1 Chariho Regional School District - Science Curriculum September, 2016 ASTRONOMY CURRICULUM Unit 1: Introduction to Astronomy OVERVIEW Summary Students will be introduced to the overarching concept of astronomy. They will look at the history of astronomical exploration and the advancements that have been made in the field since the time of Aristotle. They will learn about the various types of telescopes and how optical principles are used to capture images of the universe. The students will make connections between the advancements in technology and the information available for scientists. Finally, they will gain perspective of the universe by understanding the scale of distances and units of measure. Content to Be Learned Major findings and contributions of the ancient and modern astronomers, including Aristotle, Aristarchus, Ptolemy, Copernicus, Galileo, Kepler, Brahe and others. Properties, similarities, and differences between optical, radio and x-ray telescopes, how telescopes are used to photograph the universe, and how they are used in satellites. Explore Optics, the branch of physics that deals with properties of light, including reflection and refraction of light. Most importantly at this point, understand how light is used in telescopes to create images. Age and scale of the universe- understand how to measure large distances and large time scales, and what units of measure are used in the process. Parallax is the apparent displacement of a close object compared to the displacement to a background object and can be used to note the relative distance of stars to one another and to earth. Practices Engaging in argument from evidence. Obtaining, evaluating, and communicating information. Crosscutting Concepts Scale, proportion and quantity. Cause and effect. Essential Questions Historically, how has the field of astronomy changed over the course of human existence? What is the universe and what is earth s place in it? How does technology help expand our knowledge of the universe? How does light travel through lenses and how are lenses used in a telescope to create an image?
2 Next Generation Science Standards Unit 2: Origins of the Universe OVERVIEW Summary Students will investigate the evidence for the Big Bang theory and the origins and expansion of the universe. They will learn about the properties of the electromagnetic spectrum and how objects, like stars or galaxies, give off spectral signatures. These patterns can be used to identify the composition, as well as other characteristics, of that star or galaxy. Students will apply the Doppler Effect to the movement of stars and galaxies, and can then use the information about this movement to support the Big Bang theory. Content to Be Learned The Big Bang theory describes the origin of the universe and is supported by observations of moving celestial objects, including galaxies and stars. Galaxies are clusters of stars, gases and other celestial debris and exist in various forms. Galaxies are grouped in clusters. The electromagnetic spectrum describes the various forms of radiation that exist in our universe, and each form of radiation can be differentiated based on wavelength, frequency and speed.
3 Each different wavelength of electromagnetic radiation has a unique signature, and is based on the composition of the object emitting that radiation. Spectroscopy is the branch of science that measures spectra produced when matter emits electromagnetic radiation. Different elements, stars, galaxies, as well as other objects in space have spectra that allow us to identify their composition. Using known spectral signatures, the Doppler effect shows how the movement of an object towards or away from the viewpoint can shift the spectra of an object. This shift allows scientists to know what direction an object in space is moving. Wein s displacement law and Planck s law can be used to further understand the electromagnetic radiation of an object in space. Practices Constructing explanations and designing solutions. Engaging in argument from evidence. Crosscutting Concepts System and system models. Energy and matter. Essential Questions How can information about light spectra, motion of galaxies, and composition of matter in the universe support the Big Bang theory? How does the Big Bang theory explain the origins and expansion of our universe? How can the movement of distant objects in space be observed from earth?
4 Next Generation Science Standards
5 Unit 3: Stars OVERVIEW Summary Students will focus on the formation of, life cycle and death of a star and will compare this series of events for different types of stars. To do this, student will learn about the structure and composition of stars, and how different characteristics can be measured by astronomers on earth. They will learn to identify a star in various stages of its life, and will be able to classify main sequence stars into spectral classes. They will learn about nuclear fusion that occurs inside a star, where the fuel comes from and what happens to the products of those reactions. They will communicate how a star, over its lifetime, produces elements. Finally, they will analyze data on the brightness/color and temperature of stars to then identify their stage of life, using the Hertzsprung-Russell diagram.
