ASTRONOMY IN THE JUNIOR HIGH SCHOOLCURRICULUMHARRY E. CRULL

Butler University, Indianapolis, Indiana

Astronomy has frequently been somewhat a neglected area on thejunior high school level. The reasons for this fact are directly relatedto the quantitative standing of astronomy in the average college cur-riculum. Relatively few of our colleges offer complete astronomicaltraining and many have no courses at all. This is a result not so muchof a lack of interest but of the physical remoteness of the astronomicalbodies coupled with an unfortunate combination of expensive equip-ment and negligible commercial potentialities for monetary returnwhich has characterized astronomical research in modern times. In anera when a few circles and sighting tubes were the astronomers toolsand lucrative horoscopes were his stock in trade, interest and infor-mation (or misinformation) were more widespread. Today with ob-servatories costing millions, and mathematical and physical knowl-edge necessary to the astronomer surpassing all previous experiencewith no measurable commercial return visible, we have acquired aframe of mind which encourages the belief that astronomy has be-come an area of esoteric knowledge for the elect.

It is my thesis today that this unencouraging point of view neednot govern our approach to the problem of a unit in astronomy on thejunior high school level (nor on any other level, for that matter).While many larger and wealthier high schools may be fortunate intheir equipment and faculty training, there is no reason why even thesmallest school can not present an intelligent and profitable study ofthe oldest and most majestic science.

It seems there are two broad governing principles to be rememberedin presenting the subject at this level. We must first keep uppermostin our minds the fact that we are endeavoring to present one facet ofa complete and integrated science study. Much of the effectivenessof the unit will be lost if we fail to keep before us always the goal ofrelating this unit with the others in science. Astronomy does not standalone or isolated from the other aspects of science; indeed it is some-times difficult to delineate a boundary between astronomy and phys-ics or mathematics. Actually the discoveries and wonders of astron-omy are simply ingeneous projections of earthly knowledge andexperiences. The distance of the moon, planets, sun or most remotenebulae is firmly founded upon the work of the surveyor with histransit and tape, the temperature and constitution of the stars onthat of the physical chemist in this earthly laboratory and the orbitsof the comets on the labors of the dynamical physicists. This beautiful

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and essential interrelation of effort and knowledge should be pre-served and strengthened in our presentation of the unit.The second principle we are bound to observe is that of appropri-

ateness of level of presentation. One’s first reaction to the availablemass of highly technical and finely developed astronomical data isone of confusion. A sense of frustration with the task of presenting.this material to junior high school pupils is to be avoided carefullyand in no way should we transmit to the student any subconsciousconviction of the teacher on the apparent difficulty of the subject.Actually no fear need be felt. Boy scout and girl scout leaders, sum-mer camp counselors and a host of others have demonstrated foryears that the essentials of astronomy constitute a profitable andfascinating area for the junior high group. If the teacher’s collegebackground did not include a formal course in astronomy, this neednot be an insurmountable barrier to a highly profitable and instruc-tive experience for both him and the class. A healthy confidence inhis ability coupled with sufficient caution and a willingness to dig outthe necessary facts which are readily available should carry any nor-mally intelligent teacher successfully through this unit.May I now present what I hope will be useful and helpful sugges-

tions for the implementation of the somewhat idealistic outline of ourobjective. First may I suggest that in the unit as in all others thestudent profits immensely by actual accomplishment on his own part.Do not permit him to learn the constellations without drawing a starchart for your locality and season, or constructing a star finder ofsome sort. Armand Spitzes ^Pinpoint Planetarium^ is a fine aid inthis area. Nor should he read of the earth’s rotation without spendinga half an hour sighting a rising or setting star against the schoolchimney. Changing noon-day altitude of the sun can be vividly dem-onstrated by stakes driven in the school yard at the end of the noonday shadow of the flag pole, or thumbtacks in the class room floorsimilarly placed. This demonstration is most effective over a shortperiod near the equinoxes but very striking if a comparison of De-cember and June altitudes can be made.A telescope is of great help and is by no means as difficult to obtain

as would seem at first glance. There are thousands of men and womenthroughout this country who have made instruments of fine opticalquality. Fortunately they are all possessed of a missionary spiritcoupled with an understandable pride in their achievement whichmake them definite assets to your program. It is also possible thatsome of the more mechanically minded pupils can be interested in theconstruction of a simple reflecting telescope so clearly described insuch works as Amateur Telescope Making (Scientific American Pub-lishing Co.) Any such project can result in a permanent and valuable

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addition to your teaching aids. Astonishingly good reflectors areavailable commercially at reasonable prices, but buy one only on areturn basis if you are inexperienced. Do not trust advertisers claims.If a high ceilinged stairwell is available do not overlook the possibilityof a Foucault pendulum, twenty or more feet are necessary for thesuspension, and the higher the better. Use a heavy bob and a strongstraight wire to hang it.

If funds are available an almost unlimited supply of lantern slidesare obtainable on all astronomical subjects. Among the most completeselections in this country are those of the Mount Wilson ObservatoryPasadena, California, Lick Observatory Mt. Hamilton, California,and the University of Chicago Press in Chicago, Illinois. The lastnamed prepares a collection of one hundred representative slideswhich will serve as a nucleus for later additions.However, it is probable that the limitations of the budget precludes

any such outlay as a large collection of slides represents. This neednot prove an insurmountable difficulty if full use is made of the facili-ties of your state or city visual aids division. Frequently fine andhelpful service in the area of astronomy is immediately forthcomingfrom this source. Motion pictures from the University of MichiganObservatories showing the solar prominences and their developmentare in most state visual aids bureaus.

Should we follow successfully through this effort the rewards aregreat. Avocational interest can be awakened, budding astronomersstarted on their careers and school projects successfully completed.In no other scientific field are the potentialities greater, nor the re-sults more evident.

THE QUIZ SECTION

JULIUS SUMMER MILLERMichigan College of Mining &° Technology,

Sault Ste. Marie, Michigan1. Three equal spheres are placed on a smooth horizontal plane and are kept

together by a string wrapped around them in the plane of their centers. Anotheridentical sphere is placed on top of these. Find the tension in the string.

2. Three equal hemispheres rest with their plane faces upon a rough horizontalplane and in contact with each other. A sphere of the same material is placedatop the three. What is the least coefficient of friction for sliding to just impend?

3. A slender rod lies on the interior of a rough vertical hoop. Find the positionof equilibrium.

4. A slender rod is suspended by a string attached to its ends and slung overa smooth peg. Find the equilibrium position(s).

5. The spheres of fl above are placed in a rough hemispherical bowl. Find thecondition for motion of the spheres to impend.