Take Home Test

Answer TWO questions from each unit.  Each question is worth 10 points.  Share your answers with me as a shared GOOGLE DOC.  If you require an oral accommodation for this test, please let me know.

Submit to me as a shared Google Doc from a Google Drive folder.

UNIT 1

1.  Comment on the evolution of astrology to astronomy over the past 2000 years, using evidence from at least three astronomers.

2.  Explain the significance of the Zodiac, the 88 accepted constellations, and the polar stars to helping us in understanding of Earth's place in the universe.

UNIT 2

3. Why are the phases of the moon a type of time clock?  Give three examples of how this could benefit you in the wilderness if the moon wasn't new and wasn't full.

4. Why bother to study other planets in our solar system and beyond?

5. How does our Sun function and create energy for us to live?  What ramifications does that have for Earth and for the development of elements?

UNIT 3

6.  Why is Galileo's telescope and discoveries using it (the moon, the sun, and the moons of Jupiter) such a turning point for science, and what did he find with each discovery?

7.  What have large space telescopes (Chandra, Spitzer, Hubble, SOHO, GOES) told us, and what should be done about such telescopes in the future?

8.  What is the role of ground-based telescopes like SDSS and VLAO in the study of space?

UNIT 4

9.  Tell me about galaxies and their significance in the universe.

10.  What is the role of mass in the life cycles of stars?  Contrast at least two stars in your answer as evidence.

11. When a HR diagram is created of a neighborhood cluster of stars, what is it telling me about that region of space?

UNIT 5

12. How does the concept of spectral lines and red-shifting affectour understanding of planets, galaxies, and the universe as a whole?  Edwin Hubble must be included in your answer.

13. What is the likelihood of discovering alien life, based on our research towards finding new planets, our understanding of the Drake equation, and the interstellar missions we have undertaken?

14. Think of the contributions of Einstein:  E=mc^2, general relativity, special relativity, and the photoelectric effect, and suggest ways each has affect the study of astronomy.

UNIT 6

15. Space is honking big. So is the ability of human beings to understand it.  What critical thinking skills have you gained in this class to help you move forward in your future studies?

16.  Throughout this class, we have experienced the concept of science as a human endeavor, where fallible people do their best to help advance the cause of science, often with surprising benefits.  Skeptics still remain, and a manufactured conflict between some factions in religion and science remains.  What can you do about that as you move into your life as a literate science citizen.

Last thoughts on Expanded Universe

Read and Discuss

http://hubblesite.org/hubble_discoveries/hubble_deep_field/

http://hyperphysics.phy-astr.gsu.edu/%E2%80%8Chbase/astro/hubble.html

http://skyserver.sdss.org/dr1/en/astro/universe/universe.asp

Friday, 10/11/13

Please read through the ppt.

Make summary statements on the following:

1.  What do you 'get' about general relativity?
2.  Why does 'special relativity' matter in the study of light?
3.  How do we use Einstein's idea of gravitational lensing?
4.  How do we find new planets using light?
5.  Why is finding inhabitable planets so tough?
6.  What is the Big Bang?  How do Penzias and Wilson figure into it?
7.  What is the structure of the universe?
8.  How many generations of stars have lived and died?  How do we know?
9.  Do you believe there are aliens?  Why or why not?







Please do the exercises found here
http://spiff.rit.edu/classes/phys230/lectures/planets/Lens_Nav.swf

Unit 4 Notes

Einstein quiz

http://www.astrophysicsspectator.com/topics/generalrelativity/GravitationalLensPointSim.html

http://en.wikipedia.org/wiki/Einstein_ring

Understanding HR stars

Complete questions 1,-5 and  11-14 of http://astro.unl.edu/naap/hr/naap_hr_sg.pdf

 TO do that please use this:   http://astro.unl.edu/classaction/animations/stellarprops/hrexplorer.html



Take a look at http://astro.unl.edu/naap/hr/hr_background1.html to help you understand the value of spectra, and black body curves.  Write a one paragraph summary.

