1 ICARUS AT THE EDGE OF TIME Educator s Guide worldsciencefestival.com/icarus
2 Have you ever dreamed of setting out on a heartthumping adventure? Greek mythology tells the story of Icarus, a boy who defied his father, flew too close to the sun on wings of wax, and plummeted to the sea when the wings melted. Icarus at the Edge of Time is about a different boy, one who dares to fly close to a black hole and lives to tell the tale. The Greek myth suggests that it s too dangerous to try something new. But doing what has never been done before, even if there are risks, is exactly what scientists need to do to make great breakthroughs. Physicist Brian Greene rethought the Icarus myth to inspire people and encourage scientific exploration. He began by writing Icarus at the Edge of Time as a children s book and then transformed the story into a multimedia show. My intention was to make a performance piece that would have the same wonderful drama, music, and edge-of-the-seat quality as some of the greatest works, Greene explains, but where the narrative would be driven by science.
3 HOW TO USE THIS GUIDE Use the background material and activities in this guide to integrate Icarus at the Edge of Time into your classroom curriculum. PLAN YOUR VISIT To find information on directions and reservations, or to download a PDF of this guide, visit: worldsciencefestival.com/icarus BEFORE THE SHOW Review The Science Behind the Story and Correlation to Standards to see how the show connects to your curriculum. Pre-show activities focus on basic physics related to black holes, such as density, gravity, and the lifecycle of a star. AFTER THE SHOW Review the main content points from the show with your class. Post-show activities focus on the effects of a black hole on time, and encourage creative expression of what it would be like to visit one. 1
4 THE STORY When the story begins, Icarus is on the powerful spaceship Proxima, headed toward an earth-like planet orbiting Proxima Centauri, the star closest to the Sun. A 25-trillion-mile journey that will take over a century, it began with Icarus great-grandfather leading the mission and will end when Icarus own children arrive. Icarus yearns to be something more than just a link in a chain. When the ship nears an uncharted black hole, he jumps at the chance to explore it. His father refuses to let him go, saying that it s too dangerous, but Icarus slips away. He flies close to the black hole, circling it at a safe distance, delighted both by the marvelous sight and by his own daring. After an hour, Icarus heads back to the Proxima to share his triumph with his father. But the Proxima is gone. Instead Icarus sees an interstellar highway busy with hundreds of starships. He docks aboard one, discovers that thousands of years have passed, and realizes that he had forgotten about the effect of gravity on time. He has achieved his goal at the terrible cost of losing everyone that he cared about. In the ship s library, he learns about the original Proxima s journey, the creation of a galactic government, new discoveries. And about the legend of a boy, who, despite his father s warning, flew close to a black hole and never came back. Except that he did. 2
5 How can a short trip to the edge of a black hole have such a huge impact on Icarus, effectively sending him thousands of years into the future? To understand what black holes are, and how they warp space and time, it all begins with gravity. THE SCIENCE BEHIND THE STORY What is Gravity? Before the 17th century, gravity was a mysterious force to most people. They knew that an apple falling from a tree would always fall to the ground. They also knew that the Moon would stay in its orbit without falling to Earth. But they didn t understand that the same physical force gravity affects both the apple and the Moon. Then along came the English scientist Isaac Newton, who united the heavens and Earth. He explained that gravity is the force of attraction between any two objects, and the strength of the attraction depends on the mass of the objects and the distance between them. Newton believed that gravity is the glue of everyday life, affecting objects on Earth and in space alike, and he came up with a mathematical equation to predict everything from how baseballs fly through the air to the paths of planetary orbits. Underlying this theory was Newton s view of space. It might look like nothing, but space was actually something an immense, unchanging stage on which objects existed and action happened, including gravitational attraction. An artist s rendering of the Milky Way. Stars stud its spiraling arms. (Courtesy NASA/JPL-Caltech.) 3
6 THE SCIENCE BEHIND THE STORY An artist s drawing of a satellite orbiting Earth. Its mission? To measure the universe in four dimensions: height, width, length and time. (Courtesy NASA.) How Does Gravity Work Across Space? Newton s theory lets us make accurate predictions about the strength of gravitational attraction, but it doesn t explain how gravity actually works. For example, how does the Sun reach across 93 million miles of seemingly empty space to affect Earth? Newton was well aware of this problem, but left it to the work of future thinkers. In the early 20th century, Albert Einstein took up the challenge, beginning with the question of how we think about space. For Newton, space was a passive background, unaffected by the objects within it. But Einstein suggested instead that space was active and dynamic, that it could bend and twist and ripple. Without any objects in it, space would be flat. The presence of an object, however, would cause space to warp around the object, like the indentation created by putting a bowling ball on top of stretched fabric. This warp of space communicates the force of gravity, affecting other objects. What this means is that Earth creates a gravitational well in space, and the less massive Moon is kept in orbit because it rolls along the edge of that well and Earth rolls along a similar but much larger gravitational well created by the more massive Sun. So what makes gravity work through space is actually the warping of space itself. 4
