GGl leeen nn RRRi iidddgggee PPPu uubbblliic cc S ...€¦ · system, stars, galaxies, black holes and the origin of the universe. Topics to be studied will include light, astronomical

1

GGGllleeennn RRRiiidddgggeee PPPuuubbbllliiiccc SSSccchhhoooooolllsss –––SSSccciiieeennnccceee CCCuuurrrrrriiicccuuullluuummm

Course Title: Astronomy

Subject: Science

Grade Level: 11,12

Duration: 34-36 weeks

Prerequisite: Algebra

Elective or Required: Elective

Science Mission Statement: The Glen Ridge Public School’s science curriculum seeks to develop

scientifically literate life-long learners. Our program fosters a spirit of

intellectual curiosity and collaborative problem solving that is authentic,

hands-on, inquiry based and developmentally appropriate. This is done

through the study of Life, Physical, Earth and Environmental Science.

Our students will use the scientific method to understand and respond to

questions about science, technology and global issues. Students will be

challenged and encouraged to take risks and to develop critical thinking

Skills as they apply to real-world experiences.

Course Description: This course will provide an overview of fundamental concepts in Astronomy,

from its historical development to our most recent understanding of the solar

system, stars, galaxies, black holes and the origin of the universe. Topics to be

studied will include light, astronomical instruments, important astronomers

throughout history, the formation and evolution of planets and moons, stellar

life cycles, structure and evolution of the universe and gravitation. Special

topics will include space exploration and relativity.

Author: Sean McLearie

2

Date Submitted: Summer 2014

TOPIC SCIENCE

STANDARD

STANDARD NAME

Introduction to

Astronomy

5.1 Science Practices

The Night Sky 5.1, 5.4 Science Practices

Earth Systems Science

Electromagnetic

Radiation

5.1, 5.2 Science Practices

Physical Science

Spectral Analysis 5.1, 5.2 Science Practices

Physical Science

Astronomical

Instruments

5.1 Science Practices

Space Exploration 5.1 Science Practices

History of

Astronomy



Gravitation and

Relativity



Sun-Earth-Moon

System



Planet Earth 5.1, 5.4 Science Practices


The Solar System 5.1, 5.4 Science Practices


The Sun 5.1, 5.2, 5.4

Science Practices

Physical Science


Stellar Properties

5.1, 5.2

Science Practices

Physical Science

Stellar Life Cycles 5.1, 5.2, 5.4

Science Practices

Physical Science


3

Galaxies and

Cosmology

5.1, 5.4

Science Practices


Topic/Unit 1: Introduction to Astronomy Approximate # of Weeks: 2

Essential Questions:

1. What is Astronomy and how does it differ from Astrology?

2. How big is the universe?

3. What units of distance are used in astronomy?

4. How was the first successful determination of light speed made?

5. How do we measure distances to nearby stars?

6. What is the basic structure of the solar system?

7. How do we define life and how may life have originated on Earth?

8. What is the likelihood that extraterrestrial life exists?

9. How has the Hubble Telescope improved our understanding of the universe?

10. How have space missions improved our understanding of the solar system?

Student Learning Outcomes: Upon completion of this unit, students will be able to:

1. Describe the scale of the known universe. (NJCCC: 5.1.12.A.3; NGSS:ESS1.A)

2. Describe the structure of the solar system. (NJCCC:5.1.12.A.3; NGSS:ESS1.A)

3. Define life as we know it and discuss the probability for its existence elsewhere in the

universe. (NJCCC:5.1.12.C.2; NGSS:ESS1.A)

4. Explain how discoveries made by the Hubble Space telescope have improved our

overall understanding of the universe. (NJCCC:5.1.12.C.3; NGSS:ESS1.A)

5. Explain how discoveries made by interplanetary spacecraft have improved our

overall understanding of the solar system, (NJCCC:5.1.12.C.3; NGSS:ESS1.A)

Common Core Standards: CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.10

CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,

11-12.2e

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.N-Q.1, 12-N-CN.1

Interdisciplinary Standards (njcccs.org): Standard 8.1- Computer and Information Literacy

Standard 8.2- Technology Education

Activities:

4

Complete group problem sets solving math problems involving exponents, scientific

notation, units of distance and conversions.