6 Content to Be Learned The structure and composition of a star are used to define and categorize it. Different types of stars follow similar, yet different, life cycle patterns. The life cycle of a star is primarily based on the size of the protostar. Stars all begin from dust, and the formation of a star will follow a series of events. Nuclear reactions within stars create the radiation emitted and are fueled by hydrogen and/or helium, depending of the life stage of the star. A star s characteristics, such as parallax, luminosity, apparent and absolute brightness (magnitude), size, and temperature, can be measured. The Hertzsprung-Russell diagram is a useful tool for analyzing data on star temperature, brightness and color and is used to classify stars. A binary star system is one where two stars orbit each other where the center of mass is not located within either star. Main sequence stars can be categorized into 7 different spectral classes (O, B, A, F, G, K, and M) based on common properties, including temperature, color, mass, luminosity, and life span. Practices Obtaining, evaluating, and communicating information. Using mathematics and computational thinking. Analyzing and interpreting data. Crosscutting Concepts Stability and change. Energy and matter. Essential Questions How does the size and composition of a star influence the path that it takes during its lifetime? How does a star form from dust and gas in the universe? How does nuclear fusion inside a star work and how does the presence or absence of fuel move a star from one phase of its life into the next? How can the H-R diagram provide scientists with information about the category, temperature or brightness of a star? How can various characteristics of a star be measured by astronomers?
7 Next Generation Science Standards
8 Unit 4: Objects in Space OVERVIEW Summary Students will understand the different designations for objects in space. They will learn what defines a planet, and what differentiates it from a dwarf planet. Similarly, they will classify objects as either comets, meteors or asteroids, and will further classify meteors as meteoroids and meteorites. They will use data from asteroid hits on the moon and other planet surfaces to draw conclusions about the formation of the solar system and formation of the earth, and early earth history. Finally, the students will explore how objects impact surfaces, specifically focusing on craters on the surface of the earth and moon, and Mercury. Content to Be Learned A planet is a celestial body that has a predictable orbit around a star. They can be rocky, icy or gassy. Exoplanets are celestial bodies that orbit a star other than our sun. Thousands have been discovered using mainly NASA s Kepler telescope. Comets, meteors, meteorites, meteoroids, and asteroids are smaller pieces of rock or ice that are not part of a planet.
9 Comets, meteors, meteorites, meteoroids, and asteroids can give information about the origins of our solar system, the origins of life, and earth s formation and early history. A binary asteroid is a system of two asteroids orbiting a barycenter. Craters are depressions on a planet or moon surface caused by the impact of a smaller body with the surface. Their size and shape vary and are due to the size of the impacting body, the speed of collision, and angle of collision. Practices Constructing explanations and designing solutions. Crosscutting Concepts Stability and change. Essential Questions Why did the asteroid belt between Mars and Jupiter not form into a planet? Do we have the technology to change the path of an asteroid? What is the difference between asteroids, comets, and meteors? Why is it believed that comets are derived from the Oort cloud? How often do Near Earth Objects enter earth s atmosphere? What happens to them as they travel through the atmosphere? What evidence from meteorites and the surfaces of the moon and other planets give us information about the formation of the earth and its early history? How can observations of cratering be used to estimate the age of a body s surface?
10 Next Generation Science Standards
11 Unit 5: The Solar System OVERVIEW Summary Students will apply mathematical concepts to astronomy in order to calculate various orbits. They will use Kepler s laws to investigate the elliptical nature of planetary orbits and predict the movement of the planets from available empirical data, just as Kepler did. They will review Newton s laws and apply them to the study of the solar system and use them to support Kepler s work with physics. They will conduct a brief inventory of the planets, noting similarities among the Terrestrial planets, and the Jovian planets, and differences between the two groups. They will learn about the various features of moons and rings of the planets. Finally, they will learn about the differences between a planet and a dwarf planet, and debate the current classification of Pluto and Ceres as dwarf planets. Content to Be Learned Orbits of planets in the solar system have varying eccentricities based on the distance between the two focal points of the ellipse. Orbits of the individual planets can be tracked and measured, and retrograde motion can be explained based on the regular patterns of the orbits. Kepler s three laws define the shapes of the planetary orbits and make definite, testable predictions about the movement of the planets. Newton s laws explain the physics that underlies Kepler s laws. Specifically, his Law of Gravity explains how the attraction between the sun and the planets is responsible for the orbits of said planets. Formation of the solar system was likely due to the Condensation Theory which follows that the planets were formed from a process of dust condensation, accretion and fragmentation. The inner and outer planets are separated by the asteroid belt and among the Terrestrial and Jovian planets, there are many similarities. Each planet has unique characteristics. Dwarf planets are planets and exoplanets that do not have clear orbits around a star. They include Pluto and Ceres in our solar system. The Asteroid belt lies between Mars and Jupiter and the Kuiper belt lies outside of Neptune s path. Most planets have moons, each that have their own unique characteristics. Practices Using mathematical and computational thinking. Analyzing and interpreting data. Crosscutting Concepts Cause and effect. Scale, proportion and quantity.