Explain what luminosity is for a star:  http://astro.unl.edu/naap/hr/hr_background2.html

Why is the instability strip important?   http://astro.unl.edu/naap/hr/hr_background3.html

Take Home Test

1.  Based on what we have learned about telescopes, tell me if the James Webb telescope should be built, and if it can replace the work done by Wilson observatory and Chandra and one other telescope of your choosing that we studied.  DO NOT copy your logic from other, as I can tell. Explain your reasoning.

2. Describe the contributions of Annie Jump Cannon to astronomy in terms of spectra, stellar analysis, and the value of patterns.  Also comment on why you believe that astronomers historically recognized in science (that we have studied thus far) have been mostly white males, and why.  For the second part, you may wish to reference
 http://www.nytimes.com/2013/10/06/magazine/why-are-there-still-so-few-women-in-science.html?hp&_r=1& or
 http://www.sdsc.edu/ScienceWomen/cannon.html

3.  The story of neutrinos tells us  a lot about the process of scientific discovery, which includes success, disappointments, experiment tweaking, and collaboration.   Tell me why neutrinos matter to our world, how neutrino oscillation almost defeated Ray Davis, and how neutrinos are produced in fusion.

4. We have spoken a lot about light as a tool in the study of stars.  Explain how four different types of wavelengths have impacted what we have discovered in our universe, including dust clouds, galaxies, coronal mass explosions, and communication with satellites or space probes.

Unit 4: HR Diagrams and Galaxies

Stellar Life Cycle

Questions to Consider
*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?

Technology and Telescopes

You will have a presentation to do that examines the evidence for three claims that you make regarding these problem statement:

1. Why do we need telescopes?
2. How many do we need them?
3. Where do we need to put them?

Support your work with evidence that you have gathered in your notes.  You will create a presentation to support your work.

===========
Review Sheet 3

Telescopes and What They Find

http://www.kidsastronomy.com/telescopesB.htm

http://en.wikipedia.org/wiki/Telescope

Telescopes

Find out an example ans a 2 sentence summary for each of the following types of telecopes.   The link below is your priamry reources.
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.)

CCD

What is a CCD and WHY does it Matter?

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

Friday, 9/27

Please check on your computer to see if the VIREO lab has been loaded.  TO do this, go to Start, All Programs, CLEA, and look for Vireo

If it is, great!

If not, download the program and install so we can use on Monday.  The sub has the passwords.


==========

Today, we are going to look at how Annie Cannon's work was used to classify stars and extend our understanding of spectra.  We'll use some sample work and interactive applets to do this.

Please complete these activity questions on paper in a notebook.  DO NOT KILL A TREE by printing out sheets and sheets

Spectra and intensity

Saturn and Titan   (you will need to use this interactive)

Goldilocks and the Three Planets (you will need to use this interactive)


Be prepared on Monday for a circle discussion on what spectra can tell us about other planets and stars.  Also, be prepared to show me your work in the notebook.

Stellar Spectra

http://sohowww.nascom.nasa.gov/home.html


Reading 1
Stellar Spectra Lab 1
The VIREO LAB on Stellar Spectra


 When you get done with these, you will need to complete a one to two page summary (do not just answer the questions).  It may be handwritten.

Starlight
1. Contrast Emission and Absorption Spectra
2.  What element do all stars contain?
3.  Why do we talk about 'stellar fingerprints'?

Star Collection
1. What did you notice about using the telescope regarding speed, ability to slew, ability to get a signal-noise ratio that was 100 or more, and the fine vs. gross adjustments?
2.  Why is RA/DEC important, and what is UTC?
3.  How is technology helpful and difficult as we look at the world of starlight?


Star Analysis
1.  The stellar classification system we use today was developed by Annie Cannon was actually based on her work sorting thousands and thousands of spectra into categories, which then became the stellar atlas.  What do the classification OBAFGKML letters tell us about temperature or brightness of a star?

The Neutrino Puzzle

 

John Bahcall
Ray Davis
What's a Neutrino? 
Neutrino detectors 
How Long Would We Have if the sun went out? 