Complete group problem sets calculating the distances to various celestial objects in SI

units from given data.

Analyze a scale model of the universe and calculate travel times at sub light-speed

velocities.

Enrichment Activities: Research environments on Earth where extremophiles exist and identify other locations

in the solar system where conditions may be similar.

Methods of Evaluation: Revisit essential questions

Exit slips

Summative assessment- Unit test

Observations of group work

Laboratory activities and reports

Essay

Texts, Resources, and/or Literature: Horizons- Exploring the Universe

Online Resources: Teacher webpage

Google Earth (Sky, Mars, Moon)

Stellarium

Virtual Astronomy Laboratory

United Streaming videos at http://streaming.discoveryeducation.com

Topic/Unit 2: The Night Sky Approximate # of Weeks: 2


1. What is the celestial sphere and how is it organized to locate celestial bodies?

2. What are constellations and why are certain ones associated with the months of

the year?

3. What is declination and how do we measure it?

4. What is right ascension and how do we measure it?

5. Why do celestial objects appear to move as they do across the sky?


1. Define declination and right ascension and relate them to celestial latitude and

longitude. (NJCCC:5.4.12.A.4; NGSS:ESS1.A)

http://streaming.discoveryeducation.com/

5

2. Locate celestial bodies on a celestial sphere from declination and right ascension.

(NJCCC:5.1.12.B.2; NGSS:ESS1.A)

3. Plot the coordinates of celestial bodies on a celestial sphere. (NJCCC: 5.1.12.B.2;

NGSS:ESS1.A)

4. Describe the apparent motions of celestial objects over the course of a day/night and a

year and provide an explanation for these apparent motions. (NJCCC:5.1.12.B.3,

5.1.12.D.1; NGSS:ESS1.A)

Common Core Standards: CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10


11-12.2e

CCCS.MATH: 12.N-Q.1, 12-N-CN.1



Activities: Plot the coordinates of various celestial bodies on graph paper.

Locate and plot celestial bodies from coordinates on a celestial sphere.

Locate and plot the constellations on a celestial sphere and provide their approximate

declination and right ascension coordinates.

Enrichment Activities: Identify the celestial coordinates of the planets on given dates.


Exit slips




Exit slips



Google Earth (Sky)

Stellarium


6

Topic/Unit 3: Electromagnetic Radiation

Approximate # of Weeks: 3

Essential Questions: 1. What is light?

2. What are the components of an electromagnetic wave?

3. At what speed does electromagnetic radiation travel?

4. What is the relationship between wavelength and frequency?

5. What is reflection, refraction?

6. What types of radiation are transparent in Earth’s atmosphere?

7. What types of radiation are dangerous to living organisms?

8. What is a photon?

9. What is the relationship between light intensity and distance?

10. What is the relationship between energy and wavelength/frequency?

11. What is the Doppler effect and why is it important in astronomy?


1. Identify the components of an electromagnetic wave. (NJCCC:5.2.6.C.2;

NGSS:ESS1.A)

2. Identify the different types of electromagnetic radiation and understand the

relationship between wavelength and frequency. (NJCCC:5.2.6.C.2; NGSS:ESS1.A;

NGSS:ESS1.A)

3. Describe the nature of color as it relates to vision and the spectrum. (NJCCC:5.2.6.C.2;

NGSS:ESS1.A)

4. Describe the wave nature of light as it relates to diffraction. (NJCCC:5.2.6.C.1;

NGSS:ESS1.A)

5. Relate the term “photon” to the particle nature of light and describe the photoelectric

effect. (NJCCC:5.1.12.D.1; NGSS:ESS1.A)

6. Relate atmospheric transparency to the various forms of radiation. (Standard

5.1.12.D.1; NGSS:ESS1.A)

