WD Astronomy

Black Holes

2012-03-01T11:14:00.001-08:00

Black Holes

Black Holes and Relativity

Black Hole Quiz

Stellar Evolution

2012-02-29T11:07:00.000-08:00

There is a ton of information on the three sites above, and you will need to use it to show me your individual creativity.

Option 1: Write two specific obituaries for a star the mass of the sun and a star of another mass. Make the obituaries entertaining, but informative. Connect the ideas of the life cycle to the HR diagram as appropriate.

Option 2: Create a children's book that tells the life cycle of the Sun and the time involved, as well as sharing things that the sun WON'T become. Use example photos from the photo gallery found at http://chandra.harvard.edu

Option 3: Create a 1 minute digital video that explains to me your understanding of two different stellar life cycles.

Grading:

Content accuracy: 10 points
Creativity: 5 points

Unit 4

2012-02-28T11:35:00.000-08:00

Understanding the Life of Stars

2012-02-28T11:33:00.004-08:00

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?

Stellar Spectra

2012-02-24T08:46:00.001-08:00

Lab 1

Lab 2

Nuclear Fusion and the Proton-Proton Chain

2012-02-21T07:28:00.001-08:00

These are your materials for study for the first 45 minutes. Take notes as you proceed, using an outline, mind map, or poster/whiteboard. You will hand these in.

What's a Neutrino?
Neutrino detectors
How Long Would We Have if the sun went out?
After 45 minutes, we'll begin our synthesis of the big ideas in group discussion.

Should we Build and Deploy the James Webb Telescope?

2012-02-17T10:56:00.001-08:00

This is due on 2/23/2012. The paper (or digital artifact) must be shared individually. Because of the number of people gone to, well....everything, I have made Friday a workday.

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

Atomic spectra

2012-02-16T11:14:00.000-08:00

Click to Run

Stars have a stellar fingerprint that is composed of the elements which makei it up. Stars generally have a unique spectra that defines them into a family.

Today we will look at a simulation to investigate what happens. You will need to print it off and hand it in for grading at the end of the period.

Next, go to one of the tutorials on stellar spectra and read through the information.

When you get done, you should be ready to ask at least 3 questions about the process of stellar classification. Write these on the back of your previous assignment and hand in.

Finally, take a look at Annie Cannon's life story by skimming this link or this link

Unit 3 notes

2012-02-14T11:35:00.001-08:00

Telescope Types

2012-02-14T09:50:00.000-08:00

Comparison of Major Telescopes...include WHERE it is at, WHAT it studies, WHAT type of radiation, WHO manages it, WHAT it has found out, WHAT COSTS are associated with it. Organize your information in a table or Linoit. In addition to videos, you may find Wikipedia and NASA helpful in your study.
HELIOPHYSICS

SPITZER

HUBBLE

CHANDRA

NRAOWILSON

2012-02-13T11:34:00.001-08:00

Quiz

2012-02-07T11:29:00.000-08:00

Throughout this unit, we have talked about the perils of the solar system (alien travel, technology limits, the composition of the planets), the uniqueness of planet earth (magnetic zone, water, plate tectonics, weathering), as well as the possibilities for life (the habitable zone, what life is), and its scale (how big is honking big?) Your job is to decide whether space study is worth it or not, based on the budget of NASA and space exploration costs found at Nine PlanetSpecific questions to be answered:a) what benefits has space study had to humanity, based on your research (include specific evidence)?b) should future missions be manned or unmanned?c) what should happen to the budget of government space agencies like NASA?d) what happens if we decide we've learned enough?e) how has history been changed by the study of space?Your answers to these questions are important, but I am looking for an artifact that details the information as well as a multimedia explanation that is 30 to 60 seconds long that shows me your point of view using pictures, video, or music.Textual answers: 30 pointsVisual presentation: 20 points

Solar Systems and Coordinate systems

2012-02-06T11:18:00.000-08:00

http://skyserver.sdss.org/solarsystem/

We will be working on the activity found above in groups of 3. Each question and activity must be completed and handed in.

http://en.wikipedia.org/wiki/99942_Apophis

Galileo and the Moons of Jupiter

2012-02-03T11:56:00.001-08:00

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

Tunguska, Meteors, and Meteorites

2012-02-01T10:19:00.000-08:00

Watch out for asteroids

Take a look at the reading behind Sagan's Tunguska video

Death By Giant Meteor?

