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Pitt County Schools
307012 Astronomy
Instructional Guide
NOTE: There is a minimum of five nighttime observation sessions throughout the semester.
These would include lunar and planetary observations, meteor showers, constellation identification, and deep-sky objects (nebula, star
clusters, and galaxies).
TIME FRAME: FIRST GRADING PERIOD
SCOS GOALS AND OBJECTIVES
Goal 1: The learner will develop an
understanding of observational
astronomy including instruments used
in observing the universe.
1.01 Analyze the characteristics and
properties of waves:
 Wavelength
 Frequency
 Period
 Amplitude
 Velocity
 Reflection
 Refraction
1.02 Analyze light in terms of
electromagnetic radiation and its dual
nature of wave and particle (Photon
Theory)
 Describe the electromagnetic
spectrum in terms of (1) the six
different classifications within the
electromagnetic spectrum, (2) the
direction in the spectrum where
the frequency or the energy is
increasing, (3) the characteristic
ESSENTIAL QUESTIONS, BENCHMARKS, AND
SKILLS
OBSERVATIONAL ASTRONOMY,
LIGHT
How can I locate objects in the night sky?
What are constellations and how can I
identify them?
 Identify constellations in the night sky
using star charts.
 Understand and use the coordinate
systems (right-ascension; altitudeazimuth) and find major stars and
reference points in the night sky.
 Understand the concept of Universal
Time and how to convert to and from
Eastern Standard (Daylight) Time.
How are the speed, frequency, and
wavelength of electromagnetic waves
(actually all waves) related?
v f
ESSENTIAL
TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
Some of the observing
sessions can be used for
constellation identification.
Lab: Using the Star and
Planet Locator
RECOMMENDED
RESOURCES AND
ASSESSMENT
TEXTBOOK:
Portions of
Overview 1 (Night
Sky), Chapter 1
(Constellations,
Celestial Sphere,
Motion of Stars and
Planets, Zodiac,
Ecliptic), Essay 1,
Chapters 3 & 4,
Essay 2 (Universal
Time), Table 7 in
Appendix.
ASTRONOMY
RESOURCE
NOTEBOOK
Demo: If the physics
department does not have a
Doppler Effect
demonstration, swing a
buzzer around in a circle.
Celestial Sphere
(Sargent-Welch)
1
that distinguishes one type of em
radiation from another.
1.03 Analyze the electromagnetic
radiation given off by a heated object
(blackbody) in terms of the graph of
intensity (brightness) vs. wavelength for
various temperatures and describe their
similarities and differences.
 Analyze Wien’s law in terms of
the intensity vs. wavelength graph
and its usefulness to astronomers.
1.04 Analyze spectra in terms of their
formation and types (continuous spectra,
absorption spectra, and emission
spectra). Describe what type of object
produces each type of spectrum.
 Describe the structure of an atom
remembering to include its
quantized energy levels. Describe
how light is produced by emission
and how an atom during the
process of absorption absorbs
light.
 List other characteristics of a
celestial object that can be
determined from its spectrum.
1.05 Define and describe the Doppler
Effect. Explain how the frequency of the
wave changes with its motion. Describe
the use of the Doppler Effect to
astronomers in determining the motion
of celestial objects.
1.06 Compare and contrast reflecting
and refracting telescopes.
 State the purposes of the objective
lens and the eyepiece in a
What is the nature and characteristics of light? Lab: Telescope Lab
What types of the electromagnetic radiation
and what are the characteristics of these types
of radiation?
Project: Finding the
resolving power of your
eyes
What is the speed of all types of
electromagnetic radiation?
How do astronomers use these different types
of electromagnetic radiation to learn more
about the cosmos?
What is reflection and refraction? How is
light reflected and refracted?
What is diffraction and how does it affect
astronomers’ observations?
.
Wien’s Law: T  3  10 K  nm
m
6
What is the Doppler Effect and how is it used
to make predictions about the frequency shift
or the motion of the object? What is “red
2
refracting telescope. E3xpalin why
a mirror can serve the same
purpose as an objective lens, and
why most modern telescopes are
reflectors rather than refractors.
 Analyze the three “powers” of a
telescope: (1) light-gathering
power, (2) resolving power, and
(3) magnification.
1.07 Analyze the observations of the
universe made in different frequencies
of light other than visible light and their
importance to astronomers.
1.08 Students will learn and use the
basic coordinate systems to locate
objects on the celestial sphere, identify
and use the basic reference points on the
celestial sphere, use the Star and Planet
Locator (or equivalent), as well as
identify the constellations that are
visible during the semester that the
course is being offered. Understand
what Universal Time is and be able to
convert to and from Eastern Standard
(Daylight) Time.
shift” and the “blue shift.”
Goal 1: The learner will understand
how observations lead to increasing
knowledge of the Solar System.
