1
High School Space Science Expanded Curriculum Guide
{11/12} Grade (12/1/02)
Abacus # / Objective / Criticality Level / Sequenceand Minimum Time Allotted
/ Sample Teaching
Strategy / Resources
Text:
Earth Science: Geology, the Environment, and the Universe
Glencoe 2002 / Dist/State
Assessments / Sample Assessment Question
Standard 1: SCIENCE PROCESSES
Goal 1: Understand philosophy of science inquiry
1 / 1.The student will describe the evolution of Ptolemy’s geocentric model to the Copernican heliocentric model / ESS / Cover at the same time as Standard 1, Goal 4 / Describe both theories for planetary motion and discuss the barriers to accepting the geocentric model. / TE pages 775-776 / ECAClassroom tests and quizzes / Which of the following observations led to Copernicus' heliocentric model of the solar system?
- tides
- lunar phases
- solar eclipses
- retrograde motion of the planets
4 / 2.The student will explain that a wide range of natural occurrences may be observed to discern patterns when conditions of the experiment cannot be controlled (i.e., movement of the moon) / ESS / Cover at the same time as Standard 1, Goal 4 / Discuss the common phenomenon in the study of Space Science in which a controlled experiment is not feasible, such as determining the movement of the moon from indirect observations. Students think of other similar phenomena and discuss the validity of conclusions made from such observations. / TE page 764
Demo TE page 764 / ECA
Classroom tests and quizzes / Why does the appearance of the moon seem to change throughout the month?
7 / 3.The student will explain how historical and current scientific knowledge influences the design and interpretations of investigations or the evaluation of proposed explanations made by other scientists (i.e., work by Tycho Brahe, Kepler, Galileo and Newton in understanding planetary motion) / ESS / Cover at the same time as Standard 1, Goal 4 / Students research the contributions of Tycho Brahe, Kepler, Galileo and Newton and create a timeline for discoveries that led to our understanding of planetary motion. Students discuss how the findings of one scientist led to further advancements by others. / TE pages 775-779 / ECA
Classroom tests and quizzes / Which of the following is the correct chronological sequence of scientists?
- Newton, Kepler, Tycho Brahe, Galileo
- Kepler, Newton, Galileo, Tycho Brahe
- Tycho Brahe, Kepler, Newton, Galileo
- Tycho Brahe, Galileo, Newton, Kepler
Goal 2: Understand mechanics of science/technology processes
10 / 4.The student will ask questions that can be answered by collecting data / ESS / 3 class periods initially, and then continued reinforce-ment throughout the trimester / Discuss various types of questions and whether they can be answered by collecting data. Give groups of students a problem. Have them use the scientific method to solve it. / TE , pages 11-16
LM, 1.2, pages 5-8, Formulating a Hypothesis / Teacher observable
ECA
Classroom tests and quizzes / Which of the following questions cannot be answered by collecting data?
- Why is Saturn so beautiful?
- What is the length of one Earth day?
- How long is a lunar month?
- How many planets does Jupiter have?
13 / 5.The student will design an experiment that will answer a specific question / ESS / 3 class periods initially, and then continued reinforce-ment throughout the trimester / Give groups of students a problem. Have them design an experiment that will solve it. / TE , pages 11-16
LM, 1.2, pages 5-8, Formulating a Hypothesis / Teacher observable
ECA
Classroom tests and quizzes / Which of the following questions can be answered by measuring the time of moonrise each day?
- How much later does the moon set each night?
- How much later does the moon rise each night?
- How long is a lunar month?
- How many days are there between Full moon and New Moon?
16 / 6.The student will design charts and tables in which to record data / ESS / 3 class periods initially, and then continued reinforce-ment throughout the trimester / As students perform various experiments throughout the course, provide opportunities for them to design their own charts and tables rather than using those provided with the labs. / TE , pages 11-16
LM, 1.2, pages 5-8, Formulating a Hypothesis / Teacher observable
ECA
Classroom tests and quizzes / Why is a title necessary for data tables, charts and graphs?