7. Calculate the intensity of light at a given distance. (NJCCC:5.1.12.D.2;

NGSS:ESS1.A)

8. Relate temperature to wavelength and calculate wavelength from temperature.

(NJCCC:5.1.12.D.2; NGSS:ESS1.A)

9. Describe the Doppler effect and explain how it is used to measure relative motion.




11-12.2e, 11-12.7, 11-12.8, 11-12.9

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1. 12.N-Q.1

Interdisciplinary Standards (njcccs.org):

7

Standard 8.1- Computer and Information Literacy


Activities: Construct a sample electromagnetic wave and identify all of its components.

Measure the wavelengths of various scaled electromagnetic waves, convert them to their

true wavelengths and determine their colors.

Complete group problem sets utilizing the light intensity law to determine the brightness

of a source at various distances.

Utilize the radiation laws to determine the relationship between temperature and energy

output.

Graph changes in wavelength and energy flux relative to temperature.

Enrichment Activities: Compare the wave and particle properties of light energy.






Exit slips



Open-ended questions


Essay

Topic/Unit 4: Spectral Analysis Approximate # of Weeks: 2

Essential Questions: 1. What is a continuous spectrum, an absorption spectrum, an emission spectrum?

4. Why do stars produce an absorption spectrum?

5. How does an absorption spectrum allow us to determine a star’s composition?

6. How does an absorption spectrum allow us to measure a star’s temperature?

7. How does the energy output of a star change as its temperature increases?

8. How does the peak intensity wavelength of radiation change as temperature increases?


8


1. Identify a continuous, absorption and emission spectrum and distinguish between them.

(NJCCC:5.2.12.D.3.; NGSS:ESS1.A)

2. Describe how each of the three types of spectra are produced. (NJCCC:5.2.12.D.3;

NGSS:ESS1.A)

3. Explain how stellar spectra are used to classify stars. (NJCCC:5.1.12.D.1;

NGSS:ESS1.A)

4. Relate energy flux to temperature. (NJCCC:5.1.12.D.2; NGSS:ESS1.A)

5. Describe changes in wavelength relative to temperature. (NJCCC:5.1.12.D.2;

NGSS:ESS1.A)

6. Relate energy output and peak intensity wavelength to Planck’s law. (NJCCC:

5.1.12.D.2; NGSS:ESS1.A)



11-12.2e, 11-12.7, 11-12.8, 11-12.9

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1



Standard 9.1- 21st Century Life & Career Skills

Activities: Complete group problem sets utilizing the radiation laws to compare fundamental

properties of hypothetical stars.

Construct a hypothetical model with the ability to create each of the three types of spectra.

Create a graphical representation of how the thickness of spectral lines changes with

spectral type.

Enrichment Activities: Power Point presentation:

The development of the radiation laws and how our understanding of the basic properties

of light energy was achieved.




Methods of Evaluation:

9

Revisit essential questions

Exit slips





Oral presentation

Topic/Unit 5: Astronomical Instruments



1. What is a reflecting telescope?

2. What is a refracting telescope?

3. What is chromatic aberration?

4. What is spherical aberration?

5. Where are the different forms of electromagnetic radiation studied in Earth’s

atmosphere?

6. How is Earth protected from high energy forms of radiation?

7. How do we observe in wavelengths other than visible light?

8. What are the advantages of the Hubble telescope over ground-based telescopes?


1. Describe the basic components of a refracting and reflecting telescope.


2. Explain how the different forms of radiation are studied in Earth’s atmosphere.


3. Identify problems associated with the construction and use of very large telescopes.


4. Explain the advantages of a space telescope over a ground-based telescope.


5. Explain the advantages of spin-casting and the use of segmented mirrors in new

telescope technology. (NJCCC:5.1.12.D.1; NGSS:ESS1.A)

6. Calculate light-gathering, resolving power, and magnification capabilities for telescopes

with various objective diameters. (NJCCC:5.1.12.B.2; NGSS:ESS1.A)



11-12.2e

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.F-TF.1

10



Activities: Construct schematic diagrams of refracting and reflecting telescopes for various

magnifications.