1.09 Examine the contribution of
ancient astronomers to the
understanding of the universe, including
Kepler.
1.10 State Newton’s Laws of Motion
and use them to describe why celestial
ASTRONOMICAL MOTIONS (KEPLER,
NEWTON)
How ancient astronomers determined
approximate sizes and distances within the
solar system?
 Understand /use Kepler’s Three Laws
 Understand Newton’s Law of
Gravitation and be able to calculate
gravitational forces.
What are telescopes? What are the different
types? How do they work? What are their
“powers”? What are their limitations?
Demo: Draw an ellipse on
the white/greenboard with
two plumber helpers and a
loop of string. (The
plumber helpers are the
foci of the ellipse.)
Essential Lab: Ellipses and
Orbits
TEXTBOOK:
Chapter 1
Sections 1.2 – 1.4
ASTRONOMY
RESOURCE
NOTEBOOK
Suggested
3
objects move they way they do.
Distinguish between mass and weight.
Use these laws in the description of
physical phenomena.
1.11 State Newton’s Law of Gravity in
own words and describe what Law of
Inverse-Square means.
 Explain why gravity is needed to
keep one object orbiting around
another by using Newton’s Law of
Motion and the Law of Gravity.
 Show the effect changing the
distance has on the force between
two objects by calculating how
much the gravitational force has
increased or decreased.
 Define the period of one object
orbiting another.
 Define the term velocity
 Define the terms escape velocity
and surface gravity and how they
are related to the mass and
gravitational force of the planet or
object.

Understand and use concept of inertia
and Newton’s Law of Gravitation to
surface gravity, escape velocity, and
orbital motion.
Be able to calculate escape velocity,
orbital speeds and distances for both
celestial objects and artificial
satellites, mass of a planet that has
satellites using actual data.

Task: Math tasks to do the
calculations given in
benchmark section using
complicated real data.
Resource: Handoperated
Planetarium that
shows the motion
of Earth, Moon,
and Venus
(Sargent-Welch)
Kepler’s Third Law:
P 2  a3
Newton’s Second Law:
F  ma
Newton’s Law of Gravitation:
F
GMm
r2
Velocity of a satellite in circular orbit:
C
2r
v 

P
P
TIME FRAME: SECOND GRADING PERIOD
SCOS GOALS AND OBJECTIVES
Goal 3: The learner will develop an
understanding of the Earth and its processes.
3.01 Explain why the Earth is spherical in shape
while objects like asteroids are irregular in shape
and hwy the Earth is not perfectly spherical by
using Newton’s Laws of Gravity and of Motion.
ESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLS
EARTH / MOON SYSTEM
What is the structure of the Earth?
How does it account for the
phenomena we observe? How did
scientists determine that structure?
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
RECOMMENDED
RESOURCES AND
ASSESSMENT
TEXTBOOK:
Chapters 12, 13
ASTRONOMY
RESOURCE
NOTEBOOK
4
Describe the Earth’s internal structure.
 Describe how earthquakes enabled
scientists to determine the main features
of the Earth’s internal structure.
 Understand the process of
differentiation in terms of Earth’s
formation.
3.03 Describe the theory of plate tectonics and
describe the effect it had on Earth’s surface.
 Define and use the concept of
convection appropriately in the
description.
3.04 Describe the structure of the Earth’s
atmosphere.
 State the composition of ozone layer
and its effect on life on Earth.
 Define and describe the Greenhouse
Effect and its effect on the Earth’s
climate.
3.05 Analyze the Earth’s magnetic field in terms
of its analogous structure to a bar magnet and its
structure around the Earth.
 Describe the origin of the Earth’s
magnetic field in terms of the dynamo
effect.
 Analyze the Van Allen belts in terms of
structure and origin.
 Analyze the northern lights (aurora
borealis) and southern lights (aurora
australis) in terms of description and
formation.
3.06 Explain how the tilt of the axis of the Earth
and its orbital motion case the seasons. Predict
whether or not a planet would have seasons based
on the tilt of its axis.
3.02
What is the structure and composition
of the Earth’s atmosphere? What is
and how did the Greenhouse Effect
arise? How does the Greenhouse
Effect affect Earth’s temperature?
What are ozone and the ozone layer?
How does if affect life on Earth?
What is the structure of Earth’s
magnetic field? What is its origin?
How does it affect the Earth? How
does it cause the effects of Earth’s
magnetic field such as aurora, Van
Allen belts, shielding from solar
particles.
How does the Earth’s motion and axis
tilt causes day and night and the
seasons?
Understand the Moon in terms of its
5
Goal 4: The learner will develop an
understanding of the Moon and its processes.
4.01 Analyze the Moon in terms of its structure,
motion, phases, and surface features.
4.02 State whether or not the Moon has the
following characteristics and the reason why it
does or does not have a magnetic field, an
atmosphere, and extreme temperatures.