Sun flare links

http://en.wikipedia.org/wiki/Solar_cycle

http://www.nytimes.com/cwire/2011/06/09/09climatewire-this-weeks-solar-flare-illuminates-the-grids-63979.html?pagewanted=all

http://greekgeek.hubpages.com/hub/massive-solar-flare-1859

http://www.telegraph.co.uk/science/space/7819201/Nasa-warns-solar-flares-from-huge-space-storm-will-cause-devastation.html

http://science.howstuffworks.com/solar-flare-electronics.htm

Starting Unit 3

Group Whiteboard questions:

1. Scan through the first 12 slides.   Then, discuss the statement  "Why is sunlight responsible for life on earth?"   List what evidence you have that supports the statement.
2. Focus on the radius and mass of the Sun and compare it to our Earth and Jupiter.   
3. Finally, look at the differences in temperature between the core and the convection zone, and try to explain it to me using a meaningful analogy.  (Example:  the difference between a tornado and a breeze is like a semi of rice grains compared to a dozen).

====
We watched excerpts from:

Citation (MLA)

  The Sun. National Geographic. 2004
  Learn360. 19 September 2012
  http://www.learn360.com/ShowVideo.aspx?ID=128186

Citation (MLA)

  Secrets Of The Sun. A&E Television Networks. 2007
  Learn360. 19 September 2012
  http://www.learn360.com/ShowVideo.aspx?ID=227115


We took notes regarding:
The Sunspot Cycle
Maunder Diagram
Space Weather



Day 2
Go to the link below. Try looking at a spectra that is 350 degrees, 1000 degrees, and 6000 degrees. What amount of visible radiation is shown in each of those? Why do we have blackbody spectra for stars?

Link:   Black Body Radiation






Complete the sun lab using the sheets provided, and the link shown below

Link:  Sun Lab



Line Spectra Lab

Click to Run

 Investigate screen and experiment with the situations.  Predict what will happen under the following situations:

What will happen when the voltage is increased?
 With the voltage at a given amount, what will happen when the heater percentage is reduced?
If conditions are set so that light is being produced in multiple molecule mode, what will happen in single atom mode? Check your predictions.

 Questions: 1. What condition(s) must be met in order for light to be produced by a discharge lamp?

 2. What event(s) occurs to actually produce the light we see?

 3. Does the spectrophotometer indicate unique spectrums for each gas?

 4. What types of electromagnetic radiation are produced?

 5. How could this phenomenon be used by astronomers?

The Heliosphere

We went over this
material on 9/17, when many students were gone for the UNI college fair.


http://en.wikipedia.org/wiki/Heliosphere

http://voyager.jpl.nasa.gov/mission/interstellar.html


You are responsible for this material on the test.

==============================

Moons of Jupiter Exercise:   http://physics.highpoint.edu/~atitus/clea/moons-of-jupiter/

The Last Bits and Pieces

Today, you will be reading and summarizing.  At the end, you may take a picture of your notebook writings or you may simply do all the summarizing in your online journal, but I will need to see your work.   When you get done, you may work on your video.


READINGS on the Bits in the solar system.

How Far Have We Gone?

The Magnetosphere

Building a Moon 

Asteroid Encounters

Space Junk


==========

Diameter of the Moon (at home lab for extra 10 points, due on 9/18)




============Pluto as Planet Discussion at YOUR TABLE============

Come up with a 1 page summary as a group.  Hand in.

Pluto isn't a planet

Pluto IS a planet

How was Pluto discovered?

Moon or Mars or Bust

You and your partner have a choice to make.   Should the first off-Earth settlement be built on the Moon or on Mars?

There are pros and cons to each.

I.  To start, let's look at the current information out there.  Scan these two articles and provide a summary for each.

http://www.cnn.com/2013/04/22/world/mars-one-way-ticket  

http://www.dailymail.co.uk/sciencetech/article-2330220/Astronauts-LIVE-moon-2020-Nasa-report-claims.html

II.  Then see some of the thoughts behind this dream by looking at the different thinking plans.

http://en.wikipedia.org/wiki /Colonization_of_Mars  

http://marshome.org/ 

http://en.wikipedia.org/wiki/Colonization_of_the_Moon 

http://www.nss.org/settlement/ 

The point of this is to figure out critical needs.  Make a t-chart to list the differences between the Moon and Mars.

