Read the activity found here (this should take 20 min)
Read the opening paragraph of the Wikipedia article on the Sloan Digital Survey. (this should take 5 min)
Today, you will be doing a digital scavenger hunt with a partner. The activity is found here. (this should take 50-60 min, so take your time with the reading)
Note: the magnitudes are listed using 5 different filters-- u, g, r, i ,z Each of the filters is tracking different wavelengths. At this point, just write them down.
You will probably not get all 18 of the questions answered. That's ok. Do your best.
Tuesday, October 18, 2011
Friday, October 14, 2011
Special Relativity
The background
Tutorial 1
Tutorial 2
Tutorial 3
Tutorial 4
Tutorial 5
Tutorial 6
GO through each tutorial and then summarize in one or two paragraphs.
Each of these tutorials focuses on a specific concept. When you get done, you should be able to explain
*the twin paradox
*simultaneity
*length dilation
*time dilation
*special relativity
Hand in the seven paragraphs and the definitions INDIVIDUALLY when you are finished.
Tutorial 1
Tutorial 2
Tutorial 3
Tutorial 4
Tutorial 5
Tutorial 6
GO through each tutorial and then summarize in one or two paragraphs.
Each of these tutorials focuses on a specific concept. When you get done, you should be able to explain
*the twin paradox
*simultaneity
*length dilation
*time dilation
*special relativity
Hand in the seven paragraphs and the definitions INDIVIDUALLY when you are finished.
Thursday, October 13, 2011
Galaxies and Star Details
Stellar Evolution
Quasars
Go to the Hubble Galaxy Hunt activity. Take the time you need to explore, but when you are done, I need you to write a 3-4 paragraph reflection on your impressions, including data, statistics, and size factors.
Quasars
Go to the Hubble Galaxy Hunt activity. Take the time you need to explore, but when you are done, I need you to write a 3-4 paragraph reflection on your impressions, including data, statistics, and size factors.
Wednesday, October 12, 2011
Podcast Listening Wheels
Classifying
galaxies is not a very precise system of ideas.
Enrichment:
To find out more about galaxies, use a listening wheel at your table.
Listening wheel. Pick
three of the podcasts and listen. Write
down the big five points when you get done.
Stephan’s Quintet in 60 Seconds
Tuesday, October 11, 2011
Galaxy Basics
Gathering Online Data
Go to http://www.galaxyzoo.org/classify and start looking at the galaxies. As you go through each galaxy, draw it's basic shape. Follow the prompts, but don't limiti your observations to the questions being asked. Take about 5 minutes. When you get done, and have seen at least 15 galaxies, and have 10 or more observations, try to define a galaxy in your own words. Conside what you have seen,
Now, go back to GalaxyZoo and go through the tutorial. As you do this, write down another 10 observations.
Partner with some one else and compare your observations. One good way to do this is a t-chart, or Venn diagram. This can tell us what a galaxy is and what a galaxy isn't. Share at least two questions you still have below your diagram for when your class is discussing your findings.
Classifying Galaxies
Go to http://btc.montana.edu/ceres/html/Galaxy/galunknsheet.html and sort the galaxies into at least 4 categories. Explain what each category has for characteristics. The parts of a galaxy might be helpful.
Compare your classification system to those of others. How are they similar? Different?
Why do people pick one system for classifying over another? Can you think of classifying systems in some of these categories:
* Biology
* Sports
* Medicine
* English
* Other…
Share examples of classification in the world. What makes one system ‘right?’
Misconceptions In Action
Edwin Hubble's misconceptions were reflected in his ideas about the evolution of galaxies and the diagram you see at the top of this lesson. Read the article (but don't do the Exercise) before posting to the forum on galaxy selections and explain what you think is happening.
Our Own Misconceptions
Take the time to create your own pictures of the Milky Way from a top view and a side view using the data found in The Galaxy Song by Eric Idle. Your teacher may play the accompanying song:
Just remember that you're standing on a planet that's evolving
And revolving at nine hundred miles an hour,
That's orbiting at nineteen miles a second, so it's reckoned,
A sun that is the source of all our power.
The sun and you and me and all the stars that we can see
Are moving at a million miles a day
In an outer spiral arm, at forty thousand miles an hour,
Of the galaxy we call the 'Milky Way'.
Our galaxy itself contains a hundred billion stars.
It's a hundred thousand light years side to side.
It bulges in the middle, sixteen thousand light years thick,
But out by us, it's just three thousand light years wide.
We're thirty thousand light years from galactic central point.
We go 'round every two hundred million years,
And our galaxy is only one of millions of billions
In this amazing and expanding universe.
The universe itself keeps on expanding and expanding
In all of the directions it can whizz
As fast as it can go, at the speed of light, you know,
Twelve million miles a minute, and that's the fastest speed there is.
So remember, when you're feeling very small and insecure,
How amazingly unlikely is your birth,
And pray that there's intelligent life somewhere up in space,
'Cause there's bugger all down here on Earth.
Compare your picture to known data of the Milky Way, and to an analysis of the song. Why are galaxies difficult to visualize?
Go to http://www.galaxyzoo.org/classify and start looking at the galaxies. As you go through each galaxy, draw it's basic shape. Follow the prompts, but don't limiti your observations to the questions being asked. Take about 5 minutes. When you get done, and have seen at least 15 galaxies, and have 10 or more observations, try to define a galaxy in your own words. Conside what you have seen,
Now, go back to GalaxyZoo and go through the tutorial. As you do this, write down another 10 observations.
Partner with some one else and compare your observations. One good way to do this is a t-chart, or Venn diagram. This can tell us what a galaxy is and what a galaxy isn't. Share at least two questions you still have below your diagram for when your class is discussing your findings.
Classifying Galaxies
Go to http://btc.montana.edu/ceres/html/Galaxy/galunknsheet.html and sort the galaxies into at least 4 categories. Explain what each category has for characteristics. The parts of a galaxy might be helpful.
Compare your classification system to those of others. How are they similar? Different?
Why do people pick one system for classifying over another? Can you think of classifying systems in some of these categories:
* Biology
* Sports
* Medicine
* English
* Other…
Share examples of classification in the world. What makes one system ‘right?’
Misconceptions In Action
Edwin Hubble's misconceptions were reflected in his ideas about the evolution of galaxies and the diagram you see at the top of this lesson. Read the article (but don't do the Exercise) before posting to the forum on galaxy selections and explain what you think is happening.
Our Own Misconceptions
Take the time to create your own pictures of the Milky Way from a top view and a side view using the data found in The Galaxy Song by Eric Idle. Your teacher may play the accompanying song:
Just remember that you're standing on a planet that's evolving
And revolving at nine hundred miles an hour,
That's orbiting at nineteen miles a second, so it's reckoned,
A sun that is the source of all our power.