4.03 Analyze the theories describing the origin of
the Moon. State the theory that is currently thought
to be the most probable. State the evidence against
theories no longer held.
4.04 Explain how differential gravitational forces,
caused by the Moon and the Sun, produce tides on
the Earth. Relate the different types of tides to the
Earth-Moon-Sum configurations. Describe the
long-term effects of tidal forces on the Earth-Moon
system (tidal breaking).
4.05 Explain the circumstances that produce an
eclipse of the Sun (partial , total, annular). Explain
the circumstances that produce an eclipse of the
Moon and explain why the Moon does not always
become totally dark when under total ellipse
conditions.
 Describe the two parts of a shadow –
penumbra and umbra. Explain why we
do not see eclipses every month.
 Discuss a safe method for viewing solar
eclipses.
origin, structure, motion, phases, and
surface features.
How does the Moon produce tides?
How are solar and lunar eclipses are
produced?
Goal 2: The learner will develop an
understanding of our Solar System, its
formation, its processes, and the objects within
it.
2.01 Identify the objects that compose our Solar
System and categorize them.
SOLAR SYSTEM,
TERRESTRIAL PLANETS,
JOVIAN PLANETS
How does the solar nebula theory
explain the formation of the solar
system? How does the solar nebula
Lab: Formation of
craters.
Project: Students keep a
log of the Moon phases
as seen from their home
over a month.
Lab: Use internet to
locate predicted tide
heights at Bay of Fundy
and/or other locations.
Go through the data to
get the dates of spring
and neap tides, then
relate the dates to the
lunar phases.
TEXTBOOK:
Chapter 14, 15, 16
Lab: Scale Model of the
Solar System
ASTRONOMY
RESOURCE
NOTEBOOK
6
 Sun
 Planets (terrestrial and jovian)
 Asteroids
 Meteoroids
 Comets
2.02 Describe the formation of the Solar System
in terms of the solar nebula theory and use that
theory to describe why there are two types of
planets (terrestrial and jovial).
2.03 Compare and contrast the planets within
each type of planets with each other (geology,
atmospheres, magnetic fields, atmospheres,
surface features, etc).
2.04 Describe the processes that give rise to
surface features, atmospheres, magnetic fields,
etc on the planets. Predict whether or not a planet
will have those features.
theory explain the two types of
planets found in our solar system?
Goal 2: The learner will develop an
understanding of our Solar System, its
formation, its processes, and the objects within
it.
2.05 Analyze asteroids in terms of their nature,
origin, and their implications for the dinosaur
extinction.
2.06 Distinguish between meteoroid, meteor,
and meteorite.
 Describe how the light generated by a
meteor is formed.
 Describe the valuable information that
may be gained from studying
meteorites.
 Describe the cause of meteor showers.
2.07 Analyze comets in terms of their nature,
structure, and orbits.
 Describe the origin of comets in terms
COMETS, METEORS,
ASTEROIDS
How do you explain the nature and
origin of comets, asteroids, and
meteors?
(1) ASTROIDS
 Origin of asteroids
 Characteristics of asteroids,
including their orbits.
 Implications for use and for
dinosaur extinction.
(2) COMETS
 Origin
 Nature and structure
 Orbits
(3) METEORS
 Understand the terminology
for meteors, meteoroids, and
How do the terrestrial and jovian
planets compare and contrast?
What processes give rise to a planet’s
atmosphere, its magnetic field,
surface features, etc.?
Demo: Build a comet.
TEXTBOOK:
Chapter 17
ASTRONOMY
RESOURCE
NOTEBOOK
Internet resources:
Galileo mission to Jupiter
photographed asteroids;
NEAR mission to
asteroids Eros.
7
of the Oort Cloud.


meteorites.
Origin of meteors and meteor
shows.
Meteorite craters and meteor
falls
TIME FRAME: THIRD GRADING PERIOD
SCOS GOALS AND OBJECTIVES
Goal 5: The learner will develop an
understanding of stars, including our Sun.
5.01 Analyze the Sun in terms of the Sun’s size,
density, composition, features, and structure.
 Describe the two mechanisms that
transport energy from the Sun’s core to
the Sun’s surface.
5.02 Describe the solar magnetic field and how
the solar magnetic field produces sunspots,
prominences, and flares.
 Describe the solar cycle and the effects
of solar flares and long-term sunspot
activity on the Earth.
5.03 Analyze the production of energy in the
Sun in terms of nuclear fusion, chain reactions,
and the conversion of mass into energy.
 Recognize that nuclei stay together by
the strong nuclear force.
5.04 Define and describe hydrostatic equilibrium
in terms of the idea gas law and gravity.
 Describe how hydrostatic equilibrium is
a “star’s safety valve”.
ESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLS
SUN
What is the structure of the Sun?