III. Now look at some of the missions that have already been put together to each planet:

http://planetary.org/explore/topics/the_moon/missions.html 

http://mars.jpl.nasa.gov/programmissions/ 

What have they already figured out about the planet regarding the atmosphere or the availability of water?

IV. Use your Current Posters or other readings to help you see if there are:

a) plate tectonics

b) a magnetosphere

c) an atmosphere

d) water

e) gravitational forces

f) minerals

g) temperature extremes

How does this information affect your decision?

V. Use the solar system orrery to determine the distance between the Earth and the Moon and the Earth and Mars.  How long do you think it will take to get there on a space mission, and what does that mean for a launch date?

VI. Finally, take a look at the life and health risks involved in being an astronaut on a long-term journey.

Health Concerns
Exercise
Hygiene needs

Can we taste in space?

Risk Factors

Can we have kids in space?

Based on these health risks, do you want to be the one to travel on your journey? And whether you do or not, what are 10 things needed for the journey keep your brain and emotions healthy?  Explain.

Where should we go?  Make your decision, and be prepared to support it with at least 5 reasonable arguments/evidence.  Create a video blog, or a powerpoint, or a podcast interview(share it with me) or email it to me.  This is due by Sunday night at 11:59 pm

Rubric for grading--Individual

Boldface questions are worth 30 points and must be done individually in your shared Google Docs Journal.   I expect either complete sentences or bulleted points.

Rubric for grading--Group

This presentation is worth 60 points

Category	Excellent	Acceptable	Marginal	Unacceptable
Quality of Product Multimedia	Worthy of the World	Informative and Loved By Parents	Entertaining to Friends	Rude, or Socially Unacceptable
Quality of Content	Worthy of the World	Informative and Loved By Parents	Entertaining to Friends	Rude, or Socially Unacceptable
Persuasiveness to a Position	Worthy of a Debate Scholarship	Gets a II at Individual Speech	Snowjob	Rude, or Socially Unacceptable
Identification of the Risks Involved	Worthy of a NASA or insurance report	Acceptable to someone who is on Survivor	Adequate for those who shun safety gear	Rude, or Unacceptable
Thoroughness of Information	Worthy of a private boardroom presentation	Filled with Geeky Speak	Entertaining to Friends	Rude, or Socially Unacceptable

Project Poster for Two

There is poster paper in the front of the room underneath the black table that does NOT have a microwave on it.  Use that, and colored pencils to complete this activity.  TEAMS OF TWO, or do it individually.

Remember, posters are VISUAL devices.  I want pictures, not just factoids, ok, so do not number 1-5.    And do not do the same thing as your classmate, please?

1.  Compare our moon to one of the moons of Juipter in terms of plate tectonics, surface temp range, water, atmosphere, and composition.

2.  Compare the Earth to Mars in terms of plate tectonics/volcanoes, water, atmosphere, surface temp range, and composition

3.  Compare Earth to a gas giant using five features of your choosing.

4.  Explain the importance of a magnetic field, and determine which moons or planets likely have them.

5.  What features of the Earth makes life on it more possible than any other planet?  Explain your reasoning.


The powerpoint will help.  So will your notes from Friday.  You may save a copy to your Google Docs, or just use the published version below.

Scales of the Solar System

http://en.wikipedia.org/wiki/Orrery

http://www.solarsystemscope.com/

QUESTIONS TO ANSWER

Today, in addition to looking at the issue of Retrograde Motion, we also need to consider the issue of how big the solar system is.  We really don't understand that too well.  You need to take the time to look at the following links, and then answer the questions below.


Scaling the Solar System
Retrograde Motion
Parallax

Student Explanation

Using the materials available in the Voyages notebook, explain on a whiteboard:

• how Kepler's laws work
• why Tycho Brahe's work was important to Kepler
• how to use Kepler's law to figure out the length of a year on another planet

Observing the Night Sky

The Motion of the Stars

A look at Light Pollution

Understanding Magnitude reading and reflection.  Please read this and write a 2 paragraph summary (or 5-8 bullet points) on what this is about in your personal journal

Galileo's Dialogue

http://en.wikipedia.org/wiki/Dialogue_Concerning_the_Two_Chief_World_Systems


Three interpretations of the Galileo matter follow.  These are views from radically different authors.  The truth is in there somewhere on the three.