7 THE SCIENCE BEHIND THE STORY E What is a Black Hole? instein published his explanation of gravity in 1916, at the height of World War I. That same year, German astronomer Karl Schwarzschild was fighting on the Russian front, where he was in charge of calculating artillery trajectories that is, thinking about how small, heavy cannonballs travel through space. When he came across Einstein s theory, he got excited. He soon realized that if an object were sufficiently small and dense, such as a compressed star, it would warp space so severely that objects that came too close would be unable to escape its gravitational grip. It would be like a whirlpool or a waterfall pulling everything into it. Not even light would be able to escape, so Schwarzchild called this phenomenon a dark or frozen star. Later, physicist John Wheeler gave it a catchier name, a black hole black because it would emit no light, a hole because anything too close would fall into it. Only objects that stay beyond the event horizon, the boundary where the gravitational pull becomes irresistible, would be able to escape. Schwarzschild sent his theory to Einstein, who thought the idea was interesting and mathematically valid. But not everything that is true mathematically is true physically, and Einstein was skeptical that black holes existed in reality. What evidence was there? And how could something become that small and dense? For our own Sun to form a black hole, it would need to be crushed to only a couple of miles across, at which point a teaspoonful of it would weigh as much as Mount Everest. How could such a thing happen? Caption Bis qui nimus quatiustio vid quis rehendio desti officil A computer-generated image of a black hole shows light bending inward. (Courtesy Alain Riazuelo.) 5
8 THE SCIENCE BEHIND THE STORY A snapshot of fiery star birth. (NASA/JPL-Caltech/ Harvard-Smithsonian.) Do Black Holes Actually Exist? There is growing evidence that black holes are real, from two main sources. First, by studying the lifecycle of stars, scientists now understand how a black hole could form. When a star is born, its core ignites, starting a process of nuclear fusion that can last for billions of years. Fusion produces streaming radiation that pushes out toward the surface of the star, which balances the inward pull of gravity and prevents the star from collapsing under its own weight. But this hydrostatic equilibrium is altered when the star eventually burns through the fuel in its core and the outward push can no longer balance the inward pull of gravity. When the core of a super massive star collapses, it releases so much energy that it blasts itself apart. What survives depends on the mass of the tiny, dense core. If it is less than about three times the mass of the Sun, it will shrink into a dense neutron star. But if it has a greater mass, it collapses into a black hole. The second type of evidence comes from observations. Since black holes emit no light, we can t see them directly. But we can see their effect on objects around them. For example, as dust and gas from stars fall toward a nearby black hole, they accelerate to nearly the speed of light and heat up, giving off visible light and X-rays. This light is produced beyond the event horizon, so it can escape and we can see it. Astronomers have also seen stars whipping around a central object, which they conclude must be a black hole, because no other object would exert enough gravitational pull. Unlike what Einstein thought, evidence suggests not only that black holes exist, but that they are plentiful. 6
9 THE SCIENCE BEHIND THE STORY What Time is It? The more we learn about black holes, the more amazing they seem. We now know that black holes not only warp space dramatically, but also warp time. Einstein believed that space and time are really a combined unit he thought of as space-time, so the gravitational pull caused by a massive object would distort both space and time. The closer you are to the object, the more slowly time passes; the further away, the faster time passes. This is called time dilation. Physicists at the National Institute of Standards and Technology in Colorado have been able to measure this effect. Using two of the world s most precise clocks, they discovered that a clock placed one foot higher than another clock ticked a little bit faster, because it was slightly less affected by Earth s gravitational pull. This means that if you lived at the top of the Empire State Building, you would age faster than someone on the ground. But the difference would be only 104 millionths of a second over the course of an entire lifetime. In contrast, the time dilation that could occur near a black hole is immense, because the gravitational pull is so strong. The closer you came to a black hole, the more time would slow down relative to the passage of time for someone far away. Depending on the size of the black hole, how close you were to it, and how long you stayed there, what might seem like a short time for you could be hundreds or even thousands of years for someone on Earth! 7 An illustration of the Cygnus X-1 black hole. Scientists believe its event horizon the point of no escape for objects hurtling toward it spins around more than 800 times a second. (Courtesy NASA/ Digitized Sky Survey.)