Apophis reality

Day 15: Quiz over Unit 1, Research

2012-01-30T12:05:00.000-08:00

Today our task is to compare our Earth to other items in the solar system. I'm talking specifics.

You and a partner must pick three of the following:

a comet that travels from the Oort cloud or hits the earth
a meteor
a moon that is not our own
a planet with rings

Compare the Earth to these three chosen items and create a table that highlights

evidence of plate tectonics
evidence of water
evidence of weathering
evidence of an atmosphere or weather systems
evidence of carbon or nitrogen compounds.

Day 12-14 Astronomy

2012-01-26T11:10:00.000-08:00

Unit 2 notes

Day 11: The Moon and the The Review

2012-01-24T21:20:00.000-08:00

Moon Dance (watch this as a class)

Hand in the Moon Sheets from yesterday, please.

Review (I would suggest you save this as a copy to your google docs, and then you can edit it.)

Understanding the Moon

2012-01-24T09:15:00.000-08:00

Please read about the Moon/Galileo. Summarize in 4 points

Now, use the Reading that accompanies the applet to go through the following

Applet 1 (click 1, 3, 5, and 6). Move the moon position slider through all the phases of the moon. View all the phases from the overhead and earth position.

Applet 2 and Applet 3 Complete pages 1-3, 7, 8 of this handout

Galileo's Dialogue

2012-01-17T08:30:00.001-08:00

http://player.discoveryeducation.com/index.cfm?guidAssetId=8EE50055-34F3-45AA-82AC-760424928412

is the story of Galileo's dialogue. This is a pivotal moment in the story of science and religion interactions.

How do church/religion and politics interact in our modern world? What was the difference in Galileo's world and why do you think it mattered? Where did science fit into that section.
How does Galileo influence the people of his day by his inventions and his writings and his observations.
What is heresy and why was a sun-centered solar system considered a problem?
Could this happen today in a political or church environment

Galileo's pardon: http://www.bibletopics.com/biblestudy/71.htm

Cultural Astronomy (Groups of 2 or 3)

2012-01-15T21:20:00.000-08:00

You are going to explore the lives of some famous astronomers. You will have ONE day to do this, so think carefully about your goals and how you divide and conquer. The project is due at the beginning of class on Thursday.

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.

Aristotle
Galileo*
Hipparchus
Eratosthenes
Tycho Brahe*
Pope Gregory*
Copernicus*
Kepler*
Newton*
Ptolemy
Einstein
Hawking
Annie Cannon
Van Allen

Carl Sagan: Accessible Astronomy

2012-01-11T09:28:00.000-08:00

Discuss The night sky from different latitudes

Science, Pseudoscience and between

2012-01-10T11:45:00.000-08:00

Reading 1

Reading 2

120 megapixel camera: SDSS

2011-10-18T08:29:00.000-07:00

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.

Special Relativity

2011-10-14T11:06:00.000-07:00

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.

Unit 5 PPT

2011-10-14T11:04:00.001-07:00

Galaxies and Star Details

2011-10-13T11:42:00.000-07:00

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.

Unit 4 notes

2011-10-12T11:20:00.001-07:00

Podcast Listening Wheels

2011-10-12T11:10:00.001-07:00

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.

Black Hole Snacks

A Galactic Center Mystery

A Galactic Soap Opera

Build a Better Galaxy

To Catch a Cosmic Thief

Stephan’s Quintet in 60 Seconds

Galaxy Basics

2011-10-11T10:38:00.001-07:00

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?

Should we Build and Deploy the James Webb Telescope

2011-10-05T11:51:00.000-07:00

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.

Types of Telescopes

2011-10-04T22:14:00.000-07:00

HELIOPHYSICS

SPITZER

HUBBLE

CHANDRA

The Life Cycle of the Stars

2011-10-04T11:20:00.000-07:00

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?

Thursday and Friday, 9/29 and 9/30

2011-09-28T22:16:00.000-07:00

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

2011-09-28T09:22:00.000-07:00

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

Understanding Neutrinos on Monday, 9/26/11

2011-09-26T10:56:00.000-07:00

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, 9/20/2011

2011-09-20T05:49:00.000-07:00

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.

