Spaced Out: A Cosmic Scene

To support your astronomy curriculum, check out the following Websites for science project ideas, lesson plans, and more. Note, while Spaced Out: A Cosmic Scene provides links to these web-based resources that we feel are appropriate, we cannot guarantee that all the content presented in these web resources is scientifically accurate. As an educator it is your responsibility to verify the accuracy of all resources used with your students.

Background on Spectroscopy

Physics 2000: Quantum Atom
http://www.colorado.edu/physics/2000/quantumzone/index.html

For the connection between atoms, electrons and specific spectral line "barcodes" for elements, continue on to:

Physics 2000: The Bohr Atom
http://www.colorado.edu/physics/2000/quantumzone/bohr.html

Spectra Imagery – full color spectra of each element
Spectra imagery of each element observed as emission lines in an electrical gas discharge
http://astro.u-strasbg.fr/~koppen/discharge/

This diagram demonstrates the difference between emission and absorption spectra for hydrogen. The URL for the photo: http://cseligman.com/text/stars/stellarproperties.htm

Lesson Ideas on Spectroscopes - Lesson Plans/Activities/Demonstrations

At the Stanford Solar Center website you will find student activities on spectrography and teacher resources for building a spectroscope. Information on how to order spectroscope posters and diffraction grating is also provided at this site http://solar-center.stanford.edu/COTS/

Lesson for Building and Using a Spectroscope from readily available material
http://www.amnh.org/education/resources/rfl/pdf/du_u03_spectroscope.pdf

Windows to the Universe: Projecting Spectra
http://www.windows.ucar.edu/tour/link=/teacher_resources/space_astronomy/page30.html

Windows to the Universe: Simple Spectroscope
http://www.windows.ucar.edu/tour/link=/teacher_resources/space_astronomy/page32.html

You can also use the following link to obtain a series of lessons where unit 2 lessons deal with the stellar spectra.
http://www.windows.ucar.edu/tour/link=/teacher_resources/space_astronomy/contents.html&edu=mid&back=/search/search_navigation.html

Amazing Space website provides lessons and teacher resources. Go to the link Star Light, Star Bright. Star Light, Star Bright can be used to introduce the concept of spectra and waves in the "Catch the Waves" section.
http://amazing-space.stsci.edu/eds/tools/type/complete.php.p=Teaching+tools%40%2Ceds%2Ctools%2C

Lesson Ideas for High School Students, Spectra Displayed As Light Bands and Frequency Charts:
http://www.pbs.org/newshour/extra/teachers/lessonplans/science/hubble.html#standards

Stellar Spectra: http://www.learner.org/teacherslab/science/light/color/spectra/index.html

Sun as a Star:
Sun As a Star: Science Learning Activities for Afterschool - The Sun As a Star activities teach concepts related to the sun with opportunities for the students to investigate each idea. Activity #8 is most relevant to Episode 6, Cooking with the Stars. These activities were developed for 10 – 12 year olds, but can easily be adapted to make them age appropriate.

Background on Electromagnetic Radiation

The electromagnetic spectrum is more familiar to you than you might think.
http://science.hq.nasa.gov/kids/imagers/ems/ems.html

Physics 2000: The Atomic Lab http://www.colorado.edu/physics/2000/waves_particles/index.html
On the opening page to this site you will see an illustration of Electromagnetic Waves; by moving the curser your students will see the proximity of infrared, visible light and ultraviolet light on the spectrum.

NASA Imagine the Universe: Electromagnetic Spectrum
http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html
This site provides explanations and illustrations of the Electromagnetic Spectrum. It could be used by students for reading about ES.

Cool Cosmos link for some great websites on the electromagnetic spectrum. http://coolcosmos.ipac.caltech.edu/index.html

Common misconceptions about stars and light:
http://amazing-space.stsci.edu/eds/tools/type/myths.php.p=Teaching+tools%40%2Ceds%2Ctools%2C

Stars – Common Misconceptions
http://www.bellaonline.com/articles/art28587.asp

The Bad Astronomy website provides student misconceptions in astronomy as well as background information on stars and the light stars emit.
http://www.badastronomy.com/bad/misc/starcolors.html

Atoms, elements, periodic table, use of prisms, and the electromagnetic spectrum.