2.  What kind of a person was Galileo?


3.  We had just gotten done with the Black Death and the Plague.  We had gotten civilization back to an even keel for the first time in history.  Was the Catholic Church trying to make Galileo a scapegoat or was it protecting civilization from upheaval.



HOMEWORK.  Read pp. 19 of the handout (Intro and Procedure) and go stargazing, following the ideas in #1, a and b.   Take a toilet paper tube and look through the hole at three different constellations.  Note the time, the constellation, and the number of stars.

Seriously, NO. This won't happen.

Check out BAD ASTRONOMY when someone tells you something crazy in the world. Because not everything on the Web is true. You know that, right?


  Like this.

Cultural Astronomy

You are going to explore the lives of some famous astronomers.   You will have ONE day to do this in class, so think carefully about your goals and how you divide and conquer.  This will be handed in on MONDAY

You must find the following:

• are they heliocentric or geocentric?
• when is the time period in which they lived?
• was politics, religion, or science their realm of work?
• who paid for their work as astronomers?
• did they have access to telescopes?
• why do they matter?

First, check the book and summarize, including the page #. Then, confirm it with a web reference, and find a picture. Finally, create a Linoit or Google presentation that compares the similarities and differences of the astronomers.

You must include all the astronomers marked with a *, plus 2 others in your presentation, for a total of 8.

1. Aristotle
2. Galileo*
3. Hipparchus
4. Eratosthenes
5. Tycho Brahe*
6. Pope Gregory*
7. Copernicus*
8. Kepler*
9. Newton*
10. Ptolemy
11. Einstein
12. Hawking
13. Annie Cannon
14. Van Allen

Pseudoscience vs. Science, Kepler's Laws

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?

Click to Run

Take a look at questions 1-10.


Read about Kepler's Laws and the Law of Universal Gravitation.


How can I use this simulation to 'prove' Kepler's third law (oops---you may have to look it up.  :-)

Astronomy

Day 1: What is Astronomy?

• Watch the video. Write 3 questions about what you see. Carl Sagan is a critical friend to astronomy, who helped popularize it in the last half of the 20th century.

• Spend 25 minutes looking at the presentation that is published. Take notes and be prepared to discuss things you DO and DO NOT understand.
• 
  

• You will be given a copy of skymaps, with a Northern, Equatorial, and Southern projection. On each of them, find
1. The Ecliptic
2. Orion
3. Sagittarius
4. Ursa Major
5. Ursa Minor
6. Casseiopeia
7. Cepheus
8. Draco
9. Polaris
10. Vega
11. Cygnus
12. Bootes

http://vimeo.com/38101676#at=0 

http://www.youtube.com/watch?v=ByD5by_PL64

http://www.youtube.com/watch?v=uKXBtWHExwQ

Discuss The night sky from different latitudes

(11)

Big Dipper Stars

This information comes from my World Almanac. The distance to the main stars of the Big Dipper ranges from about 68 light-years (ly) to about 210 light-years, as shown here: 

 210 ly -- > *     * < -- 88 ly

                      * < -- 68 ly

                          *          * < -- 105 ly


                90 ly -- > *        * < -- 78 ly

Most of these stars do actually belong to a single open star cluster (I don't think the 210 ly one belongs, though). The stars of a given constellation need not have any physical relationship to each other. They may be vast distances apart; we simply associate them because they happen to be in the same general direction, from our viewpoint. 

Our Digital Museum of Astronomy #studentvoice #studentchoice

Black Holes

Stellar Life 

Science vs. Pseudoscience

How Big is the Universe

Scaling the Solar System using .kml

KM link for Google Earth overlay

Understanding Stonehenge

Build you own Museum BM

To complete your unit on space, create a series(4-8)  of museum exhibits that occupy a space that is 6 x 8 sq ft.  The exhibits must contain some interactivity (like a game or a quiz or matching) and be of high quality.  A digital walk-through must be completed by 5/24 and uploaded to Youtube/shared with me.