Complete group problem sets utilizing the angular diameters of various celestial objects

to determine the size of the telescope objective that would be required to resolve them.


The development of the Kepler telescope project and how it is able to detect extra-solar

planets.



Google Earth (Sky)

Stellarium




Exit slips





Oral presentation

Topic/Unit 6: Space Exploration Approximate # of Weeks: 2


1. What events initiated the space race?

2. What countries competed in the space race?

3. Which planets/moons have been explored with fly-by spacecraft?


11

4. Which planets/moons have been explored with orbiting spacecraft?

5. Which planets/moons have been explored with landers?

6. Where are humans most likely to expand the search for extraterrestrial life?

7. What have we learned about the Moon and the planets Mercury, Venus and Mars?

8. What have we learned about the outer solar system?


1. Describe the course of events that led to the space race and identify milestone space

missions. (NJCCC:5.1.12.D.1; NGSS:ESS1.A)

2. Relate the U.S. Apollo moon program to the cold war. (NJCCC:5.1.12.D.1;

NGSS:ESS1.A)

3. Summarize the discoveries resulting from space missions to the inner solar system.


4. Summarize the discoveries resulting from space missions to the outer solar system.




11-12.2e, 11-12.7, 11-12.8, 11-12.9



Standard 9.3- Career Awareness, Exploration, and Preparation

Activities: Summarize the development and significance of the Voyager and Apollo programs.

Stage an informal debate on the usefulness of telescopes vs. spacecraft for making new

discoveries.

Enrichment Activities: Propose a space mission designed to search for extraterrestrial life in our solar system.

Where would we go? How would we get there? What would we do once there?






Project/Interview

12


Google Earth (Mars, Moon)


Topic/Unit 7: History of Astronomy



1. What ancient ideas about astronomy inhibited our early understanding of the

universe?

2. What idea or discovery initiated the Renaissance era of astronomy?

3. What is retrograde motion and how did it inhibit early understanding of planetary

orbits?

4. How did Johannes Kepler explain planetary motions?

5. How did the work of Tycho Brahe assist Kepler in explaining planetary motions?

6. What is the relationship between a planet’s orbital period and its distance from the

Sun?

7. How did the telescope revolutionize astronomy?

8. How did Galileo’s discoveries change people’s ideas about the universe?

9. How was Isaac Newton’s work a continuation of Kepler’s and Galileo’s?

10. How did Einstein improve upon Newton’s understanding of gravity?


1. Distinguish between Geo-centric and Helio-centric models of the universe.

(NJCCC:5.4.12.A.1; NGSS:ESS1.A)

2. Identify obstacles to early civilizations’ understanding of the universe.


3. Discuss the contributions of Copernicus, Kepler, Galileo, and Newton to modern

astronomy. (NJCCC:5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)

4. Describe Kepler’s three laws of planetary motion and relate them to Newton’s law of

universal gravitation. (NJCCC:5.4.8.A.4, 5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)

6. Describe General Relativity as a new way to understand gravity. (NJCCC:5.1.12.C.1,

5.1.12.D.1, NGSS:ESS1.A)

7. Discuss the importance of the work of Annie Jump Cannon and the Harvard astronomy

team to the classification of stellar spectra. (NJCCC:5.1.12.C.1, 5.1.12.D.1;

NGSS:ESS1.A)

8. Discuss the significance of Dr. Chandrasekhar’s discovery about core stellar mass.

(NJCCC:5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)



13


11-12.2e, 11-12.7, 11-12.8, 11-12.9

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.N-RN.2



Activities: Construct ellipses and relate the semi-major axes of the planets to their orbital periods.

Complete group problem sets calculating the force of gravitational attraction between the

Sun and each of the planets.


The life and work of one of the astronomers discussed in class.



Exit slips





Oral presentation


Google Earth (Sky)



Topic/Unit 8: Gravitation and Relativity



1. How does distance affect the relationship between mass and the gravitational

force?