12 Essential Questions How can Kepler s laws predict the movement of a planet and the ellipse upon which the planet orbits? What modifications were made by Newton to Kepler s laws? What are the major differences between the Terrestrial and Jovian planets? What characteristics of a celestial body are needed in order to classify it as a planet vs a dwarf planet? How does our current understanding of the formation of the solar system build upon previous knowledge? How do scientists think the solar system was formed? Next Generation Science Standards
14 Unit 6: The Sun-Moon-Earth System OVERVIEW Summary Students will finish the course by focusing on the interactions of the earth with the moon and sun. They will review nuclear fusion and discuss its role in defining characteristics of the sun. They will learn about the various dynamic layers of the sun, and how the atomic interactions vary from layer to layer. They will observe surface dynamics of the sun, including sunspots, flares and other features, and understand how the fluctuations on the sun have interesting and unique effects on earth. They will review surface features of the moon and will investigate the exploration of the moon that has occurred. Students will track moon phases in the night sky and understand why there are changes to what we see every night. They will also look at how the positioning of the earth, moon and sun can result in solar and lunar eclipses. Finally, they will also discuss how the moon influences the tides on earth, and, along with the sun, how those changes can be seen on a daily and monthly scale. Content to Be Learned Our sun is unique in its relationship with earth and allows for life to exist. The sun s structure consists of the corona, photosphere, chromosphere, transition zone, convection zone, radiation zone and the core, each with their own properties and characteristics. Nuclear fusion occurs within the sun in which a reaction converts hydrogen into helium and releases energy, which makes its way into space. The sun is an active star, and its sunspots, solar winds, magnetism, prominences, flares, and other features all contribute to the dynamic workings of the sun. Moon structures include craters, lava fields ( maria ), and highlands. The surface closer to earth varies greatly from the surface that faces away from earth. The synchronous orbit of the moon is due to the gravitational interactions between the earth and the moon. Phases of the moon show the regular patterns in the amount of the lit moon that can be seen from earth. Exploration of the moon, both by telescope and by astronauts, have given us a rich history and new data from which many scientific areas have been expanded upon. The history of man s fascination with the moon is an important part of our cultural history as a country. Eclipses, both solar and lunar, are due to the relative motion and positioning of the sun, earth and moon. Tides on earth are caused by the combined forces of the sun and moon acting on the surface of the earth, on various time scales. High and low tides are due to the movement of the moon around the earth, and spring and neap tides are due to the combined forces of the sun and moon and their relative positions around the earth. Practices Developing and using models. Constructing explanations and designing solutions. Analyzing and interpreting data.
15 Crosscutting Concepts Structure and function. Scale, proportion and quantity. Energy and matter. Essential Questions How do the characteristics of the moon compare with those of earth? What is the root cause(s) of those differences? How is the moon s rotation influenced by its orbit around earth? What data do astronomers use to piece together the story of the moon s formation and evolution? What do the characteristics of the sun s outer layers tell us about the sun s surface temperature and composition? What is the nature of the sun s magnetic field and what is its influence on various types of solar activity? What is the process by which energy is produced in the sun s interior? What is the difference between a sidereal and a synodic month? How do the relative motions of the earth, the sun and the moon lead to solar and lunar eclipses?