The sun and you and me and all the stars that we can see
Are moving at a million miles a day
In an outer spiral arm, at forty thousand miles an hour,
Of the galaxy we call the 'Milky Way'.
Our galaxy itself contains a hundred billion stars.
It's a hundred thousand light years side to side.
It bulges in the middle, sixteen thousand light years thick,
But out by us, it's just three thousand light years wide.
We're thirty thousand light years from galactic central point.
We go 'round every two hundred million years,
And our galaxy is only one of millions of billions
In this amazing and expanding universe.
The universe itself keeps on expanding and expanding
In all of the directions it can whizz
As fast as it can go, at the speed of light, you know,
Twelve million miles a minute, and that's the fastest speed there is.
So remember, when you're feeling very small and insecure,
How amazingly unlikely is your birth,
And pray that there's intelligent life somewhere up in space,
'Cause there's bugger all down here on Earth.
Compare your picture to known data of the Milky Way, and to an analysis of the song. Why are galaxies difficult to visualize?
Wednesday, October 5, 2011
Should we Build and Deploy the James Webb Telescope
The James Webb Telescope is slated to be deployed in 2018, but......budget cuts may get in the way.
Your ASSESSMENT for this unit is to find out this telescope, compare it to one specific telescope located in space, a specific reflecting or refracting telescope and a specific radio telescope. Your goal is to decide if we need this telescope or not, based on what we already have.
This chart will be worth 20 points.
You will develop an opinion paper that is 5-7 paragraphs and supported with details, including whether or not the James Webb telescope should be built, how this will affect Sun research, how this affect our knowledge of neutrinos, and what we can potentially discover. This essay will be worth 20 points and will be graded as follows:
Thesis statement: 3 points
Supporting details: up to 10 points
Defined conclusion: 4 points
Grammar and Mechanics: 3 points
Your ASSESSMENT for this unit is to find out this telescope, compare it to one specific telescope located in space, a specific reflecting or refracting telescope and a specific radio telescope. Your goal is to decide if we need this telescope or not, based on what we already have.
This chart will be worth 20 points.
You will develop an opinion paper that is 5-7 paragraphs and supported with details, including whether or not the James Webb telescope should be built, how this will affect Sun research, how this affect our knowledge of neutrinos, and what we can potentially discover. This essay will be worth 20 points and will be graded as follows:
Thesis statement: 3 points
Supporting details: up to 10 points
Defined conclusion: 4 points
Grammar and Mechanics: 3 points
Tuesday, October 4, 2011
The Life Cycle of the Stars
Stellar Life Cycle
*what is the life cycle of our star?
*what is the HR diagram?
*what are characteristics of each of the stellar stages?
*how do gravity and pressure affect one another through the life cycle of a star? How does the balance change through each stage?
* What is the main sequence?
* How does the brightness of our star change over its lifetime?
* How does the temperature of our star change over its lifetime?
*what is the life cycle of our star?
*what is the HR diagram?
*what are characteristics of each of the stellar stages?
*how do gravity and pressure affect one another through the life cycle of a star? How does the balance change through each stage?
* What is the main sequence?
* How does the brightness of our star change over its lifetime?
* How does the temperature of our star change over its lifetime?
Wednesday, September 28, 2011
Thursday and Friday, 9/29 and 9/30
I love to listen Garrison Keillor. He is an amazing storyteller that can make things that are ordinary come to life. Above, try listening to the first minute of his story about ice fishing.
Your job today is to research three stories from all sorts of telescope data and reinterpret them through a story. There are lots of stories in this website, but you need to be able to work with me to interpret three of them so they are interesting to a non-scientist. This may be through a children's story, a flip video narrative, or a musical story. NOTE: This will NOT be done by Monday....Friday is too short of a day.
http://amazing-space.stsci.edu/resources/explorations/groundup/
Era stories:
Story 1
Galileo's Refractor: Galileo's telescope revealed the first hint of the depths of space. His dedication and approach to explaining what he saw revolutionized astronomy. (Includes one telescope story, one biography.)
Early Refractors: Telescopes with flatter lenses brought wider and clearer views of the sky but required longer tubes. Some refractors were so long that they became difficult to maneuver. (Includes two telescope stories.)
Great Refractors: New technology allowed astronomers to create larger lenses that produced bright, clear images. For a while, refracting telescopes became more popular than reflecting telescopes. (Includes three telescope stories, one biography.)
Story 2
Newton's Telescope: Sir Isaac Newton replaced the main lens of a telescope with a mirror, creating the reflecting telescope. (Includes one telescope story.)
Early Reflectors: Early reflecting telescopes used metal mirrors to look deep into space, but the new design presented new challenges. (Includes four telescope stories, one biography.)
Hugh Reflectors: Astronomers crafted telescope mirrors from glass instead of metal, making reflecting telescopes more powerful and easier to use. They began relying on photography and instruments to record observations. (Includes three telescope stories, two biographies.)
Story 3
Solar Telescopes: Solar telescopes are reflecting telescopes that use special instruments to observe the Sun. (Includes one telescope story, one biography.)
Radio Telescopes: The discovery of radio waves from space launched a new branch of study: radio astronomy. This spurred astronomers to develop new techniques to accommodate the large size of radio waves. (Includes two telescope stories.)
Multi-mirror Telescopes: Multi-mirror telescopes used computer technology to overcome the size limits of huge reflecting telescopes. (Includes two telescope stories, one biography.)
Space Telescopes: By placing telescopes in orbit above Earth, astronomers were finally free to view the universe in all wavelengths of light. (Includes five telescope stories, two biographies.)
Send me a text at 5636081900 at the end of the hour so you can share your progress.
The Photoelectric Effect, CCDs, and the Legacy of Einstein
Pictures of CCD(interactive on buildiing a CCD)
CCD Lab
Using the CCD Lab, answer the following.
1. You want to put together a space telescope. To start with, you decide you need to check out the metal surface of your CCD. What surface(s) could you use to detect the following types of light at 100% intensity (make a table as shown below)?
Surface Metal x-rays purple blue green yellow orange red
sodium
zinc
platinum
copper
calcium
2. Now, decide which metal you will use for the primary CCD telescope. Now, check the wavelength range at various intensities (10%, 20%, 40%, 80%, 100%) using the table below? How effective will this telescope be for bright objects? Dim objects?
Intensity 10% 20% 40% 80% 100%
Wavelength range
3. Take a look at the values of current for a 75% intensity light on a platinum surfaceand write the current into the table below..
Wavelength vs. Current
100nm 200nm 300nm 400nm 500nm 600nm 700nm
What does the data in #3 tell you about the effectiveness of a CCD for ALL wavelengths of lights? How would an alloy try to deal with this value?
4. If you were to construct a space telescope, would you have more than one telescope available on a platform? Explain your reasoning.