Exhibit 1:  How BIG is space?  Include a comparison to other known objects in the solar system or the universe.

Exhibit 2:  What should we know about a particular star or stars in general?

Exhibit 3:  What really matters about our Sun to people here on Earth, and what do we do to study it?  Yes, I know there are lots of things, so pick one and make it meaningful.

Exhibit 4:  Why are people  like Newton, Galileo, Einstein, Annie Cannon or others so important?

Exhibit 5:  How big is this place we call the Universe and what implications does that have?

Exhibit 6:  Pick something strange about the universe (Big Bang, quasars, gravitational lensing, black holes,etc.) and study it.

Exhibit 7:  Study an ancient civilization and how they observed astronomy.  The Mayans, Peruvians, Egyptians, Stonehenge Celtics,  others all had physical models they created.

Exhibit 8:  Explain the difference between science, religion, observation, pseudoscience, theory, and philosophy and why it matters to astronomy.

Final Take Home Test (due by Wednesday noon)

You must complete at least one question from each unit.   11/16 total questions must be answered, with most answers taking 1-2 paragraphs.  Each question is worth 15 points.  ANY FORMAT BUT A SHORT ANSWER PAPER IS ACCEPTABLE

Submit to me as a shared Google Doc from a Google Drive folder.

UNIT 1

1.  Comment on the evolution of astrology to astronomy over the past 2000 years, using evidence from at least three astronomers.

2.  Explain the significance of the Zodiac, the 88 accepted constellations, and the polar stars to helping us in understanding of Earth's place in the universe.

UNIT 2

3. Why are the phases of the moon a type of time clock?  Give three examples of how this could benefit you in the wilderness if the moon wasn't new and wasn't full.

4. Why bother to study other planets in our solar system and beyond?

5. How does our Sun function and create energy for us to live?  What ramifications does that have for Earth and for the development of elements?

UNIT 3

6.  Why is Galileo's telescope and discoveries using it (the moon, the sun, and the moons of Jupiter) such a turning point for science, and what did he find with each discovery?

7.  What have large space telescopes (Chandra, Spitzer, Hubble, SOHO, GOES) told us, and what should be done about such telescopes in the future?

8.  What is the role of ground-based telescopes like SDSS and VLAO in the study of space?

UNIT 4

9.  Tell me about galaxies and their significance in the universe.

10.  What is the role of mass in the life cycles of stars?  Contrast at least two stars in your answer as evidence.

11. When a HR diagram is created of a neighborhood cluster of stars, what is it telling me about that region of space?

UNIT 5

12. How does the concept of spectral lines and red-shifting affectour understanding of planets, galaxies, and the universe as a whole?  Edwin Hubble must be included in your answer.

13. What is the likelihood of discovering alien life, based on our research towards finding new planets, our understanding of the Drake equation, and the interstellar missions we have undertaken?

14. Think of the contributions of Einstein:  E=mc^2, general relativity, special relativity, and the photoelectric effect, and suggest ways each has affect the study of astronomy.

UNIT 6

15. Space is honking big. So is the ability of human beings to understand it.  What critical thinking skills have you gained in this class to help you move forward in your future studies?

16.  Throughout this class, we have experienced the concept of science as a human endeavor, where fallible people do their best to help advance the cause of science, often with surprising benefits.  Skeptics still remain, and a manufactured conflict between some factions in religion and science remains.  What can you do about that as you move into your life as a literate science citizen.

Big Bang

http://www.youtube.com/watch?v=Ey2z4WpOmo8

http://www.wgbh.org/News/Articles/2005/5/17/The_Big_Bangs_Echo_.cfm

Universe Begins

Drake Equation

How were these concepts explored in HOUR 1 of Nova ORIGINS

The SDSS Survey and its Uses

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.

Galaxy Understanding

Galaxy Basics

Gathering Online Data

Go to http://www.galaxyzoo.org/ 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?