19 / 7.The student will analyze data using graphs, tables, and basic statistical tools, and other mathematical calculations / ESS / 3 class periods initially, and then continued reinforce-ment throughout the trimester / As students perform various experiments throughout the course, they use these techniques to analyze data and present it in forms that allow them to more easily see patterns. / TE , pages 11-16
LM, 1.2, pages 5-8, Formulating a Hypothesis / Teacher observable
ECA
Classroom tests and quizzes / Given a set of data for monthly rainfall in an area, how could you calculate the average monthly rainfall?
22 / 8.The student will formulate conclusions based on data analysis / ESS / 3 class periods initially, and then continued reinforce-ment throughout the trimester / As students perform various experiments throughout the course, they will formulate conclusions based on their analysis of the data. Students must justify their conclusions, citing specific evidence obtained during the investigation. / TE , pages 11-16
LM, 1.2, pages 5-8, Formulating a Hypothesis / Teacher observable
ECA
Classroom tests and quizzes / If the conclusion for your lab experiment does not match your hypothesis, what can you do?
25 / 9.The student will prepare and present his/her findings in a written, oral or multimedia presentation / ESS / 3 class periods initially, and then continued reinforce-ment throughout the trimester / Students prepare a formal presentation of findings from an experimental investigation. Presentations may be written, oral or multimedia. Provide students with examples of various qualities of presentations of each type. Discuss and design an appropriate rubric for evaluation of presentations with the students. / TE , pages 11-16
LM, 1.2, pages 5-8, Formulating a Hypothesis / Teacher observable
ECA
Classroom tests and quizzes / List and describe five components necessaey for a ggod lab report.
28 / 10.The student will use available technology and resources to substantiate or refute theories and update information in the textbook / ESS / Covered when doing internet research for various topics / As students learn about various concepts in the course, point out those that are currently controversial or changing rapidly. Students use the Internet to research these topics and find the most recent knowledge. / Internet sites such as / Classroom tests and quizzes / Essay:
Identify and describe several NASA projects that have begun since the publication of your textbook
Goal 3: Understand use of scientific equipment, materials and safety equipment
31 / 11.The student will identify the following scientific equipment and its function:
- Spectroscope
- Hertzsprung-Russell diagram (H-R diagram)
- Star charts
- Celsius thermometer
- Sling psychrometer
- Barometer
LM - Constellations and the Seasons, #30.2, page 237-240 / ECA
Classroom tests and quizzes / What is a sling psychrometer used for?
- It measures relative humidity
- It helps to determine the composition of stars
- It measures air pressure
- It compares temperature and brightness of a star
34 / 12.The student will demonstrate the correct use of the following scientific equipment:
- Spectroscope
- Hertzsprung-Russell diagram (H-R diagram)
- Star charts
- Celsius thermometer
- Sling psychrometer
- Barometer
Classroom tests and quizzes / Essay:
What type of star would you expect to find in the upper right corner of an H-R diagram?
37 / 13.The student will demonstrate safe procedures for observing features of the Sun / ESS / 1 class period / Discuss why it is unsafe to look directly at the sun. Demonstrate various alternative methods, especially how to make a pin hole projection of the sun. Cover at the same time as sunspots and eclipses. / TE - Pinhole projection of the sun. Visual spatial activity page 806. / Teacher observable / Essay:
Why is it unsafe to look directly at the sun?
Abacus # / Objective / Criticality Level / Sequence
and Minimum Time Allotted
/ Sample Teaching
Strategy / Resources
Text:
Earth Science: Geology, the Environment, and the Universe
Glencoe 2002 / Dist/State
Assessments / Sample Assessment Question
Standard 2: STUDYING THE UNIVERSE
Goal 1: Describe the function and purpose of several different types of telescopes
100 / 1.The student will identify the differences between refracting and reflecting telescopes / ESS / 2 class periods / Discuss the differences between a refracting and reflecting telescope. Students complete a graphic organizer to summarize these differences. Students make their own refracting telescope. / TE - pages 748-750.LM - 28.1 pages 217-220, Make your own Refracting Telescope. / ECA
Classroom tests and quizzes / Which of the following types of telescopes uses a mirror to gather and focus ligh?