14

2. Why does Einstein refer to space as space-time?

3. What observations/experiments support Einstein’s theory of General Relativity?

4. Why is it theoretically possible to travel forward in time but not backward?


1. Describe the effects of mass on the gravitational force. (NJCCC:5.4.8.A.3;

NGSS:ESS1.A)

2. Calculate the gravitational force from mass and distance. (NJCCC:5.4.8.A.3;

NGSS:ESS1.A)

3. Discuss the importance of Einstein’s theory of General Relativity in explaining gravity.


4. Compare and contrast Newton’s and Einstein’s descriptions of the gravitational force.

(NJCCC:5.1.12.C.1, 5.1.12.D.1, 5.2.12.E.4; NGSS:ESS1.A)

5. Describe the relationship between mass and the curvature of space-time.

(NJCCC:5.1.12.C.1, 5.1.12.D.1, 5.2.12.E.4; NGSS:ESS1.A)

6. Describe the relationship between the curvature of space and the constancy of time.




11-12.2e, 11-12.7, 11-12.8, 11-12.9




Activities: Complete group problem sets calculating relativistic time dilation at incremental speeds.

Enrichment Activities: Summarize Einstein’s theories of Special and General Relativity.

Summarize the “twins trip” as supporting evidence for time travel or the “grandfather

paradox” as supporting evidence against time travel.


Exit slips




Essay

Texts, Resources, and/or Literature:

15

Horizons- Exploring the Universe



Topic/Unit 9: Sun-Earth-Moon System



1. What are the rotational and orbital periods of the Earth and Moon?

2. Why does synchronous rotation occur?

3. What evidence proves that the Earth is rotating and revolving around the Sun?

4. What is the difference between a sidereal day and a solar day?

5. What is the difference between a sidereal period and a synodic period?

6. How is the calendar related to Earth’s period of revolution?

7. What are the relative positions of Sun, Earth and Moon during lunar and solar

eclipses?

8. Why do eclipses not occur every month and why are solar eclipses unique?

9. Why does the Sun’s apparent position in the sky change over the course of a year?


1. Distinguish between rotational and orbital periods and identify the rotational and

orbital periods for the Earth and Moon. (NJCCC:5.4.8.A.2; NGSS:ESS1.B)

2. Describe the observational evidence for Earth’s rotation, revolution.

(NJCCC:5.4.8.A.2; NGSS:ESS1.B)

3. Distinguish between a solar day and a sidereal day and identify their

respective periods. (NJCCC:5.4.8.A.2; NGSS:ESS1.B)

4. Describe the relative positions of the Sun, Earth and Moon during solar and lunar

eclipses. (NJCCC:5.4.8.A.1; NGSS:ESS1.B)

5. Describe the position of the Earth relative to the Sun at equinox, winter and summer

solstice. (NJCCC:5.4.8.A.2; NGSS:ESS1.B)

6. Explain the variation in the Sun’s altitude from a given location over the course of a

year. (NJCCC:5.4.8.A.2, 5.1.12.D.1; NGSS:ESS1.B)

7. Relate seasons to latitude and variations in Earth’s axial tilt relative to the Sun.

(NJCCC:5.4.8.A.2, 5.1.12.D.1; NGSS:ESS1.B)

8. Describe Moon phases and explain why they occur. (NJCCC:5.4.8.A.1, 5.1.12.D.1;

NGSS:ESS1.B)



11-12.2e


16

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.N-Q.1



Activities: Diagram a solar and lunar eclipse.

Diagram Moon phases and plot lunar positions.

Complete group problem sets calculating the Sun’s altitude from hypothetical latitudes

and dates.

Enrichment Activities: Research theories on the origin of the moon and present an argument for the giant impact

theory.


