D2
It is expected that students will:
Describe the major components
and characteristics of the
universe and solar system
Students who have fully met the prescribed learning outcome are able to:
- identify galaxies, star clusters/types, planets, constellations,
nebulae according to their distinguishing characteristics - relate mass to different stages in the life_cycle of stars
- describe theories on the nature of the solar system (e.g.,
Ptolemy, Copernicus, Kepler) - describe the formation of the solar system(e.g., condensing
nebula) and its components and the formation of the universe (e.g., Big
Bang)(Cosmology) (actvities to accompany PBS films) - describe the processes that generate and events that distribute
the energy the energy the Sun and other stars (e.g., nuclear fusion,
solar flares and prominences, sun spots, solar wind)
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RESOURCES:
- View objects in space from may angles (e.g. Jupitor from a spacecraft)
SOHO Gallery: images, movies, animations, slides
The Universe of Aristotle and Ptolemy
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Planning for Assessment /Assessment Strategies
Have students construct a mind map
organizing all the components of the universe,
using diagrams and links to connect the
terms. As they work through the process,
explain the way in which the universe is
organized, from large (galaxies) to small (our
solar system, Earth).
Maps should include all appropriate terms
arranged to clearly show the constituent parts of
the solar system, our galaxy, the local group of
galaxies and finally, the universe.
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As another introductory exercise, provide
students with three sets of cards to match up.
Set A can be illustrations or photos of various
stellar objects; set B can be descriptions; and
set C, the names. The stellar objects can
include:
- different patterns of galaxies
- nebulae
- stars showing various sizes and
colours/temperatures (e.g., red dwarf,
blue giant)
- common constellations (e.g., Big Dipper,
Orion)
- the planets of our solar system
It may help to initially have students arrange
the cards into categories of stars,
constellations, planets, galaxies, etc. Once
completed, go over the exercise. This can be
repeated as a test once the section is finished.
• Assess students on their ability to
- classify and distinguish between galaxies,
stars, constellations, nebulae and planets
- differentiate between types of galaxies
- identify star types
- name and identify the planets of the solar
system
- define and give examples of dwarf planets
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Have students conduct research on the two
historic models of the solar system (geocentric
and heliocentric) and report on the
astronomers who supported each model, as
well as the underlying reasons for that
support (e.g., observation and scientific
reasoning vs. other beliefs).
Reports on a historical astronomer should include
the following information:
- an explanation of geocentric and heliocentric
models of the solar system
- the prevailing wisdom during that
astronomer’s time
- underlying reasons for the person’s theories
or beliefs
- strengths/weaknesses of that person’s theories
or beliefs
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Compare the life of a star to the fuel
consumption in a motor vehicle. Given a large
SUV, a medium-sized sedan and a small
economy car, ask the following:
- which vehicle has the most power and
energy?
- which vehicle is the slowest?
- which vehicle will travel the furthest on
one tank of gas?
Explain that stars generally fall into three
categories: the largest stars, which give off the
most energy but use up their fuel quickly and
explode into supernovas; medium-size stars
like our sun, that burn their fuel more slowly
until they eventually become red giants and
white dwarfs; and small red dwarf stars that
give off relatively small amounts of light but
live the longest.
Assess students on their ability to
- classify stars according to size as well as
brightness/temperature (e.g., blue and red
giants, white dwarfs, red dwarfs)
- indicate the relative age of each type of star
- describe the historical and future sequence of
events for each type of star
- distinguish between the relative length of life
for each type of star
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Have students conduct research on the two
historic models of the solar system (geocentric
and heliocentric) and report on the
astronomers who supported each model, as
well as the underlying reasons for that
support (e.g., observation and scientific
reasoning vs. other beliefs).
Reports on a historical astronomer should include
the following information:
- an explanation of geocentric and heliocentric
models of the solar system
- the prevailing wisdom during that
astronomer’s time
- underlying reasons for the person’s theories
or beliefs
- strengths/weaknesses of that person’s theories
or beliefs
...................................................................................................................
Illustrate the stages of formation of the solar
system: (Academic description)
- the condensing of a rotating disk of gas
and dust due to gravity
- accumulation of enough matter to ignite
nuclear reactions
- blowout of the lighter hydrogen and
helium elements to the more distant edge
of the disk
- condensation of these lighter but more
abundant elements into gas giants
- condensation of closer but less abundant
heavy elements (including metals,
oxygen, silicon) into terrestrial planets
Students should be able to place stages in the
correct order, and can be expected to explain why,
according to the nebular theory of our solar
system’s formation
- there are distinct groups of planets
- the outer group is made of mostly lighter
gaseous elements like hydrogen and helium
- the terrestrial group is much smaller in size
- Pluto and other similar bodies are defined as
dwarf planets
As an extension, have students research other
classification systems for planetary-type bodies.
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Take students out to a field. Place one
student, as the Sun, on one end of the field.
Using a scale of 1 astronomical unit = 3 m,
place other students, representing Mercury
through Neptune, at appropriate distances
from the “Sun”. This exercise gives students a
reasonable perspective as to the vast size of
the solar system. As an extension, have
students try to determine how far away one
would stand from the Sun to represent Alpha
Centauri, the closest star to us. Back in class,
have the students draw a map of the field to
scale, showing the correct positions of each
planet and the Sun
Drawings should be neat, with scale clearly
shown, proper labels and positions marked, as
well as the true distances from the Sun to each
planet indicated.
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Have students conduct research and report on
early stages of the formation of the universe.
Assess student research reports, considering the
extent to which they have
- consulted a variety of sources and cited them
correctly
- identified the main points in science-related
sources they have cited
- clarified assumptions (their own and those of
authors, as appropriate)
- clearly and accurately explained fundamental
concepts (e.g., re the Big Bang)
- identified supporting or refuting information
and bias pertinent to their argument
- identified the roles of science and technology
in contributing to the knowledge base they
are presenting
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Draw a cross-section diagram of the Sun,
illustrating its major components. Explain
how energy is produced by nuclear reactions
involving lighter elements in the interior of
the Sun and other stars, and that this fuel is
finite. Explain the concept of nuclear fusion
(in simple terms) and tell students that fusion
is the energy-producing system that takes
place in the interior of all stars, made possible
by the incredible temperature and pressure
from overlying matter that crushes hydrogen
and other nuclei into each other in a star’s
interior. Also explain that this lack of matter
inhibits the fusion process from occurring in
hydrogen-rich gas giants like Jupiter.
Students should be able to label the Sun’s basic
surface features, and explain why factors such as
temperature and pressure will determine a
celestial body’s ability to generate nuclear fusion.
As an extension, students could be challenged to
explain how these factors (e.g., temperature and
pressure) make the fusion process so difficult to
achieve on Earth.