8-4.1 Summarize the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors). Taxonomy level: 2.4-B Understand Conceptual Knowledge Previous/Future
1. The red shift of light from most galaxies is evidence that A) most galaxies are moving away from Earth B) a majority of stars in most galaxies are red giants C) the light slows down as it nears Earth
Earth Science Chapter 20: Observing the Solar System Match the observations or discoveries with the correct scientist. Answers may be used more than once. Answers that cannot be read will be counted as
Astronomy Study Guide Answer Key Section 1: The Universe 1. Cosmology is the study of how the universe is arranged. 2. Identify the type of cosmology a. The sun is the center of the Universe Heliocentric
Regents Earth Science Unit 5: Astronomy Models of the Universe Earliest models of the universe were based on the idea that the Sun, Moon, and planets all orbit the Earth models needed to explain how the
St. Michael Albertville High School Teacher: Keith Kuhn Astronomy September 2016 Earth's Place Earth's Place Earth's Place CEQ How do the important historical observations, evidence and models of space
Notes: The Solar System The Formation of the Solar System 1. A gas cloud collapses under the influence of gravity. 2. Solids condense at the center, forming a protostar. 3. A falttened disk of matter surrounds
Name: Date: Period: Chapter 3 The Solar System Section 1 Observing the Solar System (pp. 72-77) Key Concepts What are the geocentric and heliocentric systems? How did Copernicus, Galileo, and Kepler contribute
DATE DUE: Name: Ms. Terry J. Boroughs Geology 305 Section: Evolution of the Solar System Instructions: Read each question carefully before selecting the BEST answer or option. Use GEOLOGIC vocabulary where
Name Class Date Chapter 25 The Solar System Section 25.1 Exploring the Solar System (pages 790 794) This section explores early models of our solar system. It describes the components of the solar system
ASTRONOMY S6E1 a, b, c, d, e, f S6E2 a, b, c, UNIVERSE Age 13.7 billion years old The Big Bang Theory Protons and Neutrons formed hydrogen and helium. This created heat that formed the stars. Other elements
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, 7.102(c)(4), 28.002,
----------------------------- ---------- ------ Section 1 Review CVtpf 2-1 -- SECTION VOCABULARY planet a celestial body that orbits the sun, is round because of its own gravity, and has cleared the neighborhood
Chapter 9 Section 1: Our Solar System Solar System: The solar system includes the sun, planets and many smaller structures. A planet and its moon(s) make up smaller systems in the solar system. Scientist
When a planets orbit around the Sun looks like an oval, it s called a(n) - ellipse - circle - axis - rotation Which of the following planets are all made up of gas? - Venus, Mars, Saturn and Pluto - Jupiter,
Unit 16: Astronomy and space science Learning aim A Understand the fundamental aspects of the solar system Contents page Note: anywhere you see a capital D means you MUST draw a diagram. Radiative zone
The Universe and Galaxies 16.1 http://dingo.care-mail.com/cards/flash/5409/galaxy.swf Universe The sum of all matter and energy that exists, that has ever existed, and that will ever exist. We will focus
OUR SOLAR SYSTEM James Martin Facebook.com/groups/AstroLSSC Twitter.com/AstroLSSC It s time for the human race to enter the solar system. -Dan Quayle Structure of the Solar System Our Solar System contains
Chapter 19 Exploring Space 1. All radiation is classified by wavelength in the electromagnetic spectrum. 2. Two types of telescopes that collect visible light are refractors and reflectors. 3. An uncrewed
Learning About Our Solar System By debbie Routh COPYRIGHT 2004 Mark Twain Media, Inc. ISBN 978-1-58037-876-5 Printing No. 404007-EB Mark Twain Media, Inc., Publishers Distributed by Carson-Dellosa Publishing
Florida Benchmarks SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of
Astronomy Study of objects in space such as the Sun, stars, planets, comets, gas, & galaxies. *Also, the Earth s place in the universe. Universe = everything that exists Disclaimer: Astrology is NOT science!!!