- Reflecting
- refracting
- radio
- none of the above
103 / 2.The student will discuss the uses and advantages to radio telescopes and radio telescope arrays / ESS / 1 class period / Review the electromagnetic spectrum. Discuss the difference between optical and radio telescopes, including the type of information they are able to gather and why. Discuss the advantages and disadvantages of each. Students watch a video covering nonoptical telescopes. / TE - page 750
Video, Countdown to the Invisible Universe,
(NOVA Program) / ECA
Classroom tests and quizzes / Which of the following telescopes can be used to study objects during the day?
- Reflecting
- refracting
- radio
- none of the above
106 / 3.The student will identify telescopes used to detect wavelengths other than visible light and radio waves / ESS / 1 1/2 class periods / Review the electromagnetic spectrum. Use the internet to research telescopes other than those that detect visible light and radio waves. /
/ ECA
Classroom tests and quizzes / What is unique about an infrared telescope?
- It uses a lens to gather and focus starlight
- It uses a mirror to gather and focus starlight
- It does not need visible light or radio waves to study objects in space
- It is equipped with a camera to take wide angled pictures of the sky
Goal 2: Identify and compare the wavelengths of the electromagnetic spectrum and discuss how scientists use the three types of visible spectra to determine the composition of stars
109 / 4.The student will differentiate between continuous, dark, and bright line spectra / ESS / 1 class period / Discuss the differences among continuous, dark and bright line spectra. Students carryout a lab using spectroscopes to demonstrate the various spectra types. / TE - pages 811-812 / ECA
Classroom tests and quizzes / An emission ( bright-line) spectrum is produced by which of the following?
- A white light passed through a thinly dispersed gas
- A glowing solid
- A glowing liquid
- A glowing highly compressed gas
112 / 5.The student will describe how scientists use an absorption spectra to identify elements present in our sun and other stars / ESS / 1 1/2 class periods / Discuss what causes the spectra observed in Objective #109. Explain that different elements emit unique spectra and that these can be used to identify the various elements. Discuss the significance of this technique to our understanding of the composition of the sun and other stars. Students perform a lab activity to show how elements are identified / G - pages 122-125, Identifying stellar spectral lines / ECA
Classroom tests and quizzes / How does the spectrum of a star differ from the spectrum of hydrogen?
115 / 6.The student will explain that all forms of electromagnetic energy have varying wavelengths and frequencies, but travel at the same speed / ESS / 1/2 class period / Review the electromagnetic spectrum. Use a prism to demonstrate how visible light can be broken down into different colors that correspond to different wavelengths. Explain that white light is broken down into different colors when it passes through the medium of glass because the prism slows down the different wavelengths to different degrees, but that in a vacuum, all forms of electromagnetic energy travel at the same speed. / TE - pages 747 -748 / ECA
Classroom tests and quizzes / What charactieristic do all forms of electromagnetic radiation have in common?
Goal 3: Describe how scientists use the concept of Doppler effect to determine the distance and movement of stars
118 / 7.The student will identify the origin of red shift in stellar spectra and describe it in terms of the Doppler effect / ESS / 1/2 class period / Explain and demonstrate the Doppler Effect in terms of sound waves. Explain that electromagnetic waves also exhibit the Doppler effect, but rather than resulting from a sound pitch going from high to low as it moves toward and then away from the listener, it results in a shift in the spectra from red to blue (blueshift) if it is moving toward the observer and blue to red (redshift) if it is moving away. / TE - pages 818-819, 842-843 / ECA
Classroom tests and quizzes / Why is a redshift observed when objects are moving away from each other?
