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UofL Rauch Planetarium Program Offerings -‐ Grades 9-‐12 Gravity, Galaxies, and the Big Bang: (90 minutes) Disciplinary Core Ideas: ESS1.A, ESS1.C, PS2.B ● The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS-‐ESS1-‐1) ● The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (HS-‐ESS1-‐2), (HS-‐ESS1-‐3) ● The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-‐stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe. (HS-‐ESS1-‐2) ● Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (HS-‐ESS1-‐ 2), (HS-‐ESS1-‐3) ● Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-‐PS2-‐4) ● Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-‐PS2-‐4), (HS-‐PS2-‐5) ● Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. (HS-‐ESS1-‐6) Science and Engineering Practices • Developing and Using Models (e.g. Visual model of gravity’s influence on solar system objects) • Constructing Explanations and Designing Solutions (e.g. Explanations using gravity for similar shapes of: Saturn system of rings and moons; solar system of planets; Milky Way galaxy system of stars) Crosscutting Concepts • Systems and System Models (modeling the solar system, its formation and subsequent development under influence of gravity) • Scale, Proportion, and Quantity (Scales explored include: Earth; Earth-‐Moon; inner solar system; outer solar system; galactic; extragalactic) Program Description From the comfort of their planetarium seat, students’ imaginations are stretched as they take a visually-‐dynamic journey from everyday Earth out into deep space – and back in time – to the early universe formed shortly after the Big Bang. Immersive visualizations enable students to understand the role of gravity in forming our solar system from a disk of dust and gas. They are riveted as they plunge into a simulation of Earth’s formation and early history, delving into the heart of the Sun itself to observe fusion creating heavier elements from hydrogen. Students absorb key concepts such as how the phenomenal force of gravity is the “super glue” of the universe, holding objects in orbit – from the planetary scale of the Earth, to the solar system scale, to the galactic scale, and then to the scale of the entire Universe. As we fly from our little blue marble in the Milky Way to view some of the billions of galaxies in the universe, gravity and energy gave us recent hints in the last couple of decades that our universe model needed tweaking. The view includes the motion of distant galaxies and the composition of matter in the universe – only 5% of which is the ‘normal’ matter we see through our telescopes while the rest is mysterious Dark Matter and Dark Energy. This field experience includes the show Black Holes, which explores these voracious gravity wells and their vital role in galaxy formation. The experience concludes with a short tour of the night sky. UofL Rauch Planetarium Program Offerings -‐ Grades 9-‐12 Global Climate Change: (90 minutes) Disciplinary Core Ideas: ESS1.A, ESS1.B, ESS1.C, ESS2.D, ESS3.A, ESS3.C, ESS3.D • Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (Secondary to HS-‐ESS2-‐4) • The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS-‐ESS1-‐1) • Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. (HS-‐ESS1-‐6) • The foundation of Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-‐radiation into space. (HS-‐ESS2-‐2), (HS-‐ESS2-‐4) • Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-‐ESS2-‐6), (HS-‐ESS2-‐7) • Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-‐generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-‐ESS3-‐6) • All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-‐ESS3-‐2) • The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-‐ESS3-‐3) • Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-‐ESS3-‐4) • Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-‐ESS3-‐5) • Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact, and are modified in response to human activities. (HS-‐ESS3-‐6) • • • • • Science and Engineering Practices Developing and Using Models (e.g. modeling global interactions that affect climate) Analyzing and Interpreting Data (e.g. data from historical records compared to today) Engaging in Argument from Evidence (e.g. how data & science principles are used about climate change) Crosscutting Concepts Cause and Effect (e.g. human-‐induced causes and ultimate effect on global scale) Stability and Change (e.g. how climate is same and different from historical times) Program Description Students climb on board our virtual spaceship to see for themselves how the surface of our Earth is one big interdependent set of systems. Imagery captured by numerous satellites surrounds students, enabling them to absorb difficult-‐to-‐understand concepts such as the complex interactions among the Sun’s energy input, the atmosphere, and oceans as well as global climate and its dependencies. Students visually explore climate impacts of natural phenomena such as volcanoes and solar variation as well as human-‐induced impacts. Our virtual spaceship then leaves Earth behind to explore global climates of neighbors in our solar system, which differ greatly from Earth’s. This exploration includes the show Dynamic Earth, which explores the inner workings of Earth’s climate system. W ith visualizations based on satellite monitoring data and advanced supercomputer simulations, this cutting-‐edge production follows a trail of energy that flows from the Sun into the interlocking systems that shape our climate: the atmosphere, oceans, and the biosphere. Audiences will ride along on swirling ocean and wind currents, dive into the heart of a monster hurricane, come face-‐to-‐face with sharks and gigantic whales, and fly into roiling volcanoes. The experience concludes with a short tour of the constellations in the night sky as we turn our imaginations outward. UofL Rauch Planetarium Program Offerings -‐ Grades 9-‐12 Teacher/Educator Resources: Gravity, Galaxies and the Big Bang • Planetary Motion Simulator Global Climate Change • NOAA Teaching Climate • NOAA Climate Change Impacts • NASA Global Climate Change • Classroom Resources • PBS Teachers Jet Propulsion Laboratory Activities and Resources NASA NOAA Multiple Activities and Simulators: University of Nebraska – Lincoln • Class Action • Class Action Version 2 Astronomy.com Kidsastronomy.com Next Generation Science Standards