Turn in this sheet INDIVIDUALLY at the end of the hour.9
Monday, September 26, 2011
Understanding Neutrinos on Monday, 9/26/11
Davis experiment
John Bahcall
Create a project that explains why neutrinos are important, how they affect the proton-proton chain, the experiment that was done using the work of Davis and Bahcall, and current experiments. The work may include collaboration, but your project must be one of these individual forms.
* a video post (use a webcam and upload to Youtube)
* an online timeline (use capzles)
* an online story (storify)
* an online series of reflections using shared (Google Docs)
* a poster (Pinterest)
* an organized series of post-its (linoit)
Tomorrow, we will finish our notes on the sun.
Tuesday, September 20, 2011
Tuesday, 9/20/2011
Today, we're trying to understand some of our sun's effects including gravity. GROUPS OF THREE OR LESS. Larger groups of work will NOT be accepted
Task 1: Complete the work shown here to get an idea of how gravity affects multiple orbiting objects. Write a 1/2 page reflection on your findings.
Task 2: Watch the video
Task 3: Complete the activity on sunspots You will need to paint the pixels and print the resulting graph. If you can't print the graph, take a screen shot of this (the PrtSc) button on your computer and paste into Paint. Save as a jpg and email to me.
Task 1: Complete the work shown here to get an idea of how gravity affects multiple orbiting objects. Write a 1/2 page reflection on your findings.
Task 2: Watch the video
Task 3: Complete the activity on sunspots You will need to paint the pixels and print the resulting graph. If you can't print the graph, take a screen shot of this (the PrtSc) button on your computer and paste into Paint. Save as a jpg and email to me.
Monday, September 19, 2011
Friday, September 16, 2011
Tuesday, September 13, 2011
Survival on another Planet
A common scenario provided by NASA is to think about ways to survive a crash on the Moon. That activity is provided here, and the answer sheet is found below it. Brainstorm your ideas as a team.
Now, pick the most habitable place of the three you compared in the previous assignment. YOU define what is habitable.
Use http://www.solarsystemscope.com to figure the current distance in AU between the Earth and this place.
Figure out how long it would take a ship that could travel 24000 miles/day to travel, one way, to your destination?
Links of Interest
Living in Space
Spacesuits
Space Hygiene
Toilets in Space
Space Food
Space Food 2
Unit 2 Review
Now, pick the most habitable place of the three you compared in the previous assignment. YOU define what is habitable.
Use http://www.solarsystemscope.com to figure the current distance in AU between the Earth and this place.
Figure out how long it would take a ship that could travel 24000 miles/day to travel, one way, to your destination?
Links of Interest
Living in Space
Spacesuits
Space Hygiene
Toilets in Space
Space Food
Space Food 2
Unit 2 Review
Friday, September 9, 2011
Telescopes, Retrograde Motion, and the Moons of Jupiter
Retrograde motion
We learned about the different features of telescopes, including
universal time
local time
right ascension
declination
slewing
tracking
wide and fine viewers
We learned about the different features of telescopes, including
universal time
local time
right ascension
declination
slewing
tracking
wide and fine viewers
Thursday, September 8, 2011
Chapter 2 Notes
The associated powerpoint slides for this unit are available. I will run them for you on request.
Or, you can view them here.
Or, you can view them here.
Wednesday, September 7, 2011
Planetary Research
How are the planets alike and how are they different?
We need to consider:
Collaborative research
We need to consider:
- weight
- gravity
- atmosphere
- plate tectonics
- water
- wind
- crust
- moons
- distance from sun
- length of a year
- length of revolution vs. length of rotation
Collaborative research
Friday, September 2, 2011
Friday, 9/2/2011
You've been working at your projects for two days. Some of you are done, some of you are confused, some of you need to finish that project today.
That's fine.
On Monday, we'll be starting the second unit, which is gaining an understanding of how our solar system formed, how big it is, and the characteristics we notice. It's this observation that leads to science. Your goal will be to find out about the core and the surface of each of the planets by going here and to find out the length of one year for each of the planets by using your book. Other questions may be answered
Do you see patterns?
How does that relate to density or the time it takes for a planet to spin on its axis?
Are there patterns in the materials that make up each of the planets, or are they random?
What about patterns in the moons?
Is water found on each planet?
I'm sure there are more questions we will think of as we do this, but this is our starting point.
That's fine.
On Monday, we'll be starting the second unit, which is gaining an understanding of how our solar system formed, how big it is, and the characteristics we notice. It's this observation that leads to science. Your goal will be to find out about the core and the surface of each of the planets by going here and to find out the length of one year for each of the planets by using your book. Other questions may be answered
Do you see patterns?
How does that relate to density or the time it takes for a planet to spin on its axis?
Are there patterns in the materials that make up each of the planets, or are they random?
What about patterns in the moons?
Is water found on each planet?
I'm sure there are more questions we will think of as we do this, but this is our starting point.
Tuesday, August 30, 2011
Assessments of Learning (Wednesday and Thursday)
You have today and tomorrow (Wednesday and Thursday) to write or create your assessment for the first unit.
The assessment must be done by yourself and include the following:
a) an explanation of how your timeline was submitted (email, picture message, a url, etc.) and partner names, so I can make certain you receive credit. (30 pts)
b) your copy of the moon lab, through pp. 8 (20 pts)
c) an essay, drawing, song, uploaded youtube video, Prezi, or other creation that tells me your critical thinking about astronomy (50 pts)
4
Consistently does all or almost all of the following:
The assessment must be done by yourself and include the following:
a) an explanation of how your timeline was submitted (email, picture message, a url, etc.) and partner names, so I can make certain you receive credit. (30 pts)
b) your copy of the moon lab, through pp. 8 (20 pts)
c) an essay, drawing, song, uploaded youtube video, Prezi, or other creation that tells me your critical thinking about astronomy (50 pts)
- how science, astronomy, astrology and religion have been connected and disconnected over the past two thousand years
- three influential astronomers that collected evidence of heliocentric patterns and their specific contributions (hint: your powerpoint is helpful here)
- the purpose of astronomy
Holistic Critical Thinking Scoring Rubric
4
Consistently does all or almost all of the following:
- Accurately interprets evidence, statements, graphics, questions, presented in class.
- Identifies the arguments (reasons and claims) pro and con on science, religion and pseudoscience.
- Draws warranted,logical conclusions.
- Justifies key results and procedures, explains assumptions and reasons.
- Fair-mindedly follows where evidence and reasons lead.
3
Does most or many of the following:
Accurately interprets evidence, statements, graphics, questions, presented in class.
Identifies relevant arguments (reasons and claims) pro and con on some science.
Offers analyses and evaluations of obvious alternative points of view.
Draws warranted, logical conclusions.
Justifies some results or procedures, explains reasons.
Fair-mindedly follows where evidence and reasons lead.
2
Does most or many of the following:
Misinterprets evidence, statements, graphics, questions, etc.
Fails to identify strong, relevant counter-arguments.
Ignores or superficially evaluates obvious alternative points of view.