Video- Beyond Relativity (Part 2)





Project/Interview



Google Earth (Sky, Mars, Moon)

Stellarium

Topic/Unit 10: Planet Earth



1. How does Earth’s magnetic field shield us from solar radiation?

2. How does heat from Earth’s interior produce an atmosphere?

3. Why does Earth’s crust move over time?

4. How and when was continental drift discovered/confirmed?

5. What is the driving force behind crustal plate motion?

17

6. What processes occur at each type of crustal plate boundary?

7. What features can be found at each type of crustal plate boundary?


1. Explain how the study of seismic waves has led to an understanding of Earth’s interior.

(NJCCC:5.4.12.D.1, 5.1.12.C.1, 5.1.12.D.1; NGSS:ESS2.A, ESS2.B)

2. Explain the role of Earth’s core in producing a magnetic field. (NJCCC:5.4.12.D.1,

5.1.12.D.2; NGSS:ESS2.A, ESS2.B)

2. Describe the process of plate tectonics as it relates to crustal plate motion and plate

boundaries. (NJCCC:5.4.12.C.1, 5.1.12.C.1, 5.1.12.D.1; NGSS:ESS2.A, ESS2.B)

3. Identify important features of crustal plate boundaries. (NJCCC:5.4.12.D.1; NGS:ESS2.A,

ESS2.B)

4. Explain the role of Earth’s core in circulating molten rock. (NJCCC:5.4.12.C.1, 5.1.12.D.1;

NGSS:ESS2.A, ESS2.B)

5. Provide a chronology for continental drift/plate tectonics theory. (NJCCC:5.1.12.C.1,

5.1.12.D.1; NGSS:ESS2.A, ESS2.B)



11-12.2e



Activities: Model an ancient Greek method of measuring Earth’s circumference.

Diagram Earth’s interior.

Develop a model for the half-life of a radioactive element.

Enrichment Activities: Research the subduction of the Pacific plate and present a new hypothesis to explain its

speed/motion relative to the other crustal plates.





Diagram/Display


Essay

18


Google Earth


Topic/Unit 11: The Solar System



1. How did the solar system form?

2. Why do two classes of planets exist and what is meant by Terrestrial, Jovian?

3. How did Earth’s water get here?

4. How did the Jovian moons form?

5. What are dwarf planets and comets and how is their presence in the outer solar

system similar to the presence of the asteroid belt in the inner solar system?


1. Describe the events that led to the formation of the solar system. (NJCCC:5.4.12.A.2,

5.1.12.D.1; NGSS:ESS1.B)

2. Distinguish between Terrestrial and Jovian planets and describe the basic characteristics

of each of the eight planets. (NJCCC:5.4.12.A.2; NGSS:ESS1.B)

3. Describe how the inner and outer planets are believed to have formed.

(NJCCC:5.4.12.A.2; NGSS:ESS1.B)

4. Hypothesize how water came to exist on Earth. (NJCCC:5.1.12.C.1; NGSS:ESS1.B)

5. Identify promising locations in the solar system where life may exist and describe the

conditions with respect to the possibility of life. (NJCCC:5.1.12.C.1;NGSS:ESS1.B)

6. Describe asteroids, comets and dwarf planets. (NJCCC:5.4.12.A.2; NGSS:ESS1.B)



11-12.2e

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.N-Q.1, 12.G-C.1



Activities: Create a scale model of the solar system.

Measure greatest eastern and western elongations for the inferior planets.

19

Diagram opposition, conjunction and eastern/western quadrature for the superior planets.

Complete group problem sets exploring the characteristics of the Terrestrial planets.

Complete group problem sets exploring the characteristics of the Jovian planets.

Construct comparison tables for the Terrestrial and Jovian planets.

Enrichment Activities: Submit a proposal to your space agency for a mission to Jupiter’s moon Europa.

Why should we invest in a mission to Europa in our search for extraterrestrial life?