Here are a number of strategies and activities you might use to help uncover student misconceptions, the level of student learning and areas in which students might need further instruction.

The use of graphic organizers can be used as pre-assessment activities (or formative assessments, if we use the results to help us plan!), as embedded assessment strategies and even as final assessment assignments. The most common graphic organizers are the KWL charts and Venn diagrams. The freeology website (http://freeology.com/) has a large variety of graphic organizers that are downloadable. This site also provides a very brief explanation of how to use each graphic organizer.

Video Post-Viewing Assessment:

The "Give One; Get One" http://freeology.com/graphicorgs/page6.php summary strategy is a useful tool to identify what the students have retained from the information in the video. Provide the students with a grid of twelve squares. In any three squares, the students record three different facts or ideas that they remember from the video. The students then begin to ask their classmates to fill in the other squares with information from the video that has not yet been recorded on the grid. Each classmate can fill in only one square on an individual's grid, but students can add information to as many different grids as they want. The grid can now be used in a variety of ways, such as notes for the students as they write a summary of the information addressed in the video.

Pre-Viewing Activity:

Prior to student viewing Episode 6, Cooking with the Stars -
Think-Pair-Share: Ask students to share with a peer about how astronomers and scientists determine what a star is made of. Have groups share their ideas with the class.

After the first viewing of Episode 6

Video Talking Points:

Show Episode 6 again, this time stopping the video at some of the “Talking Points” mentioned in the teacher video. Engage and challenge the students to explain what was just said. Ask them if they can provide any proof to validate the statements.

Brainstorming:

Engage students in an open discussion about light and the stars. For example, you could ask questions like -

What do you know about light?
What have you know about stars?
Let’s recall what you’ve already learned about the elements, the periodic table, and the electromagnetic spectrum.

Embedded Assessment:

With the construction and use of the spectroscopes, teachers will need to provide students with constant feedback, encouragement, and suggestions. Throughout this unit of study student/teacher interaction is encouraged at every stage. Thus, teachers will know when and to what degree students grasp the concept. After the hands-on activities, students should be provided with some articles which speak to the use of the spectroscope and the Electromagnetic Spectrum. Through group reports or demonstrations, students can explain how astronomers are able to determine what elements are in an object hundreds of light years away. Teachers can also provide a sample of an element’s atomic spectra and ask students to explain what they are seeing.

Post-Activity Assessment:

It should be understood that what students need to master are the science skills and content as expressed in the Standards. Students should not be graded on their ability to identify the elements using a spectroscope (do not assign a grade of 60% to a student who correctly identified 6 elements out of 10 stellar spectra). Their grade should reflect the degree to which your students can

explain how an element can be identified using emission spectra
explain why spectroscopy is an essential tool for astronomers
explain how the spectrum of a star can reveal the composition of the star

One grade assessment could be assigning these three essay questions to your students and grading their response using a rubric.

Or, you could assign groups of students to do a presentation on Stellar Identification – How Do We Know of What Stars Are Made?

Another alternative is to use a student lesson as a summative activity for each student. One such lesson can be found at http://www.baesi.org/Spec

Benchmarks and Grade Level Indicators Addressed in Episode and Related Activities:

EARTH AND SPACE SCIENCE GRADES 7-8

B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.

Grade Level Indicators:

1. Describe how objects in the Solar System are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles.

6. Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away).

8. Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft).

EARTH AND SPACE SCIENCE GRADES 9-10

A. Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.

C. Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record.

F. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

Grade Level Indicators

1. Describe that stars produce energy from nuclear reactions and that processes in stars have led to the formation of all elements beyond hydrogen and helium.

Number, Number Sense and Operations 8-10

A. Use scientific notation to express large numbers and numbers less than one.

Grade Level Indicator – grade 8

Use scientific notation to express large numbers and small numbers between 0 and 1.

Data Analysis and Probability 8-10

E. Evaluate the validity of claims and predictions that are based on data by examining the appropriateness of the data collection and analysis.

F. Construct convincing arguments based on analysis of data and interpretation of data.

Grade Level Indicators – grade 8

9. Construct convincing arguments based on analysis of data and interpretation of graphs.

Science and Mathematics Standards Addressed through Suggested Teacher Interaction with Students:

Science and Technology

Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways.

Scientific Inquiry

Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

Scientific Ways of Knowing

Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence, is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.