Draws unwarranted or fallacious conclusions.
Justifies few results or procedures, seldom explains reasons.
Regardless of the evidence or reasons, maintains or defends views based on
self-interest or preconceptions.
1
Consistently does all or almost all of the following:
Offers biased interpretations of evidence, statements, graphics, questions,
information, or the points of view of others.
Fails to identify or hastily dismisses strong, relevant counter-arguments.
Ignores or superficially evaluates obvious alternative points of view.
Argues using fallacious or irrelevant reasons, and unwarranted claims.
Does not justify results or procedures, nor explain reasons.
Regardless of the evidence or reasons, maintains or defends views based on
self-interest or preconceptions.
Exhibits close-mindedness or hostility to reason.
(c) 1994, Peter A. Facione, Noreen C. Facione, and The California Academic Press. 217 La Cruz
Ave., Millbrae, CA 94030.
Permission is hereby granted to students, faculty, staff, or administrators
Friday, August 26, 2011
Moon Dance
What caused the earth to form?
How long does it take the moon to have one day?
Why are the moon and earth locked in a cycle?
Why are the tides a good thing?
What is happening each year to the moon-Earth system?
You will need to complete the activity found here
Possible links of help.
http://astro.unl.edu/naap/lps/animations/lps.html
http://www.astro.wisc.edu/~dolan/java/MoonPhase.html
http://csep10.phys.utk.edu/astr161/lect/time/phases.jpg
How long does it take the moon to have one day?
Why are the moon and earth locked in a cycle?
Why are the tides a good thing?
What is happening each year to the moon-Earth system?
You will need to complete the activity found here
Possible links of help.
http://astro.unl.edu/naap/lps/animations/lps.html
http://www.astro.wisc.edu/~dolan/java/MoonPhase.html
http://csep10.phys.utk.edu/astr161/lect/time/phases.jpg
Tuesday, August 23, 2011
Class Questions for Discussion, 8/23
Sometime during today's class period, you need to sign in with your GMAIL address, and comment on one of these questions below
Why is the Earth's axis not fixed?
Why was Ophiucus picked to be left out?
Why is your constellation hidden on your birthday?
How did they start measuring light years?
How may people actually go by astrology
Is Ophiucus no a zodiac sign?
What is Nadir?
Why is when your born more important then when you are created?
What is the Celestial Sphere?
How do you measure a light year?
What is a Zenith?
What solar system is the sun a part of?
Why do people try and find shape in the stars?
Why is the Earth's axis not fixed?
Why was Ophiucus picked to be left out?
Why is your constellation hidden on your birthday?
How did they start measuring light years?
How may people actually go by astrology
Is Ophiucus no a zodiac sign?
What is Nadir?
Why is when your born more important then when you are created?
What is the Celestial Sphere?
How do you measure a light year?
What is a Zenith?
What solar system is the sun a part of?
Why do people try and find shape in the stars?
Thursday, August 18, 2011
Modeling the Big Dipper
We'll use an online planetarium to take a look at what the asterism commonly known as "The Big Dipper". An asterism and a constellation are NOT the same thing. Asterisms are common shapes and constellations mark out areas of real estate in the night sky.
Draw a diagram of the Dipper in your notebook. Label each of the 7 stars with a number. Below, place a table that lists the following for each corresponding number:
Number |Star Name |Magnitude |RA |Dec | Distance
When you get done with this, please list the main stars in TWO of the following constellations in the same manner as you did above. (Pick from Cassiopeia, Bootes, Cepheus, Capricornus, Sagittarius, Ursa Minor, or Draco). Are these asterisms, constellations, or both?
This data will be used to create an aluminum foil model in space.
Draw a diagram of the Dipper in your notebook. Label each of the 7 stars with a number. Below, place a table that lists the following for each corresponding number:
Number |Star Name |Magnitude |RA |Dec | Distance
When you get done with this, please list the main stars in TWO of the following constellations in the same manner as you did above. (Pick from Cassiopeia, Bootes, Cepheus, Capricornus, Sagittarius, Ursa Minor, or Draco). Are these asterisms, constellations, or both?
This data will be used to create an aluminum foil model in space.
Science, Religion, and Pseudoscience
Chunk the reading found at http://www.stephenjaygould.org/library/gould_noma.html into pieces...so everyone at your table is reading 4 to 5 paragraphs. When you get done, use a whiteboard to discuss the following questions:
a) what is science?
b) what is religion?
c) what is the theory of non-overlapping magisterium?
d) what would we call the overlap of science and religion?
e) which of the three ideas (science, pseudoscience, religion) were shown by the first astronomers?
f) can atheism be a religion?
Wednesday, May 25, 2011
Friday, May 20, 2011
Hubble Deep Field
Go to the Hubble Galaxy Hunt activity. Take the time you need to explore, but when you are done, I need you to write a 3-4 paragraph reflection on your impressions, including data, statistics, and size factors.
Thursday, May 19, 2011
Are We Alone? An Individual Reflectionions
Your turn: Use the resources above to support your position on being PRO or AGAINST the possibility of alien life. You must include at least 5 pieces of evidence in your arguments.
Paragraphs 1-2: Your position, and your Evidence.
Paragraph 3-4: Implications for Human Beings
If you choose PRO on the possibility of alien life, you are telling me that you believe life exists outside of your own planet. Answer these questions, in paragraphs 3 and 4?
- Would the governments tell us if there were aliens? Why or why not? Is this a problem for science?
- Should we be sending out signals, like those of the Voyager, to advertise our existence?
- Given the constraints of the Drake equation, how likely is it we will here another civilization's signal?
- Since space is dangerous, how likely is it that aliens will be traveling long distances?
- How do you define 'life' or 'aliens'
If you choose CON on the possibility of alien life, you are telling me that you do not believe life exists outside of your own planet. Answer these questions, in paragraphs 3 and 4?
- Are there other benefits to SETI than finding aliens, or should the program be shut down?
- Why do so many people claim to have seen UFOs? Do you buy the lenticular cloud argument? What about the Foo Fighters?
- Since no other aliens have ever been announced, is the Drake equation even science? Or is it just opinion packaged as science?
- If there are no aliens, why is the universe so darn big??
- How do you define 'life' or 'aliens'?
Wednesday, May 18, 2011
Tuesday, May 17, 2011
Poster on Science vs. Religion
Universe SCIENCE data:http://www.universeadventure.org
http://www.universetoday.com
http://www.pbs.org/wgbh/nova/origins/univ-flash.html
Universe RELIGION data (if you don't like any of these, use your own research):
http://www.gly.uga.edu/railsback/CS/CSIndex.html
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ab83
http://www.biblegateway.com/passage/?search=John+1&version=NIV
Universe RELIGION data (if you don't like any of these, use your own research):
http://www.gly.uga.edu/railsback/CS/CSIndex.html
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ab83
http://www.biblegateway.com/passage/?search=John+1&version=NIV
http://www.biblegateway.com/passage/?search=Genesis+2&version=NIV
http://www.biblegateway.com/passage/?search=Genesis+1&version=NIV
When you are done, on the back of the poster, please explain to me how well you believe the science and religion shown in these examples mesh, and how politics and societal views shape the arguments.Give three details to support your viewpoint.