Google Earth (Mars, Moon)








Project/Interview

Topic/Unit 12: The Sun



1. How does the Sun produce energy?

2. What is the composition of the Sun?

3. What is the Sun’s temperature regime throughout its layers?

4. How is the Maunder minimum related to the Sun’s magnetic field?

5. How are sun spots, solar flares and prominences produced?

6. How do we know that the Sun produces antimatter and neutrinos?

Student Learning Outcomes: Upon completion of this unit, students will be able to: 1. Explain how the Sun produces energy. (NJCCC:5.2.12.D.3; NGSS:ESS1.A)

2. Describe the structure of the Sun. (NJCCC:5.4.12.A.3; NGSS:ESS1.A)

3. Distinguish between the photosphere, chromosphere and corona. (NJCCC:5.1.12.C.1;

NGSS:ESS1.A)


20

4. Describe the Sun’s magnetic field and its effects on the solar surface. (NJCCC:

5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)

5. Describe the solar cycle. (NJCCC:5.2.12.D.3, 5.1.12.D.1; NGSS:ESS1.A)

6. Describe the changes that will occur as our Sun nears the end of its life.

(NJCCC:5.4.12.A.3, 5.1.12.D.1; NGSS:ESS1.A)

7. Explain how the surface of the Sun is studied. (NJCCC:5.1.12.C.1, 5.1.12.D.1;

NGSS:ESS1.A)



11-12.2e

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.G-GMD.3



Activities: Record and analyze sunspot patterns on the solar surface to draw conclusions about the

Sun’s rotational properties.

Analyze surface features of the Sun’s photosphere to draw conclusions about the Sun’s

magnetic field.

Complete group problem sets exploring the characteristics of the Sun.


A synopsis on the history of neutrinos.



Exit slips




Oral presentation





21

Topic/Unit 13: Stellar Properties



1. How do stars produce energy?

2. How do we measure stellar distances?

3. What is the difference between luminosity and brightness?

4. What is the relationship between luminosity, temperature and radius?

5. What is the difference between apparent and absolute magnitude?

6. How are magnitudes assigned numerical values?

7. What are Cepheid variable stars and how are they useful in measuring distances?

8. What are type I supernovae and how are they useful in measuring distances?

9. What is the relationship between stellar mass, orbital period and distance?

10. How are the orbits of binary stars used to determine their masses?


1. Describe the process of nuclear fusion in stars. (NJCCC:5.2.12.D.3; NGSS:ESS1.A)

2. Describe the methods used for determining stellar distances. (NJCCC:5.1.12.D.1;

NGSS:ESS1.A)

3. Calculate distance from parallax shift. (NJCCC:5.1.12.A.2; NGSS:ESS1.A)

4. Calculate radius from luminosity. (NJCCC:5.1.12.A.2; NGSS:ESS1.A)

5. Calculate stellar distances from apparent and absolute magnitudes.


6. Describe how variable stars are used to measure stellar distances. (NJCCC:5.1.12.D.1;

NGSS:ESS1.A)

7. Describe the methods used for detecting extra-solar planets. (NJCCC:5.1.12.D.1;

NGSS:ESS1.A)

8. Summarize the methods used for determining stellar compositions, temperatures,

luminosities, masses, diameters and distances. (NJCCC:5.1.12.D.1; NGSS:ESS1.A)



11-12.2e, 11-12.7, 11-12.8, 11-12.9

CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.F-TF.1, 12.F-BF.5



Standard 9.1- 21st Century Life & Career Skills

Activities:

22

Complete group problem sets calculating brightness differences for hypothetical stars

from brightness ratios.

Construct a model of parallax.

Complete group problem sets calculating stellar distances from magnitude differences.

Complete group problem sets calculating stellar radii from temperatures and luminosities.

Complete group problem sets calculating stellar masses in binary systems using Kepler’s

harmonic law.


How have Type I supernovae improved our understanding of the dimensions of the

universe?