Quiz

2011-09-19T11:26:00.001-07:00

Please take a short quiz here

Unit 3 notes

2011-09-16T11:19:00.001-07:00

Survival on another Planet

2011-09-13T11:35:00.000-07:00

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

Telescopes, Retrograde Motion, and the Moons of Jupiter

2011-09-09T17:05:00.000-07:00

Retrograde motion

We learned about the different features of telescopes, including

universal time
local time
right ascension
declination
slewing
tracking
wide and fine viewers

Chapter 2 Notes

2011-09-08T12:17:00.000-07:00

The associated powerpoint slides for this unit are available. I will run them for you on request.

Or, you can view them here.

Planetary Research

2011-09-07T11:24:00.000-07:00

How are the planets alike and how are they different?
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

Yikes! Too much information. Can we break this down?

Collaborative research

Friday, 9/2/2011

2011-09-02T10:56:00.000-07:00

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.

Assessments of Learning (Wednesday and Thursday)

2011-08-30T11:58:00.000-07:00

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)

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

You will be graded on this rubric.

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

Moon Dance

2011-08-26T12:17:00.000-07:00

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

Class Questions for Discussion, 8/23

2011-08-23T07:27:00.001-07:00

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?

Modeling the Big Dipper

2011-08-18T21:15:00.000-07:00

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.

Science, Religion, and Pseudoscience

2011-08-18T20:55:00.001-07:00

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?

Carl Sagan: Science vs. Pseudoscience

2011-08-18T11:21:00.000-07:00

ASTRONOMY EVALUATION

2011-05-25T07:10:00.001-07:00

Click here

Hubble Deep Field

2011-05-20T08:26:00.001-07:00

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.

Are We Alone? An Individual Reflectionions

2011-05-19T08:13:00.001-07:00

http://www.pbs.org/wgbh/nova/origins/ward.html

http://www.pbs.org/wgbh/nova/space/drake-equation.html

Arguments For/Against Aliens

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'?

2011-05-18T07:34:00.000-07:00

Link 1

Link 2

Link 3

Poster on Science vs. Religion

2011-05-17T07:29:00.000-07:00

Today, you (individually) will make a poster that contrasts 2 religious beliefs and a science belief about the beginning of the world. As we have said all semester, science and religion mixing can make the questions we ask more and more unclear, and is done all the time in the media, even though the fundamental purpose of each discipline is different. I am not asking you to choose which is "right" and which is "wrong" here, I am simply asking you to contrast the ideas using two of the passages below. If you use the picture at the right, pay careful attention to the timeline.

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

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)

Origins, Hour 1

2011-05-16T07:47:00.001-07:00

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.

Special Relativity

2011-05-12T07:50:00.000-07:00

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.

Astronomy eval for Seniors

2011-05-10T07:53:00.001-07:00

Click here

Worth seeing, just for perspective

2011-05-09T06:29:00.000-07:00

Lab: Exploring the Universe using SDSS

2011-05-06T12:24:00.000-07:00

Today, you will be looking through data as you hunt for items for a scavenger hunt. Your data sheet is here, based on the activity found at SDSS

Alternative Stellar Endpoints

2011-05-05T21:00:00.000-07:00

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

What is a Black Hole?

2011-05-05T12:15:00.001-07:00

Be ready to discuss tomorrow, using information found here

Galaxy

2011-05-05T11:36:00.000-07:00

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.

Using the HR Diagram for research.

2011-05-02T07:35:00.000-07:00

Take notes on the factors affecting HR placement.

Complete the lab on HR masses with a partner and hand in.

Extra Credit Opportunities

2011-04-28T08:33:00.000-07:00

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

HR Diagrams and Stellar Life Cycles

2011-04-28T08:03:00.000-07:00

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.

The Telescopes in the Sky

2011-04-27T04:08:00.001-07:00

WATCH THE VIDEO. This is connected to your review and the giant space telescopes.

Take a look at Chandra, the x-ray telescope
a>.

Photoelectric effect

2011-04-21T07:33:00.000-07:00

http://phet.colorado.edu/sims/photoelectric/photoelectric_en.jar

http://www.einsteinyear.org/facts/photoelectric_effect/

Wednesday, 4/20

2011-04-20T06:55:00.000-07:00

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.