Grading Rubric
Student includes at least 5 details about the Big Bang (1-5)
Student compares these details to a religious story (1-5)
Student compares these details to another religious story (1-5)
Student poster is effective, using an attractive visual layout (1-5)
Student paragraph of support is included, with three supporting pieces of evidence (1-9)
http://www.biblegateway.com/passage/?search=Genesis+1&version=NIV
When you are done, on the back of the poster, please explain to me how well you believe the science and religion shown in these examples mesh, and how politics and societal views shape the arguments.Give three details to support your viewpoint.
Grading Rubric
Student includes at least 5 details about the Big Bang (1-5)
Student compares these details to a religious story (1-5)
Student compares these details to another religious story (1-5)
Student poster is effective, using an attractive visual layout (1-5)
Student paragraph of support is included, with three supporting pieces of evidence (1-9)
Monday, May 16, 2011
Origins, Hour 1
Watch the first 5 segments of the Origins web, found here
After each section, draw a sketch or mind map that hits the 3 main ideas.
After each section, draw a sketch or mind map that hits the 3 main ideas.
Thursday, May 12, 2011
Special Relativity
Special Relativity
The background
Tutorial 1
Tutorial 2
Tutorial 3
Tutorial 4
Tutorial 5
Tutorial 6
Tutorial 7
GO through each tutorial and then summarize in one or two paragraphs.
Each of these tutorials focuses on a specific concept. When you get done, you should be able to explain
*the twin paradox
*simultaneity
*length dilation
*time dilation
*special relativity
Hand in the seven paragraphs and the definitions INDIVIDUALLY when you are finished.
Tutorial 1
Tutorial 2
Tutorial 3
Tutorial 4
Tutorial 5
Tutorial 6
Tutorial 7
GO through each tutorial and then summarize in one or two paragraphs.
Each of these tutorials focuses on a specific concept. When you get done, you should be able to explain
*the twin paradox
*simultaneity
*length dilation
*time dilation
*special relativity
Hand in the seven paragraphs and the definitions INDIVIDUALLY when you are finished.
Tuesday, May 10, 2011
Monday, May 9, 2011
Friday, May 6, 2011
Thursday, May 5, 2011
Alternative Stellar Endpoints
http://chandra.harvard.edu/edu/formal/stellar_ev/stellar_ev.pdf
Black Holes
http://apod.nasa.gov/htmltest/rjn_bht.html
http://imagine.gsfc.nasa.gov/docs/science/know_l2/black_holes.html
http://www.spacetimetravel.org/isl/isl.html
http://hubblesite.org/explore_astronomy/black_holes/home.html
Neutron Stars
http://imagine.gsfc.nasa.gov/docs/science/know_l1/pulsars.html
Supernovas
http://imagine.gsfc.nasa.gov/docs/science/know_l1/supernovae.html
http://apod.nasa.gov/htmltest/rjn_bht.html
http://imagine.gsfc.nasa.gov/docs/science/know_l2/black_holes.html
http://www.spacetimetravel.org/isl/isl.html
http://hubblesite.org/explore_astronomy/black_holes/home.html
Neutron Stars
http://imagine.gsfc.nasa.gov/docs/science/know_l1/pulsars.html
Supernovas
http://imagine.gsfc.nasa.gov/docs/science/know_l1/supernovae.html
Galaxy
http://zebu.uoregon.edu/~soper/Galaxies/distribution.html
http://www.sdss.org/includes/sideimages/sdss_pie2.jpg
Just remember that you're standing on a planet that's evolving
And revolving at nine hundred miles an hour,
That's orbiting at nineteen miles a second, so it's reckoned,
A sun that is the source of all our power.
The sun and you and me and all the stars that we can see
Are moving at a million miles a day
In an outer spiral arm, at forty thousand miles an hour,
Of the galaxy we call the 'Milky Way'.
Our galaxy itself contains a hundred billion stars.
It's a hundred thousand light years side to side.
It bulges in the middle, sixteen thousand light years thick,
But out by us, it's just three thousand light years wide.
We're thirty thousand light years from galactic central point.
We go 'round every two hundred million years,
And our galaxy is only one of millions of billions
In this amazing and expanding universe.
The universe itself keeps on expanding and expanding
In all of the directions it can whizz
As fast as it can go, at the speed of light, you know,
Twelve million miles a minute, and that's the fastest speed there is.
So remember, when you're feeling very small and insecure,
How amazingly unlikely is your birth,
And pray that there's intelligent life somewhere up in space,
'Cause there's bugger all down here on Earth.
http://www.sdss.org/includes/sideimages/sdss_pie2.jpg
Just remember that you're standing on a planet that's evolving
And revolving at nine hundred miles an hour,
That's orbiting at nineteen miles a second, so it's reckoned,
A sun that is the source of all our power.
The sun and you and me and all the stars that we can see
Are moving at a million miles a day
In an outer spiral arm, at forty thousand miles an hour,
Of the galaxy we call the 'Milky Way'.
Our galaxy itself contains a hundred billion stars.
It's a hundred thousand light years side to side.
It bulges in the middle, sixteen thousand light years thick,
But out by us, it's just three thousand light years wide.
We're thirty thousand light years from galactic central point.
We go 'round every two hundred million years,
And our galaxy is only one of millions of billions
In this amazing and expanding universe.
The universe itself keeps on expanding and expanding
In all of the directions it can whizz
As fast as it can go, at the speed of light, you know,
Twelve million miles a minute, and that's the fastest speed there is.
So remember, when you're feeling very small and insecure,
How amazingly unlikely is your birth,
And pray that there's intelligent life somewhere up in space,
'Cause there's bugger all down here on Earth.
Monday, May 2, 2011
Using the HR Diagram for research.
Thursday, April 28, 2011
Extra Credit Opportunities
Complete the electromagnetic spectrum activity....help each other.
THIS IS EXTRA CREDIT and due by May 6 if you want it added to your score
Start the activity on studying the cosmos. We'll finish this during the week of May 2-6
THIS IS EXTRA CREDIT and due by May 6 if you want it added to your score
Start the activity on studying the cosmos. We'll finish this during the week of May 2-6
HR Diagrams and Stellar Life Cycles
This activity will take about an hour to go through. For each page, you should either take notes or add to a mind map.
Each person will turn in their own detailed document.
Wednesday, April 27, 2011
The Telescopes in the Sky
WATCH THE VIDEO. This is connected to your review and the giant space telescopes.
Take a look at Chandra, the x-ray telescope
a>.