How does energy get from the core to
the surface of the Sun?
How do you explain the Sun in terms
of it general characteristics (size,
structure, density, etc.)?
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
Demo: Have the students
look at sunspots by using
the projection method.
 Any other method
risks eye damage!
RECOMMENDED
RESOURCES AND
ASSESSMENT
TEXTBOOK:
Chapter 5
ASTRONOMY
RESOURCE
NOTEBOOK
Lab: Sunspot lab
What are the features on the Sun and
the processes that give rise to them
(sunspots, prominences, flares, etc.)?
How does the Sun produce energy?
Where does the energy come from?
What is the “safety valve” for the Sun
(and other stars)? (hydrostatic
equilibrium) How does it work?
8
Goal 5: The learner will develop an
understanding of stars, including our Sun.
5.05 Analyze the basic properties of a star: star’s
distance, temperature, luminosity, composition,
radius, mass, and radial velocity.
 Explain clearly the magnitude scale of
stars, and its relationship to factors of
brightness. Define and calculate
absolute and apparent magnitude.
 Describe the spectral classification
scheme for stellar spectra, give the
letter designators in order of decreasing
temperature (O B A F G K M)
 Sketch the Hertzsprung-Russell (H-R)
diagram and show the main groups of
stars on the diagram.
 Describe the mass-luminosity
relationship. Describe the relationship
that exists between a star’s luminosity,
radius, and surface temperature. Relate
the rate of the star’s evolution to the
mass of the star.
STELLAR CHARACTERISTICS
What are the basic properties of a
star? (Star’s distance, temperature,
luminosity, composition, radius,
mass, and radial velocity.)
a. Understand and use the
magnitude scale.
b. Understand the spectral scale.
c. Understand and use the
Hertzsprung-Russell diagram.
d. Understand the massluminosity relationship.
Goal 5: The learner will develop an
understanding of stars, including our Sun.
5.06 Describe each step in the life cycle of a star
STELLAR LIFETIME (BIRTH
TO DEATH);
STELLAR REMANTS
TEXTBOOK:
Chapter 6
Lab: Magnitude Lab
ASTRONOMY
Lab: Hertzsprung-Russell RESOURCE
Diagram (plot a few stars NOTEBOOK
and able to draw
conclusions from the
diagram)
TEXTBOOK:
Chapters 7, 8
9
from interstellar cloud to stellar remnant for both
low and high mass stars and be able to define all
the terms involved.
 Describe the processes of novas, Type I
and II supernovas.
 Describe how white dwarfs in binary
stars are related to novas and
supernovas.
5.07 Analyze the stellar remnants, white dwarfs,
neutron stars/pulsars, and black holes in terms of
their formation and physical characteristics.
Goal 6: The learner will develop an
understanding of galaxies, including our own
Milky Way Galaxy.
6.01 Analyze the Milky Way Galaxy in terms of
the observations that led to conclusions about its
shape, mass, its structure, and its major features.
 Define and describe Population I, II,
and III stars and state their
significance.
 Explain how dust and gas obscuration
affects our view of the Milky Way
galaxy.
6.02 Analyze elliptical, spiral, barred spiral, and
irregular galaxies in terms of the major
differences in structure, gas/dust content, and
stellar populations.
6.03 Describe how the structure of a galaxy can be
affected by the random motions of the collapsing
gas cloud and through collisions and interactions
with other galaxies.
6.04 Describe how astronomers determine the
distances to galaxies, the diameter and mass of
What are the steps in life cycle of
high- and low-mass stars? Describe
each step using appropriate
terminology and complete
descriptions of the processes.
What is the nature and characteristics
of stellar remnants such neutron stars,
pulsars, white dwarfs, and black
holes?
MILKY WAY GALAXY, OTHER
GALAXIES
What are the major features of our
Milky Way galaxy in terms of size,
structure, mass, and other major
features?
 Understand how our
observations of the Milky Way
galaxy depend on our position
within it.
What are the features and structures
of the types of galaxies?
How do astronomers determine the
motions, distances, and masses of
galaxies using redshift and Hubble’s
law?
 Understand the rise of Hubble’s
law from the Big Bang theory.
ASTRONOMY
RESOURCE
NOTEBOOK
Use the internet to do
search on recent
supernovas and/or stellar
remnants.
Use Hubble Space
telescope photographs to
identify stars in their life
cycle or stellar remnants.
TEXTBOOK:
Chapters 9, 10
ASTRONOMY
RESOURCE
NOTEBOOK
Use internet /
astronomical
photographs to classify
galaxies.
Use internet to access
discoveries about older,
farther away quasars and
galaxies and their
implications in
cosmology.
10
galaxies. Define and use the terms: redshift and
Hubble’s Law.
6.05 Describe galaxy clusters such as the Local
Group. Distinguish between rich and poor clusters.
Describe the term supercluster.
11