10 Much More to Discover... Our understanding of black holes has come a long way in the last century, but there s still a lot we don t know. One big one is what s at the center of a black hole. Some scientists think that a black hole s core is where time comes to an end, or is possibly even a portal to another universe. Finding the answer to mysteries like these is one of the great remaining challenges we face. An illustration of a black hole shooting out jets of radio waves. (NASA/JPL-Caltech.) 8
11 GLOSSARY BLACK HOLE: A region of space whose gravitational pull is so strong that anything that gets too close, even light, cannot escape. CORE: The center of a star, where nuclear fusion occurs. DENSITY: How much mass exists within a given volume. EVENT HORIZON: The boundary surrounding a black hole beyond which nothing can escape the black hole s gravitational pull. GRAVITY: The force of attraction between objects. The strength of attraction is determined by the mass of the objects and the distance between them. HYDROSTATIC EQUILIBRIUM: In a star, the balance between streaming radiation (produced by nuclear fusion) that pushes out toward the surface of the star and the inward pull of the star s own gravity. MASS: How much matter an object contains. NUCLEAR FUSION: The process at work in the core of a star, in which atoms combine at high temperature and pressure, releasing intense energy and light. STAR: A huge ball of hot gas with nuclear fusion at its core. SUPERNOVA: An explosion that happens when a high mass star can no longer maintain hydrostatic equilibrium and its core collapses in on itself. TIME DILATION: The warping of time due to the influence of gravity. The stronger the gravitational pull, the slower time passes. 9
12 MORE ABOUT BRIAN GREENE HOW THE SHOW WAS CREATED PHYSICIST BRIAN GREENE worked with playwright David Henry Hwang to adapt Icarus at the Edge of Time for live narration, and invited renowned composer Philip Glass to write the music that would bring the story to life. To round out the experience, making it as immersive as possible, Al + Al (Al Holmes and Al Taylor) created a lively animated film piece to accompany the narration and full orchestra. Brian Greene is co-director of Columbia s Institute for Strings, Cosmology, and Astroparticle Physics (ISCAP), and is recognized for a number of groundbreaking discoveries in the field of superstring theory. His books The Elegant Universe, The Fabric of the Cosmos, and The Hidden Reality are widely read, inspiring The Washington Post to call him the single best explainer of abstruse ideas in the world today. He has also had many media appearances, from Charlie Rose to David Letterman, and his three-part NOVA special based on The Elegant Universe won an Emmy Award and a Peabody Award. He is co-founder of the World Science Festival With Emmy award-winning producer Tracy Day. ADDITIONAL RESOURCES worldsciencefestival.com/ Information about the festival, year-round events, science features, and more. Monster of the Milky Way (NOVA): nypl.org/locations/tid/65/node/58071 A NOVA episode about black holes, hosted by Brian Greene. Master Classes Available for educators, Master Classes provide new perspectives on teaching the science behind the story of Icarus through an intimate and engaging class with an esteemed thought-leader. Contact Kadi Hughes, for more information on how to enhance your event with a Master Class. ABOUT THE WORLD SCIENCE FESTIVAL The World Science Festival is a production of the Science Festival Foundation, a 501(c)(3) non-profit organization headquartered in New York City. The Foundation s mission is to cultivate a general public informed by science, inspired by its wonder, convinced of its value, and prepared to engage with its implications for the future. 10
