Download unit a assessment 2 - d

MYP ESPS Unit A: Earth’s Place in the Universe
2013-2014
 How do we know the history of the Earth, Sun, Solar System and Universe?
 How does the sun impact the Earth both positively and negatively?
FOCUS QUESTIONS AND LEARNING TARGETS:
At the end of this unit, I will be able to answer the following questions and demonstrate the learning targets listed below.
4. How do scientists use the electromagnetic spectrum to study the stars (and the universe)?
a)
describe and rank various forms of electromagnetic radiation including the benefits (uses) and hazards of various
forms of electromagnetic radiation (DOK 1-2) [infrared, visible, ultraviolet]
b) find and analyze patterns in the electromagnetic spectrum in terms of wavelength, frequency, speed, and energy
(DOK 2)
c) collect and analyze data using a spectroscope (DOK 2)
d) identify several different instruments astronomers use to study the universe and what the instruments tell us
(DOK 1)
e) gather information from multiple resources to make connections between the instruments scientists use to
study the universe and what they learn about the universe using the instruments. (DOK2-3)
core vocabulary: electromagnetic spectrum, ultraviolet radiation, infrared radiation, spectroscope
1. How do we know the age of our Solar System? How did our Solar System form?
a) compare and contrast scientific theory and law (DOK 1-2 )
b) describe the nebular theory for the formation and structure of the solar system (DOK 1)
c) make a claim about the formation of the solar system and support it with evidence (DOK 2-3)
core vocabulary: scientific law, scientific theory, nebular theory, Newton’s law of gravitation, Doppler effect (red shift,
blue shift), claim, compare and contrast
UNIT A ASSESSMENT 1:
Test – Over Sections 4 and 1 – addresses learning targets and vocabulary (DOK 1-3)
2. How do we know the age of the universe? How has the universe changed over time?
a) describe how the universe is organized (clusters, galaxies, solar systems) (DOK1)
b) identify and describe key pieces of evidence (cosmic background radiation, Doppler Effect, abundance of lighter
elements) for the Big Bang Theory (DOK 1)
c) analyze and interpret data regarding the history of the universe using direct and indirect evidence. (DOK 2)
d) evaluate a model of the expanding universe for its strengths and limitations. (DOK2)
e) compare and contrast theories for the origin of the universe (steady state, oscillating universe, Big Bang Theory)
(DOK2)
f) differentiate between Hubble’s Law and the Big Bang theory and justify their classification (DOK 2)
core vocabulary: Doppler effect (red shift, blue shift), Hubble’s law, cosmic background radiation (microwaves), big
bang theory, steady state theory, oscillating universe theory, analyze, interpret, model, evidence (direct and indirect)
UNIT A ASSESSMENT 2:
Big Bang Theory – students write an essay to communicate and justify an evidence-based scientific explanation – namely
the Big Bang Theory. (DOK 3)
3. How does the Sun influence the Earth?
a) describe the source of the sun’s energy (nuclear fusion) (DOK1)
b) differentiate between various solar phenomena (solar winds, solar flares, sunspots, CMEs), what causes them,
and assess their impact on Earth. (DOK2)
c) analyze and interpret data about the solar cycle (DOK2-3)
d)* design, conduct, analyze, and communicate about a scientific investigation (DOK2-3)
core vocabulary: nuclear fusion, solar wind, solar flare, coronal mass ejections (cme), sunspot, space weather
UNIT A ASSESSMENT 3:
Solar Phenomena - students produce a data table and a graph to show they can practice mathematical literacy skills and
use technology to analyze and interpret data. (DOK3)
5. How do stars change (appearance and composition) through time?
a)
use properties* of stars to construct an HR-diagram and determine their life stage based on the location of a star
on the diagram. (*temperature and luminosity) (DOK 1)
b) summarize the process of stellar evolution for the sun and compare it to that of more massive stars. (DOK 1-2)
core vocabulary: HR diagram, Luminosity, stellar evolution, red giant, white dwarf, light year, summarize
UNIT A ASSESSMENT 4:
Test – Over Sections 3 and 5 – includes learning targets and vocabulary (DOK 1-3)
RESOURCES:
1.
Your science notebook (composition book) will be a valuable resource for you, so it is important for you to be in class
to participate in the learning activities and to add to your notebook. You will keep it at school in your science
classroom and may use it on your assessments. If you want to include additional information in your science
notebook, you may – but it needs to be your own work.
2. Your teacher’s web-site is the best place to access resources. You can find the web-site by accessing the Palmer High
School web page at http://palmer.d11.org. Then navigate to your teacher’s site.
3. How do we know the history of the Earth, Sun, Solar System and Universe?
a. The Universe (from the History Channel) at http://www.history.com/shows/the-universe
b. http://www.nasa.gov/
4. How does the sun impact the Earth both positively and negatively?
a. http://imagine.gsfc.nasa.gov/docs/science/know_l1/sun.html
b. http://www.nbcnews.com/science/tag/sun
http://www.sciencedaily.com/news/space_time/sun/
c. http://www.windows2universe.org/sun/sun.html
Colorado Academic Standards in High School Science - This unit has been designed to meet the following:
ES 1:
The history of the universe, solar system and Earth can be inferred from evidence left from past events.
ES 2:
As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity,
solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere,
atmosphere, and biosphere in a variety of ways.
Additional Vocabulary:
Review:
solar system, galaxy, universe, element, wavelength, speed, frequency, energy, visible light, telescope,
temperature
Enrichment:
cluster, gamma radiation, x-rays, radiowaves, elliptical galaxy, spiral galaxy, corona, photosphere,
chromospheres, solar prominences, solar cycle, nebula, protostar, supernova, neutron star, black hole,
astronomical units, comets, asteroids, meteor, meteorite, meteoroid, crater