Expanded View: Teacher Packet

Transcription

1 Expanded View: Teacher Packet Compiled by: Morehead State University Star Theatre with help from Bethany DeMoss

2 Table of Contents Table of Contents 1 Corresponding Standards 2 Vocabulary 4 Oreo Moon Phases (Middle Grades) 5 Parallel Worlds, Parallel Lives 19 References 26 1

3 Corresponding Standards 6-ESS1-2 Next Generation Science Standards Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as their school or state).] [Assessment Boundary: Assessment does not include Kepler s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] 6-ESS ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earthbased instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies. HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] HS-PS4-4 HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun s core to release energy that eventually reaches Earth in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun s radiation varies due to sudden solar flares ( space weather ), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun s nuclear fusion.] 2

4 HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed. 3

5 Expanded View Vocabulary Vocabulary Word Constellations Stars Electromagnetic Spectrum Hubble Space Telescope Protostar Supernova Milky Way Black Hole Accretion Disk Definition a group of celestial bodies that appears to form a pattern in the sky, found by ancient people and used for entertainment, navigation, and a farming calendar self-luminous gaseous spherical celestial body of great mass which produces energy by means of nuclear fusion reactions range of all possible frequencies of electromagnetic radiation (gamma, x-ray, infrared, visible, ultraviolet, microwave, radio) space telescope that was carried into orbit by a Space Shuttle in 1990 and remains in operation cloud of interstellar gas and dust that gradually collapses, forming a hot dense core, evolving into a star explosive end to a star s life that occurs when the star is no longer in equilibrium, caused when gravitational forces in the star are overcome by interior pressure pushing outward our home galaxy, referred to as the barred galaxy due to shape of the central bulge and the shape of the galaxies arms a region of space from which nothing, not even light, can escape band of matter revolving around and being pulled toward an astronomical object with an intense gravitational field 4

6 Oreo Moon Phases From: Bethany DeMoss 5

7 Oreo Moon Phases Created by: Bethany DeMoss 6

8 Index Index Page 1 Activity Overview Page 1 Teacher Instruction Page 2 Materials List Page 2 Student Packet Page 3-7 Teacher Packet (Answer Key) Page 8-12 Activity Overview Activity Goal: Students to understand the phases of the moon s lunar cycle while creating a physical display. Standards: This activity meets the Next Generation Science Standards; the standard for 6 th grade students is 6-ESS1-1. Students: This activity is targeted for middle school students; however it can be used several grades lower and grades above. This activity is one that children off all ages will enjoy if adapted to fit their specific needs. Created By: Bethany DeMoss 1 7

9 Teacher Instruction Your role in this activity is to guide and assist your students. This activity is to be completed individually but can also completed in groups as long as students have their own physical model and answers on to the questions in their packet. As the teacher decide what will be best suited for your students. Also take note that, a student with an intellectual and developmental disability might need special accommodations with this activity. Students with disabilities might not enjoy the sticky feeling the Oreos might leave on their fingers. One solution would for you to make the phase on the Oreo after they draw the phases on their paper. The student and teacher packet include the same step by step activity directions, teacher packet includes answers for teacher to go by. Materials Oreos (each student will need 8 each) Paper Plate or napkin, to keep Oreos off the desks Spoons Copies of Student Packet Markers, Colored Pencils, Crayons, etc. Created By: Bethany DeMoss 2 8

10 Name: Oreo Moon Phases Date: You are going to be creating the phases of the moons lunar cycle by using Oreos, but first let s discuss how we see the moon s phases. The moon s phases are created because of not only the moon, but the sun and the Earth as well. Without the sun and the Earth we wouldn t be able to see the different phases, because there wouldn t be any! The moon orbits the Earth. As the moon orbits the Earth it has the same amount of light from the sun at all times but it changes position in the sky which is why we see different phases. The sun in the middle of the picture is giving off light to the Earth and the Moon constantly as they orbit. As the moon orbits around the Earth we see the moon in a different position than the night before. In the picture the moon is a Full Moon. The Moon orbits out of the Earth s shadow, so it is getting direct light from the Sun. Created By: Bethany DeMoss 3 9

11 The Moon has a lunar cycle of 28 days. Every day the moon has a new position around the Earth because it is constantly orbiting. Picture A shows the lunar cycle of the Moon. Picture B shows the main phases of the Moon. If we drew a picture of the moon, every night for a month we would see a pattern like Picture A. If we looked at the moon every two days we would begin to see a pattern like Picture B. Picture A Picture B Created By: Bethany DeMoss 4 10

