Teachers' Domain: Spectrometry Explained

Teachers' Domain: Spectrometry Explained

Teachers' Domain: Cosmic Origin Spectrograph

Teachers' Domain: Cosmic Origin Spectrograph

Teachers' Domain: The Origin of the Elements

Teachers' Domain: The Origin of the Elements

Sun, Stars, and Telescopes

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).

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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=======


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?

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Take Home Test (due tomorrow)

You may hand-write this and turn it in.



Question 1:  You are required to go to a meeting for government class, so you choose one of the the following two options.  (6)

Option A:  A school board meeting is focused on the approval of the new science standards.   There is a group of people who are protesting because the standards choose the 'false religion of the big bang and evolution' over 'Biblical Truth and creationism.'   What's the problem, and how do you solve it?

Option B:  Your cousin calls you in a panic, asking for advice.   S/he has had a reading done at a local fortune telling shop, and it said that, according to the stars and the planets, s/he is in a 'critical time of decision-making that must carefully be navigated to resolve the future.'   What type of postive/negative feedback should you give?

Question 2:  Pick one of the following constellations and use Stellarium to find the distances in light years, and the absolute magnitudes of the brightest 5 stars. Make certain that your table is not all picking the same constellation by working two people to one computer.(5)

• Draco
• Cassiopeia
• Cepheus
• Ursa Minor

Question 3:  Is it difficult to travel to another planet or moon?   Give at least four pieces of evidence to support your viewpoint.(5)

Question 4:  Would you rather settle on a distance planet or moon with plate tectonics/no atmosphere or with an atmosphere/no plate tectonics?  Explain your reasoning.(3)

Question 5:  You are on a camping trip with a friend.   Designate a phase of the moon that is not full, and tell me how you could use it to see how close it is to 7  (you can choose am or pm, just tell me which one). (5)

Question 6:  Why has understanding moons of the solar system been so critical to understanding Kepler's laws, day length, and the possibility of life? (5)

Question 7:  If you could design a mission to study ONE planet, which one would you choose and why?  Consider distance, composition, and benefits to humanity. (3)

Question 8:  Based on your reading, comment on one of the following:(5)

Option A:  Why Pluto should not be considered a planet if Neptune is considered a planet.  This is not just opinion, but must be based on evidence.

Option B:  The funding for a Near Earth Asteroid/Comet detection program as part of the US National Budget.

Last Bits and Pieces on the Solar System

How Far Have We Gone?

The Magnetosphere

Building a Moon 

Asteroid Encounters

Space Junk

================Jovian Moons===============


Read pp. 162-162, 167-168, 185-186, p. 206, 210-12, 230


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.  PRINT OFF AND HAND IN.

Watch the movie.


http://www.teachersdomain.org/asset/ess05_vid_galileomoon/

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Diameter of the Moon (at home lab for extra 10 points)




============Pluto as Planet Discussion at 2

Pluto isn't a planet

Pluto IS a planet

How was Pluto discovered?

Getting to another planet

Look at the following and select a mission for a Rocky (Terrestrial) planet and a mission for a Gassy planet   
  NINE PLANETS 

  Nasa Missions Page 

  Wikipedia Space Exploration