialogues T - Tests P - Prompts WS – Work Samples SA – Student Self-Assessment Students will be able to do… 1. Explain how the Milky Way was formed 2. Create a model of the Milky Way indicating it’s structure, direction of motion and the location of our solar system 3. Classify Galaxies using the Hubble Tuning Fork 4. Describe the characteristics of an active galaxy 5. Describe the Big Bang Theory and explain how evidence supports the theory 6. Determine the relative distances of a galaxies given their recessional velocity AC shift and cosmic background radiation 15. The age of the Universe can be determined by using Hubble’s Constant Grade: 9-12 Subject: Astronomy Unit: The Universe Lens: Models and Evidence Instructional Plan/Activities (Correlations)