12 1. The following circles represent the Moon in different phases, but what is missing? The phases themselves! Draw the position of the Earth and the Sun. The position of your Sun effects the position of where your phases are placed. Your Full Moon should be farthest from the sun. Using your Oreos create the phases. Use your spoon to remove icing when needed. Label with PENCIL the name of each phase. Draw arrows between each phase in GREEN. Color your Moon Phases with BLACK. Created By: Bethany DeMoss 5 11

13 2. How many more phases are shown on Picture A than Picture B? 3. In which phase does the Moon have no light shown on its surface? 4. Draw a Waning Crescent and Waning Gibbous. 5. What is the difference between the Waning Crescent and the Waning Gibbous? 6. The New Moon is fully shaded in Picture B; the Full Moon is not shaded at all. Explain why. Created By: Bethany DeMoss 6 12

14 7. Describe what effect the Sun has on the Moon s phases. 8. Why does the Earth get placed in the center of your drawing of the Moon s phases? Created By: Bethany DeMoss 7 13

15 Name: TEACHER KEY PACKET Date: Oreo Moon Phases Have your students read the information on the first two pages first, while they read work on getting materials ready for #1 of their activity! You are going to be creating the phases of the moons lunar cycle by using Oreos, but first let s discuss how we see the moon s phases. The moon s phases are created because of not only the moon, but the sun and the Earth as well. Without the sun and the Earth we wouldn t be able to see the different phases, because there wouldn t be any! The moon orbits the Earth. As the moon orbits the Earth it has the same amount of light from the sun at all times but it changes position in the sky which is why we see different phases. The sun in the middle of the picture is giving off light to the Earth and the Moon constantly as they orbit. As the moon orbits around the Earth we see the moon in a different position than the night before. In the picture the moon is a Full Moon. The Moon orbits out of the Earth s shadow, so it is getting direct light from the Sun. Created By: Bethany DeMoss 8 14

16 The Moon has a lunar cycle of 28 days. Every day the moon has a new position around the Earth because it is constantly orbiting. Picture A shows the lunar cycle of the Moon. Picture B shows the main phases of the Moon. If we drew a picture of the moon, every night for a month we would see a pattern like Picture A. If we looked at the moon every two days we would begin to see a pattern like Picture B. Picture A Picture B Created By: Bethany DeMoss 9 15

17 1. The following circles represent the Moon in different phases, but what is missing? The phases themselves! Draw the position of the Earth and the Sun. The position of your Sun effects the position of where your phases are placed. Your Full Moon should be farthest from the sun. Using your Oreos create the phases. Use your spoon to remove icing when needed. Label with PENCIL the name of each phase. Draw arrows between each phase in GREEN. Color your Moon Phases with BLACK. All student answers will vary in where they put their Sun. However, the Earth has to be in the center of all of the Moons. Check that they have their Earth drawn in the middle of their moons before allowing them to proceed. Arrows must be pointing in the correct direction. (New Moon to Waxing Crescent) What is important is their alignment they must be in order. Phases: New Moon, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Last Quarter, Waning Crescent First Quarter Waxing Gibbous Waxing Crescent Full Moon EARTH New Moon SUN Waning Gibbous Waning Crescent Last Created By: Bethany DeMoss Quarter 10 16

18 2. How many phases does the Moon have? 8 3. In which phase does the Moon have no light shown on its surface? New Moon 4. Draw a Waning Crescent and Waning Gibbous. Waning Gibbous Waning Crescent 5. What is the difference between the Waning Crescent and the Waning Gibbous? Answers will vary. Main idea is that the waning gibbous is not full crescent shape (you see the white) and the the waning crescent is a tiny crescent. Waning Gibbous is larger than the Waning Crescent. 6. The New Moon is fully shaded in Picture B; the Full Moon is not shaded at all. Explain why. The new moon is fully shaded because none of the Moon s surface is being seen from Earth. 7. Describe what effect the Sun has on the Moon s phases. The Sun gives light to the Earth and the Moon allowing us to see the moon and for us to see around us. The Moon is always fully lit by the Sun, we see the phases depending where around the Earth the Moon is during its orbit. Created By: Bethany DeMoss 11 17

19 8. Why does the Earth get placed in the center of your drawing of the Moon s phases? The Earth is in the center because the Moon is orbiting the Earth. Created By: Bethany DeMoss 12 18