Thursday, April 21, 2011
Photoelectric effect
http://phet.colorado.edu/sims/photoelectric/photoelectric_en.jar
http://www.einsteinyear.org/facts/photoelectric_effect/
http://www.einsteinyear.org/facts/photoelectric_effect/
Wednesday, April 20, 2011
Wednesday, 4/20
Go to the neon discharge tube lab at PHET. Use it to answer the following questions.
1. Gather evidence to prove that different elements have unique characteristics (hint: use a PrtSc button and paste into a Word document)
2. Explain, step-by-step, how a single electron is excited by a discharge lamp
3. Compare step-by-step emission to a continuous stream emission.
4. Using JUST the applet, not a google search, how do you think fluorescent light bulbs work? (hint: do all line spectra need to be visible?)
Be ready to hand this in tomorrow.
==============Poster
Create a poster that talks about emission and absorption spectra, and details how they can shift due to rotation, red shift, or blue shift. use your book to do this.
1. Gather evidence to prove that different elements have unique characteristics (hint: use a PrtSc button and paste into a Word document)
2. Explain, step-by-step, how a single electron is excited by a discharge lamp
3. Compare step-by-step emission to a continuous stream emission.
4. Using JUST the applet, not a google search, how do you think fluorescent light bulbs work? (hint: do all line spectra need to be visible?)
Be ready to hand this in tomorrow.
==============Poster
Create a poster that talks about emission and absorption spectra, and details how they can shift due to rotation, red shift, or blue shift. use your book to do this.
Monday, April 18, 2011
Monday, 4/18
Telescopes from the ground up worksheet
Annie Cannon spectra lecture
Worksheet from friday on Spectra lines
Friday, April 8, 2011
Galileo and the Moons of Jupiter
Galileo became a heliocentrist largely due to his observations about Jupiter's 4 biggest moons: Io, Europa, Ganymede, and Callisto. Using his telescope, he observed these moons and their patterns around the planet. He marked the motion of the moons in terms of Jupiter Diameters as viewed through his telescope.
Set up a Open Office Calc table with the names of the 4 moons at the top and the dates on the left side.
Gather data for at least 30 days using the Jupiter moon position applet a
Create a x-y scatter graph for each moon.
Hand in with you and your partners' names by the end of the period
Set up a Open Office Calc table with the names of the 4 moons at the top and the dates on the left side.
Gather data for at least 30 days using the Jupiter moon position applet a
Create a x-y scatter graph for each moon.
Hand in with you and your partners' names by the end of the period
Thursday, April 7, 2011
Designing your Travel Brochure, part 2
You'll need to think about the sights to see along your trip from the perspective of a tourist. Are there noticeable features to see? The possibility of surfing in an alien ocean? Fossil studies to go to?
Assume you will spend at least a month at each location. Is there a 'top 5' list you should visit, in terms of geological significance (plates, volcanoes, oceans, landmarks?). You should already know this
How long will it take to get there? To do the math, use the distances found in an orrery. Here's one and here's another sample that would have been useful yesterday (thanks, Josh)
While your spaceship may travel at the speed of the space shuttle, it may take a while to get there. Will you have a lovely greenhouse? Special spacesuits designed for ventures outside the planet?
Your brochure must be ready by Monday. I would suggest a shared google presentation or folder that can serve as a 'digital brochure.' Let me know if you need some help.
This is a 40 point project, which means it is as valuable as a test. Choose wisely what you will do.
Assume you will spend at least a month at each location. Is there a 'top 5' list you should visit, in terms of geological significance (plates, volcanoes, oceans, landmarks?). You should already know this
How long will it take to get there? To do the math, use the distances found in an orrery. Here's one and here's another sample that would have been useful yesterday (thanks, Josh)
While your spaceship may travel at the speed of the space shuttle, it may take a while to get there. Will you have a lovely greenhouse? Special spacesuits designed for ventures outside the planet?
Your brochure must be ready by Monday. I would suggest a shared google presentation or folder that can serve as a 'digital brochure.' Let me know if you need some help.
This is a 40 point project, which means it is as valuable as a test. Choose wisely what you will do.
Tuesday, April 5, 2011
Comparing the planets
Part 1: Start with the circular orbital sets found on my desk. Our Earth is the 'third rock from the sun'. Figure how much of a year is represented by the 24 cards, and compare that orbit in proportion to the orbit of a) Mercury and b) Mars. Note what direction the planets are moving during the time frame.
a) How much of a year is represented?
b) One Mercury year represents how much of an Earth year? Explain your answer.
c) Repeat for Mars.
When you are done, turn the yellow cards and your work in, on individual paper.
Part 2: Get into groups of 3 or less. You will be comparing one of the following sets. Not everyone can choose the same set, so pick wisely so it is distributed across the class. If you are not working, I will be disappointed. While I do not expect you to complete the entire project, your research should be done, and you should be started on the brochure.
a) How much of a year is represented?
b) One Mercury year represents how much of an Earth year? Explain your answer.
c) Repeat for Mars.
When you are done, turn the yellow cards and your work in, on individual paper.
Part 2: Get into groups of 3 or less. You will be comparing one of the following sets. Not everyone can choose the same set, so pick wisely so it is distributed across the class. If you are not working, I will be disappointed. While I do not expect you to complete the entire project, your research should be done, and you should be started on the brochure.
- Mars and Neptune and Earth
- Mercury and Saturn and Earth
- Our Moon and Titan and Earth
- Venus and Uranus and Earth
- Ceres and Jupiter and Earth
You may start by looking here, as well as looking at the materials I have given you, the textbooks, and the Nine Planets. Any other resources must be referenced in the body of an email.
Organize your materials in a t-chart format. At the end of the hour, give it to the substitute.
Your goal tomorrow is to create a travel brochure that will move you from one location to another. You must include an itinerary of events, how the magnetic field and your weight on the locations will matter, the probably time frame, assuming you travel at space shuttle speeds, safety equipment needed and a variety of visuals. The brochure will be printed in color for grading; please send the completed document to my gmail address.
Thursday, March 31, 2011
Wednesday, March 30, 2011
Tuesday, March 29, 2011
The Moon
Use the pictures given in class and and locate the following:
- each of the Apollo missions
- the tallest volcano on the moon
- the location of the LCROSS mission
- five details, including the landing, for Apollo 13
Take a look at the timeline Research one mission that is not an Apollo landing.
Answer the question: why do we keep sending missions out to a satellite with no atmosphere?
Tuesday, March 22, 2011
Sign up for Wiggio, please
Wiggio group
Please your email and cell phone in the options. Thank you. This information will be deleted at the end of the class.
Please your email and cell phone in the options. Thank you. This information will be deleted at the end of the class.
Astronomy Views at Different Latitudes
Take a look at these three sky maps. One is for a viewer in the north hemisphere, one is for a viewer in the south hemisphere, and one is for a viewer at the equator of our planet. List 5 commonalities, and 5 differences among those. Please print out one copy of the north latitutde skymap for use on Wednesday
Friday, March 18, 2011
Science and culture in the lives of astronomers.