13 CORRELATION TO THE STANDARDS Icarus at the Edge of Time and accompanying classroom activities can be correlated to the following standards for grades 5-8: National Science Education Standards A1: Abilities necessary to do scientific inquiry A2: Understanding about scientific inquiry B1: Properties and changes of properties in matter B2: Motions and forces B3: Transfer of energy D3: Earth in the Solar System G1: Science as a human endeavor G2: Nature of science New York State Intermediate Level Science Core Curriculum Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 1.1b: Other stars are like the Sun but are so far away they look like points of light. Distances between stars are vast compared to distances within our solar system. 3.1h: Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser. 5.2a: Every object exerts gravitational force on every other object. Gravitational force depends on how much mass the objects have and how far apart they are. Gravity is one of the forces acting on orbiting objects and projectiles. New York City Science Performance Standards S1b: Demonstrates understanding of position and motion and forces. S3c: Demonstrates understanding of Earth in the Solar System. S4d: Demonstrates understanding of impact of technology. S4e: Demonstrates understanding of impact of science. S5b: Uses concepts from Science Standards 1 to 4 to explain a variety of observations and phenomena. S5f: Works individually and in teams to collect and share information and ideas. S6a: Uses technology and tools to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely, with appropriate consideration of accuracy and precision. 11
14 ICARUS ACTIVITY GUIDE BEFORE THE SHOW Activity: Density Visit worldsciencefestival.com/icarus for more ways to teach the science of black holes. Learning Objective: To explore objects with different mass and volume in order to visualize and understand the principle of density (ratio of mass to volume). Materials: (per group of 4 students) Scales 5 large plastic cups 5 different materials to be weighed (cotton balls, marbles, Legos, Styrofoam peanuts, paper clips, pennies, etc.) Instructions: 1. As a class, review the concepts of mass, volume and density. 2. As a group, predict which material will occupy the most space at one gram and which one will occupy the least. Record your results using the chart below. Next, measure one gram of each material and rank them according to their results. How accurate were your predictions? What do you notice about the volume of the different materials? 3. Now fill one cup full with each material. Before you weigh the cups, predict which materials will weigh the most and which the least. Then weigh the cups, record the masses, and rank them according to their results. How accurate were your predictions? What do you notice about the masses of the different materials? 4. As a class, discuss your results. How is the density of the materials related to their volume and mass? How would you rank the materials from least dense to most dense, and why? Material Predicted volume: Rank from least (1) to most (5) Actual volume: Rank from least (1) to most (5) Predicted mass: Rank from least (1) to most (5) Actual mass: (in grams) Actual mass: Rank from least (1) to most (5) Density: Rank from least (1) to most (5) A. B. C. D. E.
15 ICARUS ACTIVITY GUIDE BEFORE THE SHOW Activity: Density 5. Dramatic density: Hold a cotton ball in your hand. Imagine that it weighs as much as the following: A baseball (142 grams) A small bowling ball (2.7 kilograms) An average-size man (65 kilograms) Earth (6,000,000,000,000,000,000,000,000 kilograms) Density is one important factor in the creation of black holes. For Earth to become a black hole, it would have to be crushed to approximately the size of a cotton ball the same mass at a much smaller volume with a much, much, much greater density!