20 Parallel Worlds, Parallel Lives From: NOVA, pbs.org 19

21 Parallel Worlds, Parallel Lives Nova Teachers, PBS ( Activity Summary Students investigate the double-slit experiment and research historical conflicts involving scientific theories. Learning Objectives Students will be able to: describe the setup and results of the double-slit experiment. gain an understanding of how scientific theories become established in the scientific community, and of the challenges new theories often face when they are introduced. Suggested Time Three class periods if all parts are completed Multimedia Resources o PhET Quantum Wave Interference Java Interactive Additional Materials o reference materials, such as textbooks, library books, and/or online materials Background Quantum theory is a branch of theoretical physics that developed as a means of understanding the fundamental properties of matter. As it took shape in the early part of the 20th century, quantum mechanics was viewed primarily as a way of making sense of the host of observations at the level of single electrons, atoms, or molecules that could not be explained in terms of classical physics. One question in particular centered on whether light is a wave or a particle. The double-slit experiment is a classic physics experiment first performed in the early 1800s by the English scientist Thomas Young in an attempt to resolve whether light is a particle or a wave. Using sunlight diffracted through a small slit, Young projected the light rays emanating from the slit onto another screen containing two slits placed side by side. Light passing through the pair of slits was then allowed to fall onto another screen. Young observed that when the slits were large, spaced far apart and close to the next screen, then two separate patches of light formed on the screen. However, when he reduced the size of the slits and brought them closer together, the light passing through the slits and onto the screen produced distinct bands of color separated by dark 20

22 regions in a serial order, known as interference patterns. These patterns could only be produced if light were acting like a wave. Then in 1905, Albert Einstein showed that light is a collection of discrete particles, which that he called "photons." When the double-slit experiment is repeated using single photons, an interference pattern is also seen, despite the notion that a single particle shot toward the screen should not be able to interfere with itself. The fact that light sometimes behaves as a wave and sometimes behaves as a particle is known as the wave-particle duality. Subatomic particles like electrons exhibit a similar wave-particle duality. The attempt to discover why this occurs has generated numerous theories, from Niels Bohr's Copenhagen interpretation to Hugh Everett's Many-Worlds interpretation. Part A: The Double-Slit Experiment Before the Lesson 1. Do all the steps of the interactive activity prior to using it with students (some instructions may vary slightly depending on your computer, operating system, and plugin version). 2. Bookmark the PhET Quantum Wave Interference Web site. You can lead a demonstration or have students work with the application in teams. The Lesson 1. Tell students they will be learning about a famous experiment in physics known as the double-slit experiment. Explain that this experiment was originally designed by Thomas Young in the early 1800s to investigate the nature of light. Young was trying to determine whether light is composed of particles or waves, which at that time were thought to travel through some sort of ether. 2. Discuss the following concepts with students if they are not familiar with them: wavelength, frequency, destructive interference, and constructive interference. 3. Either conduct the following as a demonstration or organize students into teams to explore Young's experiment and how Hugh Everett used it as evidence for the possibility that parallel universes exist. 4. Have students go to the PhET Quantum Wave Interference Web site and click the "Run Now" button to launch the program from their Web browser. 5. Once the interactive is loaded, have students set the following parameters: a. Click on the "High Intensity" tab at the top of the applications if it does not show up as the default b. Set "Screen" parameters: no fade, 0.5 brightness c. Set "Display" parameters: select Hits d. Set particle type (from pull down menu above "Gun Controls"): Photons 21