Exit slips





Oral presentation



Google Earth (Sky)

Stellarium



Topic/Unit 14: Stellar Life Cycles



1. How long do stars live?

2. How do stars begin life?

3. How do stars end life?

4. What is a Hertzsprung-Russell diagram and what does it tell us about stars?

5. How does a star’s mass affect its life cycle?

6. How does a star’s mass determine its fate?

7. What are main sequence, red giant and white dwarf stars?


23

8. What is a type I supernova?

9. What is a type II supernova?

10. What is the Chandrasekhar limit?

11. What is a neutron star?

12. How do black holes form?


1. Summarize the chronology of events in the life of a typical star.

(NJCCC:5.2.12.D.3, 5.4.12.A.3, 5.1.12.D.1; NGSS:ESS1.A)

2. Describe the processes that produce red giant stars and white dwarf stars.

(NJCCC: 5.2.12.D.3, 5.4.12.A.3; NGSS:ESS1.A)

3. Identify key elements produced at the conclusion of each life stage in stars.


4. Provide a detailed chronology of events that occur after iron formation in stellar cores.

(NJCCC:5.2.12.D.3, 5.4A; NGSS:ESS1.A)



11-12.2e, 11-12.7, 11-12.8, 11-12.9




Activities: Construct a Hertzsprung-Russell diagram.

Construct diagrams of the interiors of low mass, massive, and super-massive stars.

Complete group problem sets exploring the evolution of stars from their births to their

deaths.


Brown dwarf stars. What are they? How many exist? How big are they? How long do

they live?





Diagram/Display

Oral presentation

24


Online resources: Teacher webpage

Google Earth (Sky)

Stellarium



Topic/Unit 15: Galaxies and Cosmology



1. What are galaxies?

2. How do galaxies differ from each other?

3. What determines the shape of a galaxy?

4. What are the basic characteristics of the Milky Way galaxy and how have they

been determined?

5. How do we know the universe is expanding?

6. How do we know that the Big bang occurred?

7. What is dark matter?

8. What is dark energy?

9. How large is the universe?

10. How will the universe end?

11. What is a Big Crunch?

12. What is an oscillating universe?


1. Compare the basic types of galaxies and how they are believed to have formed.

(NJCCC:5.1.12.C.1; NGSS:ESS1.A)

2. Describe how galaxies attain their shapes. (NJCCC:5.1.12.C.1; NGSS:ESS1.A)

3. Describe the basic characteristics of the Milky Way galaxy. (NJCCC:5.1.12.C.1;

NGSS:ESS1.A)

4. Identify the observational evidence for the Big bang theory. (NJCCC: 5.1.12.C.1;

NGSS:ESS1.A)

5. Identify the observational evidence for the expansion of the universe.

(NJCCC:5.1.12.C.1, 5.4.12.A.6; NGSS:ESS1.A)

6. Describe the events that occurred subsequent to the Big Bang. (NJCCC:5.4.12.A.5;

NGSS:ESS1.A)

7. Utilize Hubble’s law to calculate distances to galaxies. (NJCCC:5.1.12.D.2; ESS1.A)


25

8. Describe the different types of galaxies and the arrangement of star clusters and

galaxies in the universe. (NJCCC:5.4.12.A.4; NGSS:ESS1.A)

9. Summarize the observational evidence for the existence of dark matter.

(NJCCC:5.1.12.D.1, 5.4.12.A.6; NGSS:ESS1.A)

10. Summarize the observational evidence for the existence of dark energy.

(NJCCC:5.1.12.D.1, 5.4.12.A.6; NGSS:ESS1.A)



11-12.2e, 11-12.7, 11-12.8, 11-12.9

CCCS.MATH: 12.A-APR.1, 12.A-REI.1



Activities: Classify various two dimensional representations of the universe as homogeneous,

isotropic, neither, or both.

Complete group problem sets calculating the velocities of receding galaxies using their

red-shifts.

Complete group problem sets exploring modern ideas on the structure and evolution of

the universe.

Enrichment Activities: Research alternate theories on the origin of the universe.




Diagram/Display



Essay


Online resources: Teacher webpage

Google Earth (Sky)




26

27

28

Documents

GGl leeen nn RRRi iidddgggee PPPu uubbblliic cc S ...€¦ · system, stars, galaxies, black holes and the origin of the universe. Topics to be studied will include light, astronomical