16 ICARUS ACTIVITY GUIDE BEFORE THE SHOW Activity: Lifecycle of Stars Learning Objective: To explore the lifecycle of stars with different masses, and learn which stars become black holes. Materials: Balloons: 12 red, 12 yellow, 4 white, 2 blue (1 balloon per student for a class of 30) White beads (place 1 inside each red or yellow balloon) Marbles (place 1 inside each white balloon) Ball bearings (place 1 inside each blue balloon) Pin (to pop balloons) Red, yellow, and black markers for writing on balloons Instructions: 1. As a class, review how stars are born, the role of nuclear fusion in a star s core, and how stars vary from each other. Even though stars look similar in the night sky, they can differ from each other in their mass, size, temperature, color, brightness, age, distance from Earth, and what will happen to them when the fuel in their core runs out. A star s mass determines its temperature, color, and lifecycle. [See Do Black Holes Actually Exist? in the Teaching Guide] 2. The teacher will pass out the balloons, one to each student, and will tell everyone the approximate mass of their stars. Write down your predictions for the following: Which color star do you think is the hottest and which is the coolest? Which stars do you think will live the longest and why? Which stars will become black holes? 3. Model the lifecycle of a star by following the instructions below, depending on the color star you have. The teacher will call out the different ages so that all students can age their stars at the same pace.
17 ICARUS ACTIVITY GUIDE BEFORE THE SHOW Activity: Lifecycle of Stars Red Star: (2/5 the mass of the Sun) Yellow Star: (same mass as the Sun) White Star: (8x to 20x the mass of the Sun) Blue Star: (over 20x the mass of the Sun) Birth Blow up to about 3 diameter Blow up to about 3 diameter Blow up to about 3 diameter Blow up to about 3 diameter 5 million years Blow up a little more 10 million years Blow up a little more Blow up as much as you can, and then pop it. Supernova explosion! 500 million years Blow up a little more. As it expands, it cools (color it yellow). Throw the balloon remnants into space, so that you re left with only the ball bearing. A black hole! 1 billion years Blow up a little more Blow up as much as you can, and then pop it. Supernova explosion! Black hole 5 billion years Blow up a little more. As it expands, it cools (color it red). A supergiant! Throw the balloon remnants into space, so that you re left with only the marble. A neutron star! Black hole 10 billion years Blow up a little more, then cut up the balloon to show that the outer layer of the supergiant dissolves, creating a nebula. Neutron star Black hole 50 billion years Blow up a little more The nebula spreads out, so that you re left with only the bead. A white dwarf! Neutron star Black hole 200 billion years Deflate and remove the bead. The star dies, leaving behind a white dwarf! The white dwarf burns out (color it black). Neutron star Black hole This activity is modeled on one created by the Adler Planetarium (adlerplanetarium.org/educate/resources) 4. As a class, review the lifecycle of each of the types of stars modeled when and how they expand, shrink, transform, etc. Discuss these questions: Which color star lived the longest and why? How did the actual results match your predictions? Which color stars became black holes? Why? What kind of star is our Sun? Will the Sun transform into a black hole someday?
18 ICARUS ACTIVITY GUIDE AFTER THE SHOW Activity: Black Holes and Time Learning Objective: To understand the effects of a black hole on time and space, and what would happen if you travel close to one. Instructions: 1. As a class, discuss the following questions related to the show Icarus at the Edge of Time: What is gravity and how does it work? What did you know about black holes before the show? What did you learn about black holes from the show? What were you most surprised to learn? How does a black hole warp space and time? How do we know that black holes really exist? 2. In the show, as Icarus moved closer to the black hole, his father could see his actions slowing down more and more a dramatic time dilation caused by the strong gravitational attraction of the black hole. To simulate the effect of time dilation, students will break into groups of at least four people each. Each group chooses a simple activity to perform, such as tying shoes, singing the ABCs, doing a short series of dance moves, etc. 3. Each group practices doing their activity, all students beginning at the same time, but at different speeds, as if they were at different distances from a black hole. The first student does the activity at a normal speed, the second one more slowly, the third more slowly still, and the fourth slowest of all. 4. After the groups have practiced, they present their simulations to the class as a whole. 5. As a class, discuss what you have learned about time dilation. Compared to how you experience time here on Earth, would someone in space experience it faster or slower? How about someone on the edge of a black hole?