You are going to explore the lives of some famous astronomers. First, check the book. Then, confirm it with a web reference, and find a picture. Finally, create a presentation of some type and email the link or the file at marciarpowell@gmail.com
The astronomers include
The astronomers include
- Aristotle
- Galileo
- Hipparchus
- Eratosthenes
- Tycho Brahe
- Pope Gregory
- Newton
- Ptolemy
- Einstein
- Hawking
Wednesday, March 16, 2011
Science, Religion, and Pseudoscience
Chunk the reading found at http://www.stephenjaygould.org/library/gould_noma.html into pieces...so everyone at your table is reading 4 to 5 paragraphs. When you get done, use a whiteboard to discuss the following questions:
a) what is science?
b) what is religion?
c) what is the theory of non-overlapping magisterium?
d) what would we call the overlap of science and religion?
e) which of the three ideas (science, pseudoscience, religion) were shown by the first astronomers?
f) can atheism be a religion?
Tuesday, March 15, 2011
Thursday, March 10, 2011
Are We Alone? An Individual Reflectionions
Your turn: Use the resources above to support your position on being PRO or AGAINST the possibility of alien life. You must include at least 5 pieces of evidence in your arguments.
Paragraphs 1-2: Your position, and your Evidence.
Paragraph 3-4: Implications for Human Beings
If you choose PRO on the possibility of alien life, you are telling me that you believe life exists outside of your own planet. Answer these questions, in paragraphs 3 and 4?
- Would the governments tell us if there were aliens? Why or why not? Is this a problem for science?
- Should we be sending out signals, like those of the Voyager, to advertise our existence?
- Given the constraints of the Drake equation, how likely is it we will here another civilization's signal?
- Since space is dangerous, how likely is it that aliens will be traveling long distances?
- How do you define 'life' or 'aliens'
If you choose CON on the possibility of alien life, you are telling me that you do not believe life exists outside of your own planet. Answer these questions, in paragraphs 3 and 4?
- Are there other benefits to SETI than finding aliens, or should the program be shut down?
- Why do so many people claim to have seen UFOs? Do you buy the lenticular cloud argument? What about the Foo Fighters?
- Since no other aliens have ever been announced, is the Drake equation even science? Or is it just opinion packaged as science?
- If there are no aliens, why is the universe so darn big??
- How do you define 'life' or 'aliens'?
Poster on Science vs. Religion
Universe SCIENCE data: http://www.universeadventure.org
http://www.universetoday.com
http://www.pbs.org/wgbh/nova/origins/univ-flash.html
Universe RELIGION data:
http://www.gly.uga.edu/railsback/CS/CSIndex.html
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ab83
http://www.biblegateway.com/passage/?search=John+1&version=NIV
http://www.biblegateway.com/passage/?search=Genesis+2&version=NIV
http://www.biblegateway.com/passage/?search=Genesis+1&version=NIV
When you are done, on the back of the poster, please explain to me how well you believe the science and religion shown in these examples mesh?? Give three details to support your viewpoint.
Grading Rubric
Student includes at least 5 details about the Big Bang (1-5)
Student compares these details to a religious story (1-5)
Student compares these details to another religious story (1-5)
Student poster is effective, using an attractive visual layout (1-5)
Student paragraph of support is included, with three supporting pieces of evidence (1-9)
Universe RELIGION data:
http://www.gly.uga.edu/railsback/CS/CSIndex.html
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ab83
http://www.biblegateway.com/passage/?search=John+1&version=NIV
http://www.biblegateway.com/passage/?search=Genesis+2&version=NIV
http://www.biblegateway.com/passage/?search=Genesis+1&version=NIV
When you are done, on the back of the poster, please explain to me how well you believe the science and religion shown in these examples mesh?? Give three details to support your viewpoint.
Grading Rubric
Student includes at least 5 details about the Big Bang (1-5)
Student compares these details to a religious story (1-5)
Student compares these details to another religious story (1-5)
Student poster is effective, using an attractive visual layout (1-5)
Student paragraph of support is included, with three supporting pieces of evidence (1-9)
Hubble Deep Field
Go to the Hubble Galaxy Hunt activity. Take the time you need to explore, but when you are done, I need you to write a 3-4 paragraph reflection on your impressions, including data, statistics, and size factors.
Tuesday, March 8, 2011
Special Relativity
The background
Tutorial 1
Tutorial 2
Tutorial 3
Tutorial 4
Tutorial 5
Tutorial 6
Tutorial 7
GO through each tutorial and then summarize in one or two paragraphs.
Each of these tutorials focuses on a specific concept. When you get done, you should be able to explain
*the twin paradox
*simultaneity
*length dilation
*time dilation
*special relativity
Hand in the seven paragraphs and the definitions INDIVIDUALLY when you are finished.
Tutorial 1
Tutorial 2
Tutorial 3
Tutorial 4
Tutorial 5
Tutorial 6
Tutorial 7
GO through each tutorial and then summarize in one or two paragraphs.
Each of these tutorials focuses on a specific concept. When you get done, you should be able to explain
*the twin paradox
*simultaneity
*length dilation
*time dilation
*special relativity
Hand in the seven paragraphs and the definitions INDIVIDUALLY when you are finished.
Wednesday, March 2, 2011
Lab: Exploring the Universe using SDSS
Tuesday, March 1, 2011
Classify Galaxies
http://www.galaxyzoo.org/classify
Try to classify 50 galaxies, breaking them into 3 categories: Spiral, Circular, and WEIRD (irregular)
What did we notice about the galaxies we classified in the work time provided?
Now, for some guided notes
How are galaxies classified?
What types are most common?
Who is Hubble and why does he matter?
Why do galaxies tell us?
How do galaxies form?
Thursday, February 24, 2011
Telescopes From the Ground P--An Exercise in Storytelling
I love to listen Garrison Keillor. He is an amazing storyteller that can make things that are ordinary come to life. Above, try listening to the first minute of his story about ice fishing.
Your job today is to research three stories from all sorts of telescope data and reinterpret them through a story. There are lots of stories in this website, but you need to be able to work with me to interpret three of them so they are interesting to a non-scientist. This may be through a children's story, a flip video narrative, or a musical story.
http://amazing-space.stsci.edu/resources/explorations/groundup/
Era stories:
Story 1
Galileo's Refractor: Galileo's telescope revealed the first hint of the depths of space. His dedication and approach to explaining what he saw revolutionized astronomy. (Includes one telescope story, one biography.)
Early Refractors: Telescopes with flatter lenses brought wider and clearer views of the sky but required longer tubes. Some refractors were so long that they became difficult to maneuver. (Includes two telescope stories.)