Unit 12 Lesson 1 What Objects Are Part of the Solar System? The Solar System Earth, other planets, and the moon are part of a solar system. A solar system is made up of a star and the planets and other
Lecture 13 Gravity in the Solar System Guiding Questions 1. How was the heliocentric model established? What are monumental steps in the history of the heliocentric model? 2. How do Kepler s three laws
Planets Inner vs. outer Composition inner planets are rocky/outer are gas Size inner are smaller/outer are much larger Distance from sun inner are close/outer are farther. Earth is 1 AU from the sun Life
Lunar Eclipse SUN Moon Solar Eclipse SUN SUN Moon Total solar eclipse Partial solar eclipse Moon Phases What does the moon look like from at each position? G H F A E B D C SUNLIGHT Refracting Telescopes
Earth s Place in the Universe outline 1. in the beginning. The Big Bang 2. galaxies -- different types 3. stars -- life cycle 4. the solar system -- sun and planets the big bang the universe is expanding
Part A Which of the following statements best describes the general pattern of composition among the four jovian planets? Hint A.1 Major categories of ingredients in planetary composition The following
Astronomy Take Home Test Answer on a separate sheet of paper In complete sentences justify your answer Name: 1. The Moon s cycle of phases can be observed from Earth because the Moon 4. The accompanying
Unit 2 Lesson 1 What Objects Are Part of the Solar System? Florida Benchmarks SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer
Which of the following correctly describes the meaning of albedo? A) The lower the albedo, the more light the surface reflects, and the less it absorbs. B) The higher the albedo, the more light the surface
The Solar System 1star 1 star 9 8 planets 63 (major) moons asteroids, comets, meteoroids The distances to planets are known from Kepler s Laws (once calibrated with radar ranging to Venus) How are planet
Chapter Introduction Lesson 1 The View from Earth Lesson 2 The Sun and Other Stars Lesson 3 Evolution of Stars Lesson 4 Galaxies and the Universe Chapter Wrap-Up What makes up the universe and how does
Astronomy A. Dayle Hancock email@example.com Small 239 Office hours: MTWR 10-11am Planetology I Terrestrial and Jovian planets Similarities/differences between planetary satellites Surface and atmosphere
Name Period Date Earth and Space Science Solar System Review 1. is the spinning a planetary object on its axis. 2. is the backward motion of planets. 3. The is a unit less number between 0 and 1 that describes
UNIT 1: EARTH AND THE SOLAR SYSTEM. 1) A BRIEF HISTORY Theories of the Universe In the second century BC, the astronomer Ptolemy proposed that the Earth was the centre of the Universe, and that the Sun,
Comparative Planetology I: Our Solar System Chapter Seven ASTR 111 003 Fall 2006 Lecture 07 Oct. 16, 2006 Introduction To Modern Astronomy I Introducing Astronomy (chap. 1-6) Planets and Moons (chap. 7-17)
Astronomy Unit Notes Name: (DO NOT LOSE!) To help with the planets order 1 My = M 2 V = Venus 3 Eager = E 4 M = Mars 5 Just = J 6 Served = Saturn 7 Us = Uranus 8 N = N 1 Orbit: The path (usually elliptical)
Chapter Origin of Modern Astronomy 22.1 Early Astronomy Ancient Greeks Astronomy is the science that studies the universe. It includes the observation and interpretation of celestial bodies and phenomena.
Exam #1 Study Guide (Note this is not all the information you need to know for the test, these are just SOME of the main points) Moon Phases Moon is always ½ illuminated by the Sun, and the sunlit side
Solar System revised.notebook The Solar System Solar Nebula Theory Solar Nebula was a rotating disk of dust and gas w/ a dense center dense center eventually becomes the sun start to condense b/c of gravity
Regents Questions 1. The Sun revolves around the center of A) Polaris B) Aldebaran C) Earth D) the Milky Way Galaxy 4. In which sequence are the items listed from least total mass to greatest total mass?