19 ICARUS ACTIVITY GUIDE AFTER THE SHOW Activity: Envision a Black Hole Learning Objective: To use creative expression to imagine what it would be like to visit a black hole. Instructions: 1. Icarus at the Edge of Time used film, music, and storytelling to imagine what a black hole is like. How would you envision a black hole how it is born, how it warps time and space, how it gobbles up objects that come too close to it, etc.? Use music, dance, drama, or art to bring a black hole to life. Students can do this project independently, in pairs, or in small groups. 2. Students should share their visions of black holes with the class. Afterwards, discuss the following questions: How were the visions of a black hole similar? How were they different? What do you find most interesting about black holes? BONUS ACTIVITY Activity: Travel into the Future Learning Objective: To use creative expression to imagine what it would be like to travel into the future Instructions: 1. In the show, Icarus traveled into the future accidentally, because he had forgotten about the effect of the black hole s gravitational pull on time. But what if you yourself had the chance to travel to the future? Use creative writing to answer the following questions: Would you travel into the future? How far into the future would you go? What do you think the future would be like? Your writing can be in the form of a poem, a story, or a diary of your trip to the future.
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Copyright 2011 Study Island - All rights reserved. Directions: Challenge yourself! Print out the quiz or get a pen/pencil and paper and record your answers to the questions below. Check your answers with
Solar System Fundamentals What is a Planet? Planetary orbits Planetary temperatures Planetary Atmospheres Origin of the Solar System Properties of Planets What is a planet? Defined finally in August 2006!
Interaction of Energy and Matter Gravity Measurement: Using Doppler Shifts to Measure Mass Concentration TEACHER GUIDE EMR and the Dawn Mission Electromagnetic radiation (EMR) will play a major role in
How did the Solar System form? Is our solar system unique? Are there other Earth-like planets, or are we a fluke? Under what conditions can Earth-like planets form? Is life common or rare? Ways to Find
APS Science Curriculum Unit Planner Grade Level/Topic Science 6 Earth/Space Interrelationships Stage 1: Desired Results Enduring Understanding Our solar system is made up of many different bodies in relationship
A Solar System Coloring Book Courtesy of the Windows to the Universe Project http://www.windows2universe.org The Sun Size: The Sun is wider than 100 Earths. Temperature: ~27,000,000 F in the center, ~10,000
How Big Is Jupiter? It s hard to imagine the size of Jupiter compared to the size of Pluto. Through this hands-on activity, students will use a scale model to easily visualize such hard to grasp concepts
California Standards Grades 912 Boardworks 2009 Science Contents Standards Mapping Earth Sciences Earth s Place in the Universe 1. Astronomy and planetary exploration reveal the solar system s structure,
OVERVIEW HONEY, I SHRUNK THE SOLAR SYSTEM MODIFIED VERSION OF A SOLAR SYSTEM SCALE MODEL ACTIVITY FROM UNDERSTANDING SCIENCE LESSONS Students will construct a scale model of the solar system using a fitness
The Layout of the Solar System Planets fall into two main categories Terrestrial (i.e. Earth-like) Jovian (i.e. Jupiter-like or gaseous) [~5000 kg/m 3 ] [~1300 kg/m 3 ] What is density? Average density
Summary: Four Major Features of our Solar System How did the solar system form? According to the nebular theory, our solar system formed from the gravitational collapse of a giant cloud of interstellar
Nuclear fusion in stars Collapse of primordial density fluctuations into galaxies and stars, nucleosynthesis in stars The origin of structure in the Universe Until the time of formation of protogalaxies,
Free Fall: Observing and Analyzing the Free Fall Motion of a Bouncing Ping-Pong Ball and Calculating the Free Fall Acceleration (Teacher s Guide) 2012 WARD S Science v.11/12 OVERVIEW Students will measure