121 / 8.The student will use the concept of red shift to support the idea of an expanding universe / ESS / 1 class period / Discuss observations by scientists that redshift occurs in the spectra of most galaxies, and that the farther away the galaxies are from the earth, the greater the redshift. Explain how the Hubble constant is determined and how it can be used to find distances to far away galaxies. Students perform a lab to demonstrate how the Hubble Constant is determined. / TE - pages 818-819, 842-843
TE - page 843, Problem Solving Lab, Making and Using Graphs
M - page 127 Measuring Redshifts / ECA
Classroom tests and quizzes / Which scientist used the concept of redshift to support the idea of an expanding universe?
- Hershel
- Hubble
- Halley
- Harper
Abacus # / Objective / Criticality Level / Sequence
and Minimum Time Allotted
/ Sample Teaching
Strategy / Resources
Text:
Earth Science: Geology, the Environment, and the Universe
Glencoe 2002 / Dist/State
Assessments / Sample Assessment Question
Standard 3: STARS AND GALAXIES
Goal 1: Compare the physical and chemical properties of the sun to other stars
130 / 1.The student will explain that spectral analysis is used to identify the composition of stars / ESS / 1/2 Class period / Explain how spectral analysis can be used to find the composition of stars. Students carryout anInternet activity Identifying Composition of Stars
(Teacher Lab - Stellar Spectra) / TE- pages 817-818
/ ECA
Classroom tests and quizzes / What are two elements that one would expect to find in a main sequence star?
- Hydrogen and oxygen
- hydrogen and magnesium
- helim and ozygen
- helium and hydrogen
133 / 2.The student will differentiate between luminosity and absolute and apparent magnitude / EXP / 1/2 Class period / Discuss the differences among luminosity, absolute magnitude and apparent magnitude of stars, especially the difference between luminosity and absolute magnitude. Students create a graphic organizer to summarize the differences. Students create a chart for various stars that includes data for all three methods for indicating brightness. / TE - pages 816-817 / Classroom tests and quizzes / Define the following:
Luminosity
Absolute magnitude
Apparent magnitude
136 / 3.The student will use the Herzsprung-Russell diagram to describe the relationship between the temperature, size and brightness of a star / ESS / 1 class period / Explain the relationship between the type of spectra for stars and their temperatures. Discuss the generation of the H-R diagram the significance of the patterns obtained on the diagram.
Use the internet to have students construct an H-R diagram to show the relationship between temperature and luminosity.
H-R Diagram Simulator / TE - pages 819-820
/ ECA
Classroom tests and quizzes / If a star has a high temperature and a low luminosity, which of the following must be true?
- The star is a white dwarf
- The star is a red giant or supergiant
- The star is a medium star
- The star is a blue giant
Goal 2: Know the history of stars and galaxies
139 / 4.The student will explain that current scientific theory suggests that the sun, the earth, and the rest of the solar system formed from a cloud of gas and dust (nebulae) / ESS / 1/2 class period / Describe the processes involved in the formation of the sun, earth and the rest of the solar system.Students create a series of diagrams showing various stages in their development. / TE – 793-797, 847-851 / ECA
Classroom tests and quizzes / What is the current scientific explanation for the formation of the solar system?
142 / 5.The student will describe the current thoughts concerning the life cycle of small and large stars / ESS / 1 1/2 class periods / Have students create a poster showing current theory regarding evolution of stars. / TE - 821-825 / ECA
Classroom tests and quizzes / What type of star is most likely to become a neutron star or black hole?
- white dwarf
- supergiant
- main sequence
- black dwarf
145 / 6.The student will describe how the development of new technology has changed our understanding of the formation of neutron stars and black holes and other deep space objects / ESS / 2 class periods / Have students research current NASA missions to study black holes. (ie. CHANDRA) / TE - pages 824-825, 828
/ ECA
Classroom tests and quizzes / What is the x-ray telescope designed by NASA to study x-ray emissions called.
- Voyager
- hubble
- pathfinder
- chandra
148 / 7.The student will name, describe and give examples of types of galaxies / ESS / 1 1/2 class periods / Discuss various types of galaxies. Students create a table for the galaxies discussed in class, their names and types. Students carryout internet research to find out about additional galaxies and include them on students’ tables. / TE - pages 833-846