Gravitation and the Motion of the Planets 1 Guiding Questions 1. How did ancient astronomers explain the motions of the planets? 2. Why did Copernicus think that the Earth and the other planets go around
Name: Date: Period: Astronomy The Physical Setting: Earth Science Class Notes: Astronomy I. Apparent Motion Geocentric Universe -! Starts all rotate around the Earth on a single sphere at º/hour Planets
Astronomy 1504 Section 10 Final Exam Version 1 May 6, 1999 Reminder: When I write these questions, I believe that there is one one correct answer. The questions consist of all parts a e. Read the entire
Centre No. Candidate No. Paper Reference(s) 1627/01 Edexcel GCSE Astronomy Paper 01 Monday 9 June 2008 Morning Time: 2 hours Materials required for examination Calculator Items included with question papers
AST1002 - Section 2: Test 2 Date: 11/05/2009 Name: Equations: E = m c 2 Question 1: The Sun is a stable star because 1. gravity balances forces from pressure. (!) Miniquiz 7, Q3 2. the rate of fusion equals
Solar System Formation/The Sun Objective 4 Examine the orbital paths of planets and other astronomical bodies (comets and asteroids). Examine the theories of geocentric and heliocentric models and Kepler
Syllabus of International Olympiad on Astronomy and Astrophysics (IOAA) General Notes 1. Extensive contents in basic astronomical concepts are required in theoretical and practical problems. 2. Basic concepts
23.1 The Solar System Orbits of the Planets The Planets: An Overview The terrestrial planets are planets that are small and rocky Mercury, Venus, Earth, and Mars. The Jovian planets are the huge gas giants
Background Questions Celestial Objects 1. What was invented in the 17 th century? How did this help the study of our universe? 2. What is a probe? 3. Describe the Galileo probe mission. 4. What are scientists
Astronomy 1140 Quiz 4 Review Anil Pradhan December 6, 2016 I The Outer Planets in General 1. How do the sizes, masses and densities of the outer planets compare with the inner planets? The outer planets
Edmonds Community College ASTRONOMY 100 Sample Test #2 Fall Quarter 2006 Instructor: L. M. Khandro 10/19/06 Please Note: the following test derives from a course and text that covers the entire topic of
What makes up the Universe? Introduction to the Universe Book page 642-644 Objects in the Universe Astrophysics is the science that tries to make sense of the universe by - describing the Universe (Astronomy)
NAME: Part I: Multiple Choice (2 points. ea.) Read carefully, choose the best answer 1. Which of the following occurs because of the orbital motion of the Earth about the Sun and cannot be accounted for
Moon Obs #1 Due! Moon visible: early morning through afternoon 6 more due June 13 th 15 total due June 25 th Final Report Due June 28th Our Solar System Objectives Overview of what is in our solar system
11 Video Script: 1. For thousands of years people have looked up at the night sky pondering the limits of our solar system. 2. Perhaps you too, have looked up at the evening stars and planets, and wondered
TopHat quizzes for astro 111 Lecture week 1 1. If you multiply 2 x 10 4 by itself, what do you get? A. 4 x 10 4 B. 4 x 10 8 C. 2 x 10 4 D. 4 x 10 16 2. Jupiter's maximum distance from the sun is approximately
Galaxies and Stars 1. To an observer on Earth, the Sun appears brighter than the star Rigel because the Sun is A) hotter than Rigel B) more luminous than Rigel C) closer than Rigel D) larger than Rigel
Making a Solar System Learning Objectives! What are our Solar System s broad features? Where are asteroids, comets and each type of planet? Where is most of the mass? In what direction do planets orbit
8. Solar System Origins Chemical composition of the galaxy The solar nebula Planetary accretion Extrasolar planets Our Galaxy s Chemical Composition es Big Bang produced hydrogen & helium Stellar processes
GRADE 8: Earth and space 1 The Solar System UNIT 8E.1 8 hours About this unit This is the only unit on Earth and Space in Grade 8. This unit builds on work done in Grade 6 and leads into work on the wider
Astronomy, PART 2 Vocabulary Aphelion Asteroid Astronomical Unit Comet Constellation Crater Eccentricity Eclipse Equinox Geocentric model Gravitation Heliocentric model Inertia Jovian Perihelion Revolution
Chapter 9 Remnants of Rock and Ice Asteroids, Comets, and Pluto 9.1 Asteroids and Meteorites Our Goals for Learning Why is there an asteroid belt? How are meteorites related to asteroids? Asteroid Facts
By Helen and Mark Warner Teaching Packs - Space - Page 1 In this section, you will learn about... 1. About the objects in the Solar System. 2. How the Solar System formed. 3. About the Asteroid Belt, Kuiper
Contents PAGE About this book....................................................................... 3 Learning to learn Getting closer to the stars!...................................... 6 1 2 The Universe..........................................................................