DESCRIPTION Host Tom Selleck conducts a stellar tour of Jupiter, Saturn, Uranus, Neptune, and Pluto--the outer planets of Earth's solar system. Information from the Voyager space probes plus computer models
Solar System Ages 7+ LER 2891 Grades 2+ Card Game A fun game of thinking & linking! Contents 45 Picture cards 45 Word cards 8 New Link cards 2 Super Link cards Setup Shuffle the two decks together to mix
The orbit of Halley s Comet Given this information Orbital period = 76 yrs Aphelion distance = 35.3 AU Observed comet in 1682 and predicted return 1758 Questions: How close does HC approach the Sun? What
The Solar System Olivia Paquette Table of Contents The Sun 1 Mercury 2,3 Venus 4,5 Earth 6,7 Mars 8,9 Jupiter 10,11 Saturn 12 Uranus 13 Neptune Pluto 14 15 Glossary. 16 The Sun Although it may seem like
SYLLABUS FORM WESTCHESTER COMMUNITY COLLEGE Valhalla, NY l0595 l. Course #:PHYSC 151 2. NAME OF ORIGINATOR /REVISOR: PAUL ROBINSON NAME OF COURSE: ASTRONOMY 3. CURRENT DATE: OCTOBER 26, 2011. Please indicate
Solar System 1. The diagram below represents a simple geocentric model. Which object is represented by the letter X? A) Earth B) Sun C) Moon D) Polaris 2. Which object orbits Earth in both the Earth-centered
Provided by TryEngineering - Lesson Focus This lesson focuses on parachute design. Teams of students construct parachutes from everyday materials. They then test their parachutes to determine whether they
Ohio Standards Connection: Earth & Space Sciences Benchmark A Describe how the positions and motions of the objects in the universe cause predictable and cyclic events. Indicator 2 Explain that gravitational
Quick Peek sink, float, Hover design a submarine! Students will learn about density, buoyancy, and how submarines dive. Suggested Grade Levels: 4 8 Illinois State Learning Goals science 11.A, 11.B, 12.D,
1 Lecture 10 Formation of the Solar System January 6c, 2014 2 Orbits of the Planets 3 Clues for the Formation of the SS All planets orbit in roughly the same plane about the Sun. All planets orbit in the
4 HOW OUR SOLAR SYSTEM FORMED 1020L HOW OUR SOLAR SYSTEM FORMED A CLOSE LOOK AT THE PLANETS ORBITING OUR SUN By Cynthia Stokes Brown, adapted by Newsela Planets are born from the clouds of gas and dust
Chapter 5: Circular Motion, the Planets, and Gravity 1. Earth s gravity attracts a person with a force of 120 lbs. The force with which the Earth is attracted towards the person is A. Zero. B. Small but
1 Just as we know that the sun will rise every morning, we expect the planets and the moon to stay in their orbits. And rightly so. For 400 years, people have understood that the movements of Earth, the
Energy - Kinetic Energy and Potenial Energy Developed by Nicole Gerardo (Gouverneur MS) through a grant provided by the Title ll Part B Math/Science Partnership and in collaboration with Sheri Amsel and
Lesson 29: Newton's Law of Universal Gravitation Let's say we start with the classic apple on the head version of Newton's work. Newton started with the idea that since the Earth is pulling on the apple,
CLASSROOM ACTIVITY The Solar System in Your Neighbourhood General Information Level: All cycles of elementary; secondary 1 to 5. Students per group: Three to four. Duration: Two 50-minute periods. Where:
Astronomy & Physics Resources for Middle & High School Teachers Gillian Wilson http://www.faculty.ucr.edu/~gillianw/k12 A cosmologist is.... an astronomer who studies the formation and evolution of the
Balloon Inside a Bottle What is Needed * One small party balloon * One small bottle. A 16 ounce pop bottle works well. What to Do Put approximately 1 tablespoon of water into the empty pop bottle. Then
The Milky Way Galaxy is Heading for a Major Cosmic Collision Roeland van der Marel (STScI) [based on work with a team of collaborators reported in the Astrophysical Journal July 2012] Hubble Science Briefing
Image taken by NASA Asteroids About 6,000 asteroids have been discovered; several hundred more are found each year. There are likely hundreds of thousands more that are too small to be seen from Earth.
View Through a Telescope Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to