Monday, 4/18

2011-04-18T12:42:00.000-07:00

Telescopes from the ground up worksheet

Annie Cannon spectra lecture

Worksheet from friday on Spectra lines

Galileo and the Moons of Jupiter

2011-04-08T07:36:00.000-07:00

Designing your Travel Brochure, part 2

2011-04-07T08:21:00.000-07:00

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.

Comparing the planets

2011-04-05T20:54:00.000-07:00

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.

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.

Gravity is a weird thing

2011-03-31T08:20:00.000-07:00

http://www.bbc.co.uk/news/science-environment-12911806

http://www.physicsclassroom.com/Class/circles/U6L3c.cfm

Phases of the Moon

2011-03-30T08:23:00.001-07:00

An applet to look at.

The Moon

2011-03-29T07:38:00.000-07:00

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?

Sign up for Wiggio, please

2011-03-22T08:32:00.000-07:00

Wiggio group

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

2011-03-22T07:51:00.000-07:00

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

http://skymaps.com/skymaps/tesmn1103.pdf

http://skymaps.com/skymaps/tesme1103.pdf

http://skymaps.com/skymaps/tesms1103.pdf

Space is dangerous--a Russian culture story

2011-03-18T08:30:00.000-07:00

Cosmonaut

Science and culture in the lives of astronomers.

2011-03-18T08:29:00.000-07:00

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

Aristotle
Galileo
Hipparchus
Eratosthenes
Tycho Brahe
Pope Gregory
Newton
Ptolemy
Einstein
Hawking

Science, Religion, and Pseudoscience

2011-03-16T08:22:00.000-07:00

Science vs. Pseudoscience

2011-03-15T07:50:00.000-07:00

Are We Alone? An Individual Reflectionions

2011-03-10T06:31:00.000-08:00

http://www.pbs.org/wgbh/nova/origins/ward.html

http://www.pbs.org/wgbh/nova/space/drake-equation.html

Arguments For/Against Aliens

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

2011-03-10T06:29:00.000-08:00

Today, you (individually or with ONE other partner) will make a poster that contrasts 2 religious beliefs and a science belief about the beginning of the world. As we have said all semester, science and religion mixing can make the questions we ask more and more unclear. I am not asking you to choose which is "right" and which is "wrong" here, I am simply asking you to contrast the ideas using two of the passages below. If you use the picture at the right, pay careful attention to the timeline.

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)

Hubble Deep Field

2011-03-10T06:12:00.001-08:00

Gravitational Lensing and Einstein

2011-03-08T06:51:00.000-08:00

Einstein quiz

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

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

Special Relativity

2011-03-08T06:12:00.000-08:00

Lab: Exploring the Universe using SDSS

2011-03-02T06:52:00.000-08:00

Today, you will be looking through data as you hunt for items for a scavenger hunt. Your data sheet is here, based on the activity found at SDSS

Red Shift

2011-03-02T06:42:00.001-08:00

Click here

Another view of the idea of Doppler shift is shown here

Classify Galaxies

2011-03-01T06:23:00.000-08:00

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?

Telescopes From the Ground P--An Exercise in Storytelling

2011-02-24T21:35:00.000-08:00

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.

Parallax, and Telescopes above the Atmosphere

2011-02-23T07:15:00.000-08:00

Parallax

HubbleSite

Chandra

The PhotoElectric Effect and the Legacy of Einstein

2011-02-22T08:03:00.000-08:00

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.

What's your Passion

2011-02-14T07:38:00.000-08:00

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

Alternative Stellar Endpoings

2011-02-11T06:26:00.000-08:00

Lab 4: Spectra

2011-02-11T06:13:00.000-08:00

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.

Life Cycles of Stars

2011-02-08T06:41:00.000-08:00

Not all stars meet the same fate. Some dwindle quietly into the night. Others blow up in a blaze of glory.

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.

Retrograde Motion

2011-02-04T06:40:00.000-08:00

The Animation

The Pictures

Lab 3: The Moons of Jupiter

2011-02-04T06:26:00.000-08:00

Log on using the Tech acct if you are doing this at school.

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

Planets like Earth or Planets for Life

2011-01-28T07:23:00.000-08:00

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.