Great Refractors: New technology allowed astronomers to create larger lenses that produced bright, clear images. For a while, refracting telescopes became more popular than reflecting telescopes. (Includes three telescope stories, one biography.)
Story 2
Newton's Telescope: Sir Isaac Newton replaced the main lens of a telescope with a mirror, creating the reflecting telescope. (Includes one telescope story.)
Early Reflectors: Early reflecting telescopes used metal mirrors to look deep into space, but the new design presented new challenges. (Includes four telescope stories, one biography.)
Hugh Reflectors: Astronomers crafted telescope mirrors from glass instead of metal, making reflecting telescopes more powerful and easier to use. They began relying on photography and instruments to record observations. (Includes three telescope stories, two biographies.)
Story 3
Solar Telescopes: Solar telescopes are reflecting telescopes that use special instruments to observe the Sun. (Includes one telescope story, one biography.)
Radio Telescopes: The discovery of radio waves from space launched a new branch of study: radio astronomy. This spurred astronomers to develop new techniques to accommodate the large size of radio waves. (Includes two telescope stories.)
Multi-mirror Telescopes: Multi-mirror telescopes used computer technology to overcome the size limits of huge reflecting telescopes. (Includes two telescope stories, one biography.)
Space Telescopes: By placing telescopes in orbit above Earth, astronomers were finally free to view the universe in all wavelengths of light. (Includes five telescope stories, two biographies.)
Send me a text at 5636081900 at the end of the hour so you can share your progress.
Wednesday, February 23, 2011
Tuesday, February 22, 2011
The PhotoElectric Effect and the Legacy of Einstein
Pictures of CCD (interactive on buildiing a CCD)
CCD Lab
Using the CCD Lab, answer the following.
1. You want to put together a space telescope. To start with, you decide you need to check out the metal surface of your CCD. What surface(s) could you use to detect the following types of light at 100% intensity (make a table as shown below)?
Surface Metal x-rays purple blue green yellow orange red
sodium
zinc
platinum
copper
calcium
2. Now, decide which metal you will use for the primary CCD telescope. Now, check the wavelength range at various intensities (10%, 20%, 40%, 80%, 100%) using the table below? How effective will this telescope be for bright objects? Dim objects?
Intensity 10% 20% 40% 80% 100%
Wavelength range
3. Take a look at the values of current for a 75% intensity light on a platinum surfaceand write the current into the table below..
Wavelength vs. Current
100nm 200nm 300nm 400nm 500nm 600nm 700nm
What does the data in #3 tell you about the effectiveness of a CCD for ALL wavelengths of lights? How would an alloy try to deal with this value?
4. If you were to construct a space telescope, would you have more than one telescope available on a platform? Explain your reasoning.
Turn in this sheet INDIVIDUALLY at the end of the hour.
Monday, February 14, 2011
What's your Passion
Contrast your passion with that of Davis and Bahcall as they searched for solar neutrinos. In particular, consider:
a) defining your passion
b) what you are willing to do to achieve it?
c) what obstacles are you willing to climb over?
d) what help will you expect?
e) how long are you willing for it to take?
Your t-chart is separate from the final assignment, which is a one page reflection on your and your own future goals.
GHOST PARTICLE web site
a) defining your passion
b) what you are willing to do to achieve it?
c) what obstacles are you willing to climb over?
d) what help will you expect?
e) how long are you willing for it to take?
Your t-chart is separate from the final assignment, which is a one page reflection on your and your own future goals.
GHOST PARTICLE web site
Friday, February 11, 2011
Alternative Stellar Endpoings
Black Holes
http://apod.nasa.gov/htmltest/rjn_bht.html
http://imagine.gsfc.nasa.gov/docs/science/know_l2/black_holes.html
http://www.spacetimetravel.org/isl/isl.html
http://hubblesite.org/explore_astronomy/black_holes/home.html
Neutron Stars
http://imagine.gsfc.nasa.gov/docs/science/know_l1/pulsars.html
Supernovas
http://imagine.gsfc.nasa.gov/docs/science/know_l1/supernovae.html
http://apod.nasa.gov/htmltest/rjn_bht.html
http://imagine.gsfc.nasa.gov/docs/science/know_l2/black_holes.html
http://www.spacetimetravel.org/isl/isl.html
http://hubblesite.org/explore_astronomy/black_holes/home.html
Neutron Stars
http://imagine.gsfc.nasa.gov/docs/science/know_l1/pulsars.html
Supernovas
http://imagine.gsfc.nasa.gov/docs/science/know_l1/supernovae.html
Lab 4: Spectra
Complete the following activities at SDSS by clicking HERE
- Spectra of Stars: a Brief Review
- Activity 1: Exploring Spectra
- Absorption at the Atomic Level
- Activity 2: Classifying by Line Strength
- Activity 3: Classifying by Temperature
This will take you through 8 questions and 5 explorations.
This is due on February 19.
Tuesday, February 8, 2011
Life Cycles of Stars
Today, we're going to take a look at the life cycle from two different places. The first thinks of the life of our star as a journey from birth to death. It is found here. Another is found here and focuses on stars beyond our own.
Concepts to consider:
a) what is a HR diagram?
b) what are the phases of our sun from life to death?
c) who is Annie Cannon, and why is she significant?
d) what is the fate of 50x or more massive than the sun?
e) what are some different stellar endpoints?
f) why is electromagnetic light the probe we use to understand the universe.
Friday, February 4, 2011
Lab 3: The Moons of Jupiter
Download the file found here
Create a chart using 30 days of data for all of Jupiter's moons.
This is due by Tuesday, 2/9
Friday, January 28, 2011
Planets like Earth or Planets for Life
IF we had a ship and we could travel to a known planet, what should we look for to sustain life in terms of rotation, revolution, distance from a star, atmosphere, protection?
Based on what we know, how likely are we to find another planet like our own? What features are you considering when you answer this question?
(This was the one page summary you were to write on Thursday.)
Now, consider NASA's budget . How will this funding impact our efforts to reach this planet? And what should we do with NASA in the future? Please add 2-3 paragraphs to your discussion.
Based on what we know, how likely are we to find another planet like our own? What features are you considering when you answer this question?
(This was the one page summary you were to write on Thursday.)
Now, consider NASA's budget . How will this funding impact our efforts to reach this planet? And what should we do with NASA in the future? Please add 2-3 paragraphs to your discussion.
Dangers and Accomplishments of Space Travel
Using the STARTING information found at http://www.nineplanets.org , research ONE manned and ONE unmanned mission off of Earth. You must add to this, and create a poster that focuses on the Risks, Accomplishments, and Costs of the Mission.
Thursday, January 27, 2011
Finding New Planets
Transit of a Planet
http://jersey.uoregon.edu/~imamura/121/lecture-6/lecture-6.html
(An eclipse is a special type of a transit)
Wobble Method
http://www.nasa.gov/topics/universe/features/C-VB10b-20090528.html
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