FCPS POS FOR ASTRO- SOLAR SYSTEM & UNIVERSE STANDARD 1: ACHIEVE A SOLID BASELINE OF SCIENTIFIC KNOWLEDGE IN ASTRONOMY CONTENT TO MAKE DETERMINATIONS ABOUT HOW THE WORLD WORKS GRAVITY AND MOTION 1.1.1 BENCHMARK:
Investigations in Earth and Space Science Semester A Examination Test Description Length: 2 hours Items: 56 SR (85%), 2 BCRs (15%) Unit Approximate Number of Selected Response Items IESS Skills and Processes
ASTRONOMY THE BIG BANG THEORY WHAT WE KNOW Scientists observe that every object in the universe is moving away from each other. Objects furthest away are moving the fastest. So.. WHAT DOES THIS MEAN? If
9. Formation of the Solar System The evolution of the world may be compared to a display of fireworks that has just ended: some few red wisps, ashes, and smoke. Standing on a cool cinder, we see the slow
Exam# 2 Review Exam #2 is Wednesday November 8th at 10:40 AM in room FLG-280 Bring Gator 1 ID card Bring pencil #2 with eraser No use of calculator or any electronic device during the exam We provide the
Solar System Formation Solar System Formation Question: How did our solar system and other planetary systems form? Comparative planetology has helped us understand Compare the differences and similarities
Astronomy- The Original Science Imagine that it is 5,000 years ago. Clocks and modern calendars have not been invented. How would you tell time or know what day it is? One way to tell the time is to study
Florida Benchmarks SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. SC.8.N.1.5 Analyze the methods used to develop
CHAPTER 28 STARS AND GALAXIES 28.1 A CLOSER LOOK AT LIGHT Light is a form of electromagnetic radiation, which is energy that travels in waves. Waves of energy travel at 300,000 km/sec (speed of light Ex:
What is the Solar System? Our Solar System is one of many planetary systems. It consists of: The Sun Eight planets with their natural satellites Five dwarf planets Billions of asteroids, comets and meteors
CHAPTER 9: STARS AND GALAXIES Characteristics of the Sun 1. The Sun is located about 150 million kilometres from the Earth. 2. The Sun is made up of hot gases, mostly hydrogen and helium. 3. The size of
Topics and questions for astro presentations 1. Historical development of distance measurements 1. Explain the challenges of identifying the distance to a point light source. What affects brightness? 2.
1. Which star has a surface temperature most similar to the surface temperature of Alpha Centauri? A) Polaris B) Betelgeuse C) Procyon B D) Sirius 2. Giant stars have greater luminosity than our sun mainly
The Solar System by Edward P. Ortleb and Richard Cadice The material in this book deals with basic concepts from the modern study of planetary and astronomical sciences. Objects in our solar system and
Review Clickers The Cosmic Perspective Seventh Edition Asteroids, Comets, and Dwarf Planets: Their Natures, Orbits, and Impacts Asteroids a) are rocky and small typically the size of a grain of rice or
Name Regents Review Packet #2 Date Base your answers to questions 1 through 5 on diagram below, which represents the Sun s apparent paths and the solar noon positions for an observer at 42 N latitude on
If a material is highly opaque, then it reflects most light. absorbs most light. transmits most light. scatters most light. emits most light. When light reflects off an object, what is the relation between
Prentice Hall EARTH SCIENCE Tarbuck Lutgens Chapter 24 Studying the Sun 24.1 The Study of Light Electromagnetic Radiation Electromagnetic radiation includes gamma rays, X-rays, ultraviolet light, visible
ASTRONOMY 1010 Exam 2 October 19, 2007 Name Please write and mark your name and student number in the Scantron answer sheet. FILL THE BUBBLE IN THE "TEST FORM" BOX CORRESPONDING TO YOUR TEST VERSION (listed
Astronomy Chapter 12 Review Approximately how massive is the Sun as compared to the Earth? A. 100 times B. 300 times C. 3000 times D. 300,000 times E. One million times Approximately how massive is the
Earth & Space Learning Target: Most of the cycles and patterns of motion between the Earth and sun are predictable. You understand this when you know: 1) 1 Revolution of the Earth takes approximately 365