23 e. Set "Gun Controls" parameters:" position slider in middle f. Click the "Double Slits" button and set the following: "Slit Width" position slider to far left "Slit Separation" position slider in middle "Vertical Position" position slider three-quarters to the right 6. Tell the class that once the photon gun is turned on, points of light will appear on the back screen (detector) indicating where the photons hit the screen. Ask students what they would expect to show up if light were to behave as a particle. (The screen would show two concentrated regions where the particles build up in intensity as they hit the detector behind each slit.) What would students expect if light were to behave as a wave? (Three or more regions would appear on the detector as the light waves constructively and destructively interfere with one another.) What do students think they will see? (Students will see three regions, supporting the hypothesis that light is a wave.) 7. Tell students they will now fire the gun. Have them: a. Turn the photon gun on by clicking the red button. b. Click the "Start" button in the onscreen clock and then the "Play" button at the bottom of the screen; fire the gun for about 5 seconds (count manually or use a watch or clock with a secondhand) and then click "Pause" to stop the firing. 8. Did the pattern on the screen match students' predictions? Tell your class that, like the experiment they conducted online, Young's experiment showed interference patterns, which led him to conclude that light travels in waves (in ether). It was not until Albert Einstein used the photoelectric effect nearly a century later to show that light travels in discrete units (called quanta) that scientists came to realize that light behaves like both a wave and a particle, depending upon the conditions of the experiment. 9. Now have students click on the "Single Particles" tab at the top of the application. They should then set the same parameters as they did in the high-intensity beam experiment, but click "Auto Repeat" in the Gun Controls box and "Rapid" at the bottom of the screen. Students will now be shooting single photons through the two slits. What kind of pattern do students predict will occur on the detector? 10. Have students click the "Play" button and allow the gun to shoot single photons for about 3 minutes. Did the pattern on the screen match students' predictions? (Students likely will have predicted that the detector will show the single photons appearing in two places behind the slits, thus supporting the quantum or particle nature of light. However, the detector actually shows hits all across the screen, suggesting the beginnings of a wave interference pattern like that seen with the high-intensity beam. Hugh Everett proposed that the particle has traveled through both slits simultaneously and come back together again by the time it hits the detector. The same behavior occurs with single electrons and atoms. Everett postulated that if atoms can behave this way and humans are made up of atoms, then humans as well could exist in two or more places at once.) 11. As a class, discuss the computer simulation of the double-slit experiment. What were the simulation's strengths and weaknesses? (The simulation does a good job modeling the actual experimental setup and results; however, one disadvantage of the model is that some students may think that when the single photon is shot, it splits and goes through the two slits, which it does not. Rather, the simulation shows what scientists hypothesize is happening that the wave corresponding to the photon goes through both slits and interferes with itself.) 22

24 Part B: Famous Conflicts in Science 1. Tell students that throughout the history of science, there have been "maverick" individuals have come along who challenge currently held scientific theories. Sometimes new theories were accepted, sometimes they were rejected. Ask students if they can think of any scientific theories that were replaced with new theories over time. 2. Explain that Hugh Everett's ideas about quantum mechanics challenged the accepted ideas developed by Niels Bohr. Tell students they are going to be investigating other famous challenges in science history. Group the class into teams, and assign each team one of the following conflicts: o Earth-centered vs. sun-centered solar system o Big Bang theory vs. steady state theory of how the universe began o plate tectonics vs. fixed continental plates o impact theory vs. climate change as a reason for the extinction of dinosaurs o organisms inherit acquired characteristics vs. natural selection as a mechanism for evolution 3. Have teams research their conflict and write a summary that includes the following: o who the key players were o what the main disagreement was o which theory was considered the standard at the time and why o arguments for and against each of the two theories o o which theory, if either, was ultimately accepted, and why a time line reflecting when each of the two theories was proposed and a general timeframe focusing on when the currently held theory seemed to be accepted 4. When students have finished, have them present their findings to the class. Use the conflicts to initiate a broader discussion on the nature of scientific theory. Help students recognize that most theories frequently undergo examination and modification, and are sometimes even replaced by new theories. Discuss some of the reasons why this occurs. What does it take to replace a widely accepted theory? Use the following rubric to assess students' work. Excellent Satisfactory Needs Improvement Part A: The Double-Slit Experiment Students can use the software independently and accurately. They are able to Students many need assistance using the software. They demonstrate a Students have difficulties using the software. They have difficulties 23

25 describe their results and draw conclusions. general understanding, but may need help drawing conclusions about their results. describing their results and/or drawing conclusions. Part B: Famous Conflicts in Science Students produce a detailed paper. They demonstrate an understanding of the scientific conflict, the key players, and the arguments for and against the different theories. They also demonstrate an understanding that scientific theories are frequently being modified and sometimes even replaced. Students produce a paper but have difficulty explaining the scientific conflict, the key players, and/or the arguments for and against the different theories. Students spend little time on their research, and their paper lacks detail. They have trouble explaining the scientific conflict, the key players, and/or the arguments for and against the different theories. The "Parallel Worlds, Parallel Lives" activity aligns with the following National Science Education Standards. Grades 5-8 Physical Science Properties and changes of properties of matter History and Nature of Science Science as a human endeavor Nature of science History of science 24

26 Grades 9-12 Physical Science Structure of atoms Interactions of energy and matter History and Nature of Science Science as a human endeavor Nature of scientific knowledge Historical perspectives Classroom Activity Author Margy Kuntz has written and edited educational materials for more than 24 years. She has authored numerous educational supplements, basal text materials, and trade books on science, math, and computers. PhET Quantum Wave Interference: 25

27 References for Activities Oreo Moon Phases DeMoss, Anna B. Oreo Moon Phases. Morehead State University Star Theatre. 1 July Parallel Worlds, Parallel Lives "Parallel Worlds, Parallell Lives." PBS: NOVA. NOVA, Web. 14 July < 26