Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE
Course Title: Astronomy II Course Number: A 2132
Department: Science Grade(s): 10-12
Level(s): Academic Credit: 1/2
Course Description This course is a comparative study of stars and the solar system. Topics include the evolution of stars and conditions necessary for life in the universe. The completion of Astronomy I is not required for this course.
Required Instructional Materials Completion/Revision Date • No required text • Current and sufficient laboratory materials and Adopted by Board of Education equipment for each of the learning strands April 25, 2005 • Appropriate safety equipment – goggles, aprons, eyewash, safety shower, etc. • Information technologies – internet and library resources
Mission Statement of the Curriculum Management Team The mission statement of the Science Curriculum Management Team is to promote scientific literacy emphasizing the process, content, and interdisciplinary nature of science.
Enduring Understandings for the Course • Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems. • Science is the method of observation and investigation used to understand our world. • The distribution and characteristics of the planets is a function of the laws of gravity and thermodynamics. • All stars are ‘mortal’. • The evolution of all stars is governed by mass. • The conditions necessary for life to form, exist and evolve are common to stellar systems throughout the universe.
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LEARNING STRAND
1.0 Scientific Reasoning and Communication Skills
NOTE: This learning strand should be taught through the integration of the other learning strands. This learning strand is not meant to be taught in isolation as a separate unit.
ENDURING UNDERSTANDING(S) • Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems. • Science is the method of observation and investigation used to understand our world.
LEARNING OBJECTIVES The student will: INSTRUCTIONAL SUPPORT MATERIALS 1.1 Generate questions or topics to be • Sufficient laboratory instrumentation investigated. 1.2 Apply appropriate instruments needed to SUGGESTED INSTRUCTIONAL STRATEGIES collect data with required accuracy. • Performance tasks 1.3 Analyze experimental design and data so as • Inquiry / Open-ended labs to question validity, identify variables, and • Modeling improve experimental design. • Hands-on, minds-on lab activities 1.4 Develop conclusions based on critical data • Computer created spreadsheets and graphs analysis identifying further investigations • See other learning strands for integration and/or questions based on the results. 1.5 Organize data in tables and graphs. SUGGESTED ASSESSMENT METHODS 1.6 Utilize graphs and/or data tables in order to • Lab reports determine patterns and make predictions. • Open-ended questions 1.7 Apply computer-based tools to present and research information. • Teacher observations 1.8 Gather information using a variety of print • Essays and/or compositions and non-print sources. • Excel spreadsheets and graphs 1.9 Support scientific arguments using a variety • Research based projects of print and non-print sources. • Computer created spreadsheets and graphs 1.10 Present scientific information orally. • See other learning strands for integration 1.11 Present scientific information in an expository format so that it adheres to standard forms of grammar and mechanics.
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LEARNING STRAND
2.0 The Solar System
ENDURING UNDERSTANDING(S) • The distribution and characteristics of the planets is a function of the laws of gravity and thermodynamics.
LEARNING OBJECTIVES: The student will: INSTRUCTIONAL SUPPORT MATERIALS 2.1 Classify the planets (terrestrial/jovian – • Electronic Media inferior/superior). • Astronomy, Wiley, 2000. 2.2 Model size / distance relationships in the solar system. INSTRUCTIONAL STRATEGIES/APPROACHES 2.3 Compare and contrast the sun and other • Models of the solar system including size and stars based on certain characteristics distance (physical and mathematical models) (density distributions, chemical variations, • Models of different historical world views (ex. orbital speed as a function of distance, geocentric / heliocentric, Copernican / etc.). Ptolomaic) 2.4 Identify variations between the major • Graphs relating size / distance distributions, natural satellites of the planets. orbital velocities, and density / distance . relationship • Videos (the sun, different planets, comets and meteors, etc.) • Student presentations (the sun, the planets, comets and meteors)
• Group discussions
• Web/library research
• Calculate the size of a solar panel need for a satellite on a specific planet (calculate the change in solar energy as a function of distance) • Calculate the apparent size of the sun from a given planet • Research different planets and moons to compare and contrast their characteristics
ASSESSMENT METHODS/TOOLS • Tests/Quizzes • Reports • Labs • Oral and written presentations • Rubrics • Homework • Constructed response or open-ended questions • Written analysis/summaries/conclusions • Illustrations or models
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LEARNING STRAND
ENDURING UNDERSTANDING(S) • All stars are mortal. • The evolution of all stars is governed by mass.
LEARNING OBJECTIVES – The student will: INSTRUCTIONAL SUPPORT MATERIALS 3.1 Understand the conditions necessary for • Astronomy, Wiley, 2000. stellar formation. • Stars Video (Nova Series, Discovery) 3.2 Recognize the relationship between • Models of stellar evolution (H-R Diagrams) luminosity and life expectancy between • Planetarium stars of different masses. 3.3 Classify stars based on their luminosity INSTRUCTIONAL STRATEGIES/APPROACHES and temperature. (H-R diagram) • Student research and presentations 3.4 Differentiate between stellar populations • Group discussions using characteristics such as age, color • Web/library research variations, chemistry, and mass. • Mathematical models 3.5 Compare and contrast eco/bio zones of • Observations of the night sky looking at stars (thermal conditions necessary for different colors/temperature relationships life). • Graphically plot star data • Demonstrations (luminosity, balloons of various colors and sizes to represent stars, gas laws) • Construct scale models of different size stars (red giant vs dwarf star) • Cooperative group activities • Model the forces that act on a nebula • Videos on stellar formation and evolution • Discussion of fusion processes in stars
ASSESSMENT METHODS/TOOLS • Oral and written presentations • Data analysis • Tests/Quizzes • Reports • Summary analysis of an activity/lab • Rubrics • Homework • Constructed response or open-ended questions • Written analysis/summaries/conclusions • Illustrations or models
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LEARNING STRAND
4.0 Life in the Universe
ENDURING UNDERSTANDING(S) • The conditions necessary for life to form, exist and evolve are common to stellar systems throughout the universe.
LEARNING OBJECTIVES – The student will: INSTRUCTIONAL SUPPORT MATERIALS 4.1 Recognize that all stars provide thermal • Stars Video (Nova series, Discovery) environments (eco/bio zone) suitable for • CD-Rom Astronomy life. 4.2 Recognize that the sun and its planets are INSTRUCTIONAL STRATEGIES/APPROACHES one of billions of different solar systems. • Student presentations 4.3 Identify the elements and chemical • Group discussions compounds necessary for life processes. • Web/library research 4.4 Recognize the stellar evolution of • Open ended critical analysis questions elements and the subsequent • Compare elements of life to stellar development of polymers that occur in populations planetary environments. • Research molecular compounds that have 4.5 Generalize that the evolution of life builds been identified in space from simple chemical assemblages to • Relate space chemistry to animal/plant single cell forms, to more complex forms. chemistry
• Video relating to life in the universe and discussions • Read and critique a science fiction article/video and identify and debate fact vs fiction • Diagram the development of carbon based compounds • Discuss Stanley Miller’s experiment that produced amino acids • Research modern theories on origin of life on Earth and space
ASSESSMENT METHODS/TOOLS • Analysis – video, presentations • Scenarios • Oral and written presentations • Data analysis • Tests/Quizzes • Reports • Summary analysis of an activity/lab • Rubrics • Homework • Constructed response or open-ended questions
Astronomy II - Page 5 of 6 • Written analysis/summaries/conclusions • Illustrations or models
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